Escolar Documentos
Profissional Documentos
Cultura Documentos
PST103±E/1/97±2005
PFC101-Q/1/97-2005
96477245
3B2
(iii) PST103±E/1/97-2005, PFC101±Q/1/97-2005
Contents
FOREWORD (vi)
UNIT 1
INFORMATION REGARDING THIS COURSE 1
1.1 Purpose, nature and scope of the course 1
1.2 Learning outcomes 1
1.3 Activities and self-evaluation exercises 2
1.4 Assignments 2
1.5 Prescribed books 2
1.6 Themes 2
1.6.1 A synopsis of the prescribed books and themes 3
1.7 An overview of the course 4
1.8 Concluding remarks 7
BIBLIOGRAPHY 7
UNIT 2
SOCIAL SCIENCES IN THE PRIMARY SCHOOL Ð GEOGRAPHY AND
HISTORY 9
2.1 Clarification of concepts 9
2.1.1 What are the Social Sciences? 10
2.1.2 What is Geography? 11
2.1.3 What is History? 12
2.2 The nature and value of Geography and History in general education 13
2.3 Geography and History teaching in South African Primary Schools 17
2.3.1 A historical perspective 17
2.3.2 Recent developments 18
2.4 Correlation between Geography and History 21
2.5 Concluding remarks 22
2.6 Evaluation questions 22
BIBLIOGRAPHY 23
UNIT 3
CURRICULUM AND CURRICULUM DEVELOPMENT 25
3.1 Defining the concept ``curriculum'' 25
3.2 Curriculum development 26
3.2.1 The place of Geography and History in the development of the
curriculum 27
3.3 Concluding remarks 32
3.4 Evaluation questions 32
BIBLIOGRAPHY 33
(iv)
UNIT 4
AIMS AND OBJECTIVES 34
4.1 Introduction 34
4.2 The difference between aims and objectives 34
4.3 Skills 36
4.3.1 Reading and research skills 36
4.3.2 Social skills 36
4.3.3 Descriptive skills 36
4.3.4 Schematic skills 36
4.3.5 Skills in synthesis 36
4.4 Concluding remarks 41
4.5 Evaluation questions 42
BIBLIOGRAPHY 42
UNIT 5
RESOURCES AND MEDIA 43
5.1 First order resources: the teacher 43
5.2 Second order resources: the spoken and written word 44
5.2.1 The writing/black/chalkboard 45
5.2.2 Textbooks 46
5.3 Third order resources: teaching media 47
5.3.1 Pictures, sketches, illustrations and photographs 47
5.3.2 The overhead projector 49
5.3.3 The timeline and timeline chart 50
5.3.4 Film/motion pictures 51
5.3.5 Video recording 51
5.3.6 Filmstrips and slides 51
5.3.7 Tape recorders 52
5.3.8 Maps 52
5.3.9 Exhibitions, presentations, samples and models 53
5.3.10 Computers 54
5.3.11 School library/media centre 54
5.4 Fourth order resources: beyond the school 55
5.4.1 Local events 55
5.4.2 Fieldwork, excursions and educational tours 56
5.5 Criteria for the selection of teaching media 59
5.6 Concluding remarks 60
5.7 Evaluation questions 60
BIBLIOGRAPHY 60
UNIT 6
LESSON PLANNING/PREPARATION 62
6.1 Introduction 62
6.2 Scheme of work 62
6.2.1 Educational objectives and aims 64
6.2.2 The course of the lesson 66
6.3 Evaluation questions 73
BIBLIOGRAPHY 73
(v)
UNIT 7
EVALUATION AND ASSESSMENT PROCEDURES 74
7.1 Evaluation and assessment: explanation of concepts 74
7.2 Different types of assessment 75
7.2.1 Continuous assessment (CA) 77
7.3 The compilation of tests and examination papers 79
7.4 Concluding remarks 84
7.5 Evaluation questions 84
BIBLIOGRAPHY 85
UNIT 8
SCHOOL AND CLASS MANAGEMENT 86
8.1 Subject policy of the school 86
8.2 Organising individual, group and fieldwork 87
8.3 Concluding remarks 89
8.4 Evaluation questions 89
BIBLIOGRAPHY 89
APPENDIX 90
(vi)
Foreword
We welcome you to this course and trust that you will find the study guide useful and
informative. We welcome any form of criticism and will view it in the light of contributing to
a better product.
The study guide consists of eight units, the first being an introduction, while the remaining
seven will focus on the themes. Mr Lewis authored units 1, 2, 3, 7 and 8 while Dr Van
Schalkwyk wrote units 4, 5 and 6.
We trust that this course will expand your own insights into the teaching of the subject, and
we wish you well in your studies.
Andrew Lewis
Alena van Schalkwyk
1 PST103-E/1
Unit 1
Information regarding this
course
a After studying this unit you will be able to:
. list the themes that will be dealt with in this course,
. use and understand the contents pages of your prescribed books,
. speed read a passage for information,
. use this study guide as an aid for effective (and interactive) learning.
This course is not designed to be a model of how teaching should be. That would be an
absurd assumption. This course is designed to give you the basic knowledge, skills,
values and attitudes with which you can approach these subjects while teaching. We give
you the impetus; the rest (effective teaching) depends on you.
This course has to do with the teaching of Social Sciences (History and Geography) in the
senior primary phase. A conceptual analysis of relevant concepts and the rationale
behind the inclusion of both History and Geography will be given in units 2 and 3. The senior
phase in primary school is from Grades 4 to 6.
1.4 Assignments
Tutorial letter 101 contains a number of assignments appertaining to the course. These
assignments are designed to contribute to your development of knowledge, skills, values
and attitudes surrounding the subject, as well as contributing to your examination
entrance. Make sure that you understand the work and do not think that a verbatim (word-
for-word) reproduction of relevant sections will ensure the attainment of the above-
mentioned results.
Hurry, L. 1991. Geography teaching in Southern Africa: an introductory guide. Pretoria: Via
Afrika.
Please remember that, although the two books focus on the primary and secondary schools,
you must focus on the first phase Ð senior primary. You can ignore aspects relating to the
secondary school.
The prescribed books also refer to syllabuses in use. These syllabuses are outdated and we
have included the latest core syllabuses of Geography and History at the back (see
appendix) of this study guide. We have also included an extract of the Western Cape's
Standard 4 (Grade 6) extended syllabus as an example of curriculum initiative at
regional level.
1.6 Themes
We have seven themes that we will be discussing in this course and you will see that each
theme features in both text books. Although some aspects may overlap, they do specifically
refer to their own discipline. One book may also give more prominence to one aspect than
the other does. We will supplement that information which is excluded or features less
prominently. You will see that we do not discuss all the aspects in the prescribed books. This
does not mean that we do not see these sections as important. As your prescribed books are
important sources of information, it is important that you use them correctly and efficiently.
Do not view the seven themes in isolation; these themes are interrelated and form a whole.
3 PST103-E/1
When preparing say, a lesson, you will inevitably have to gather information from other units
(eg when planning a lesson you have to look at, amongst others, basic didactical
principles and, assessment techniques).
D Activity 1 ± 10 minutes
Quickly scan through the contents pages of your prescribed books (remember
that these can also be referred to as a table of contents) and the books as a
whole. Below is a list of the themes that we will be discussing in our course.
Next to each of our themes are two columns, representing our prescribed
books. Next to each of our themes, see if you can write in the prescribed
books' chapters/sections/pages. We have done certain sections of a theme so
that you are fully aware of what we want. Remember that both books may or
may not include all the themes discussed.
TEACHING SOCIAL SCIENCES: HISTORY AND GEOGRAPHY
5 Lesson planning
!! At the end of this unit we have given you our version of the above
overview.
After completing Activity 1, you should now have a broad overview of what the course will
involve, where more or less to find these themes in the text books and also which information
still has to be supplemented. As was mentioned previously, it is not our intention to present
to you the alpha and omega of teaching Social Sciences, but it is our intention to give you
the basic skills with which to tackle these interesting (and very often neglected) subjects.
4
Theme 1 will introduce Geography and History as part of the Social Sciences in the primary
school. We will look at their relationship (correlation) and their nature, clarify certain
concepts and look at Geography and History teaching in South African schools. The aim of
this chapter is thus to put the subjects into better perspective.
D Activity 2 ± 5 minutes
Study the title page and publisher's details of your History prescribed book
and then complete the following reference card. Compare your answers to
ours:
3 Title .......................................................................................................................
6 Edition ..................................................................................................................
5 PST103-E/1
Study the title page and publisher's details of your Geography prescribed
book and then complete the following reference card. Compare your answers
to ours:
3 Title .......................................................................................................................
5 Publisher ..............................................................................................................
6 Edition ..................................................................................................................
Answers
Answers
The aim of this activity is for you to use this information when doing your assignments.
When you use any source of reference, you have to acknowledge it in your assignment
itself and in your bibliography.
D Activity 3 ± 5 minutes
1 Author
The only part of the author's name that you use is his/her surname. When
referring to the author in a text, you will place his/her surname in between
brackets, as follows:
(Hurry )
You are probably wondering if you must put all the authors of your History
book in brackets. The answer is no. You will only put the first one's
surname, followed by the Latin words et al. meaning ``and others'' (Sykes
1979:355), implying all the other authors.
(Mathews et al. )
2 Date of publication
After the author's surname, you will write the date of publication as
follows:
(Hurry 1991 )
(Mathews et al. 1994 )
3 Pages
The last piece of information that you must insert are the pages consulted.
Say you consulted page 90 in your Geography book and pages 106±108 in
your History book. You will then write the information as follows:
(Hurry 1991:90)
(Mathews et al.:106±108)
And that's that! You will notice that there are many such references in your prescribed text
books and study guide.
You will also notice that at the back of each prescribed book, you have a list of all the books
consulted by the author/s. This is known as a bibliography. Each assignment must have a
bibliography, as you need to acknowledge the author/s whose books you consulted. Here
we will again use that information which we acquired in activity 2. A bibliography must be
as concise (yet complete) as possible. Entries in your bibliography are arranged according to
alphabetical order. Our prescribed books will be listed as follows:
Hurry, L 1991. Geography teaching in Southern Africa: an introductory guide. Pretoria: Via
Afrika.
You will notice that, in the bibliography, we list all the authors of a particular source.
Whereas we used et al. in the assignment, we have to acknowledge/write all the authors'
names in the bibliography. We also use italics when typing the source's title. If you write the
bibliography yourself, obviously you cannot use italics. Here you will underline the source.
D Activity 4 ± 5 minutes
1 .................................................................................................................................
2 .................................................................................................................................
3 .................................................................................................................................
It is hoped that this wrap-around study guide will make of you an active learner, which in
turn will lead to effective teaching.
As was mentioned earlier, we will equip you with the basic tools (knowledge, skills,
values and attitudes) which will hopefully be used in effective teaching. Activities and
evaluation questions will be included in the units for you to test and practise these
basic tools.
The study guide will not repeat what is in the prescribed books. Our approach will be to
take a theme, discuss it in general and then by reading certain relevant sections in the
prescribed books look more specifically at the two different subjects Geography and
History.
Activities may require of you to critically apply knowledge that you have learnt and your
own experience as a teacher/potential teacher. Activities are included to make you
think critically.
Look at the outcomes stipulated in the beginning of this unit and mark off those that you
have attained/mastered. If not, go back to those of which you are still unsure and give them
attention. Remember that they are there to help you!
Bibliography
Sykes, JB. (ed.) 1979. The Concise Oxford Dictionary of Current English. 6th edition, 8th
impression. Oxford: Clarendon Press.
8
Unit 2
Social Sciences in the primary
school Ð Geography and
History
Before we get to various people's definition of these concepts, let us see how you perceive
them. Activity 1 will cover this aspect.
10
D Activity 1 ± 5 minutes
How would you define the concepts of Social Sciences, Geography and
History? In other words, what do these fields of study mean to you?
1 Social Sciences:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
2 Geography:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
3 History:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Without getting into too much of a discussion on the debate surrounding the definition of
the concept of Social Sciences, it is necessary to briefly define the concept for our purposes
and place it into perspective.
There is no conclusive definition of the term; however, there is a general (broad) consensus
that this field examines the way in which individuals and groups interact with various
environments (Nelson 1992:24; Robertson 1977:7). This definition implies inter alia the
study of human society and social relationships as well as why people behave the way they
do (Elliot et al. 1992:1028; Tulloch 1993:1472).
In the material environment, Geographers will study the spatial pattern of people's
interaction with the physical environment, while Economists study the ways in which
people use material resources. In the human environment, Sociologists study ways in
which people interact with society in general, Anthropologists study people's interaction
with culture, Psychologists will study the minds and behaviour of humans, and Political
Scientists will study people's interaction with power and authority. Lastly there is the study
of History (where Social Sciences merge with the Humanities). Historians examine the
different ways in which people of different time periods (epochs) and circumstances have
interacted with these environments (Reber 1985:593; Nelson 1992:24±25).
11 PST103-E/1
Now that we have looked at the concept Social Sciences, let us now focus our attention on
two aspects thereof: Geography and History.
The first step in answering the initial question would be to inspect a few definitions of the
term and try and find a generally acceptable one.
D Activity 2 ± 10 minutes
1.1 .......................................................................................................................
.......................................................................................................................
1.2 .......................................................................................................................
.......................................................................................................................
1.3 .......................................................................................................................
.......................................................................................................................
2 Also consult a good dictionary/dictionaries and see how they define the
term (Geography):
................................................................................................................................
................................................................................................................................
................................................................................................................................
3 Take all these definitions and note similarities and differences in these
definitions.
Similarities Differences
1 .......................................................... 1 ..........................................................
2 .......................................................... 2 ..........................................................
3 .......................................................... 3 ..........................................................
12
4 After all that you have read and experienced in activities 1 & 2, now try
to define the concept:
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
I think that after doing activities 1 and 2 you will agree with Holmes and Moorhouse
(1993:1) when they observe that ``Geography is easy to observe but difficult to define''.
Geographers do not always agree on what Geography comprises, mainly because they study
a host of phenomena, while over the years a shift of emphasis has taken place, which has
been determined by the scientific ideals of the period. However, contemporary definitions
tend to emphasise the relationship between the earth and its inhabitants, through the
study of place, space and the environment (Wiegand 1993:1).
Various authors have different opinions as to how they see History and, as in the case of
Geography, a generally accepted definition seems to elude writers.
Let us note a couple of these definitions in Esterhuizen et al. (1991:1).
Van Jaarsveld sees History as ``... the reality which took place in the presence of God, and
the historian who construes reality after it has occurred, is only able to do so on the basis of
information which has been left him. Each event is unique and unrepeatable''.
Burston and Green interpret History as ``the story of the development, evolution and origin of
our present environment''.
Dreyer perceives History as ``the totality, in the length of time, of humanity's life gone by''.
Commager makes the following statement: ``It means the past and all that happened in the
past. It means, too, the record of the past Ð all that men have said and written in the past''.
While Clark states that ``history is the record of what has happened in the past, of anything
that has ever happened in the past, however long ago or however recently''.
13 PST103-E/1
D Activity 3 ± 10 minutes
.......................................................................................................................
1.2 .......................................................................................................................
.......................................................................................................................
1.3 .......................................................................................................................
.......................................................................................................................
2 Also consult a good dictionary/dictionaries and see how they define the
term (History):
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
3 Take all these definitions and note similarities and differences in these
definitions.
Similarities Differences
1 .......................................................... 1 ..........................................................
2 .......................................................... 2 ..........................................................
3 .......................................................... 3 ..........................................................
4 After all that you have read and experienced in activities 1 and 3, try to
define the concept:
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
Much in the same vein as with Geography, various academics perceive the concept of
History differently. I think that you will agree that History is a record or description of the
past, with the past being understood in terms of time and space (Jordaan et al. [sa]:1).
It is necessary that teachers understand the nature and elements of Geography and
History, what they involve and finally their contribution to education.
D Activity 4 ± 5 minutes
1 What five important characteristics does Hurry identify as constituting
(school) Geography? Explain.
1.1 .......................................................................................................................
1.2 .......................................................................................................................
1.3 .......................................................................................................................
1.4 .......................................................................................................................
1.5 .......................................................................................................................
2 What five elements does Mathews et al. identify for History?
2.1 .......................................................................................................................
2.2 .......................................................................................................................
2.3 .......................................................................................................................
2.4 .......................................................................................................................
2.5 .......................................................................................................................
Let us now look at the value and contribution of these subjects to general education.
Read: Mathews et al. chapters 2±4 (The value of History)
Hurry p 4, sec 1.4±1.5
Here, both authors speak of the value and contribution to education of History and
Geography. In the 1996 Geography Syllabus: senior primary phase Ð Standerds
(sic) 2 to 4 (Grades 4 ± 6) of the Western Cape Education Department (1996:4), the
following diagram illustrates what they see as Geography's contribution to education:
15 PST103-E/1
DIAGRAM 1
. locations and places in a national and . the use of maps, graphs and statistics
international framework . the use of text, pictures, tables and
. major natural systems of the world, e.g. diagrams
landforms, water bodies, climate, etc. . practising methods of field observation
. major socio-economic systems of the and mapping; interviewing people;
world, e.g. agriculture, settlements, gathering and interpreting information
population, transport, etc.
. the diversity of peoples and societies in
the world to appreciate the cultural
WV firsthand
. using communication, thinking,
practical and social skills to explore
richness of humanity geographical topics
. structures and processes at local and . the process of inquiry which will
national level encourage learners to question; process
. the challlenges of, and opportunities for, and evaluate information; make
global interaction generalisation, judgements and
decisions; solve problems and to work
in groups
S
Attitudes and values that help to:
T T
. interest the learners in their surroundings and in the variety of natural and
human characteristics on the surface of the Earth
. appreciate the uniqueness of the physical world and the wide variety of
environments in which people live
. develop a concern for the quality of planning of the environment for future
generations
. understand the significance of decision making
. develop a readiness to use geographic knowledge and skills in daily life
. develop a respect for the rights of all people to equality
. encourage a commitment to seeking solutions to local, regional, national
and international problems on the basis of the ``International Declaration of
Human Rights''
D Activity 5 ± 2 minutes
1 ...............................................................................................................................
2 ...............................................................................................................................
3 ...............................................................................................................................
D Activity 6 ± 10 minutes
Although Mathews et al. do not make use of a diagram, they still incorporate
knowledge, skills, attitudes and values. Create your own diagram for History,
using other sources as well as Mathews et al.
. ............................................................ . ............................................................
. ............................................................ . ............................................................
WV
. ............................................................ . ............................................................
. ............................................................ . ............................................................
. ............................................................ . ............................................................
. ............................................................ . ............................................................
S
S
T
T
. .................................................................................................................
. .................................................................................................................
. .................................................................................................................
. .................................................................................................................
. .................................................................................................................
. .................................................................................................................
17 PST103-E/1
In the Cape Colony, as far back as the early nineteenth century, Commissioner De Mist's
skoolorder of 11 September 1804 included Geography and History in the primary school
curriculum (Du Toit 1975:37±38).
It was only in 1872 that President Brand of the Orange Free State enacted an education
ordinance which saw to the inclusion of Geography and History (general, fatherland and
Biblical) in the school curriculum. The first schoolbook printed in the Free State was
Aardrykskunde en Geskiedenis van den Oranje-Vrystaat (1892). Ordinance 9 of 1920 saw to
it that the Geography and History syllabuses were adapted to South African conditions (Van
Schoor 1975:145±146, 184).
In the former Transvaal the Volksraad formulated its first written attempt at an education
policy. These regulations were drawn up by a Dutch teacher, H van Linden, and promulgated
in 1852. In 1859 an educational committee was set up to supervise educational provision
and saw to it that teachers taught, amongst other subjects General History and Geography
(Behr 1984:12). In 1889, Geography became a compulsory subject in primary schools
according to the regulations of that year (Venter 1992:6).
In Natal, Act 15 of 1877 made provision for the recognition of primary education in the
colony. A curriculum was laid down which recognised, amongst other subjects, the History
of England and South Africa as well as elementary Geography (Behr 1984:10).
After the Union of South Africa Act of 1909 up until 1967, traditionally white schools in the
four provinces were given a measure of local control in certain matters (Behr 1984:20).
Education was one of them. The teaching of Geography and History was also practised in
this light. In the Cape and Free State they were presented up to Standerd 8 (Gr 10) as Social
Studies1 and in the Transvaal up to Standerd 5 (Gr 7). However, Social Studies was later
terminated in the 1960s (Van Jaarsveld & Rademeyer 1975:94). The National Education Act
of 1967 saw to it that there was a national coordination in respect of syllabuses, courses and
examination standards and the two subjects were presented as separate disciplines (Behr
1984:38±39, 43) up until the present.
Well up until the 1950s, Missionaries were largely responsible for black education in South
Africa and the teaching of Geography and History differed from province to province. For
example, up to 1910 course content at mission schools in the Cape Colony was very similar
to that for white pupils, while in Natal the Council of Education created in 1877 did not
ÐÐÐÐÐÐÐÐÐÐÐ
1 This subject comprised Geography, History and Citizenship.
18
include these subjects (Geography and History) in the separate curriculum for blacks (Behr
1984:174). Blacks in the Transvaal only received separate curricula in 1913, the Cape in
1921 and the OFS in 1924 (Hartshorne 1992:25, 57).
In the Transvaal, a curriculum for the seventh school year which included Geography (South
Africa and the British Colonies) was only added in 1920, while it was only in 1928, at the
time of the next curriculum revision, that History was included in the curriculum (Hartshorne
1992:26).
By 1949, the curriculum was more or less uniform in all the provinces, with History and
Geography being included and presented as Social Studies (Hartshorne 1992:31).
After the infamous 1953 Bantu Education Act, new syllabuses were drawn up in 1956. The
content of the subject Social Studies was seen as containing ideological content promoting
the apartheid doctrine. These syllabuses were more or less similar to those used by White
provincial schools (Harsthorne 1992:40±41).
Up until 1975, Social Studies was still practised in black primary schools (senior primary)
but was later replaced by separate disciplines Ð History and Geography (Behr 1984:191±
192, 208) Ð as is practised to date.
The democratic processes of the 1990s heralded a fresh look at curriculum content and the
status of Geography and History. These curriculum developments will be discussed in more
detail in unit 3.
It is necessary to have a look at recent developments in Geography and History and their
effect on the teaching of the subjects in South African schools, with special reference to the
senior primary phase.
Since the 1960s Geography has progressed from being perceived as an ``... ideographic
description of regions, i.e. geography's traditional preoccupation with the individuality and
uniqueness of different countries and areas, to a nomothetic, law-seeking science ...
concerned with explanation in terms of general theories'' (Smit 1994:51) that is, process-
orientated (Smit 1986:276; Venter 1992:7). Geography teaching in the primary school has
become increasingly child-centred and concept based (seeking more generalised
statements which link phenomena together) as was evident in syllabus revisions of the
1970s and 1980s. The importance of pure facts was now being replaced by a recognition of
concepts and skills (Smit 1994:51±52). With regard to the development of concepts, it is
imperative that educators take cognisance of aspects of child development as theorised by
academics such as Piaget (Smit 1986:277). Piaget's theory, together with other relevant
theories, will be discussed in detail in the theme Child development (ETH101).
During the 1970s and 1980s, a new shift in paradigm was experienced especially in human
Geography, namely that to an awareness of environmental and Third World issues. However,
core syllabus revisions during 1985 did not reflect this paradigm shift (Smit 1994:52).
Seeing that Geography as a school subject lends itself well to the development of spatial
concepts (Smit 1986:277) and History to time and spatial concepts (Esterhuizen et al.
1991:25±28) the following tables will show the development of the child's conception of
these two aspects. Remember that these are only theories, mainly from a Western
perspective, and may differ from theories of child development in other cultures and lend
19 PST103-E/1
themselves to a fair amount of criticism (Lowry 1995:120±121). However, they do give a fair
indication as to the child's development of concepts.
FIGURE 2.1
Scheme: consciousness of time
6±7 years 8±9 years 10±11 years 12±16 years 16±18 years
FIGURE 2.2
Scheme: the development of the pupil's conception of space
D Activity 7 ± 5 minutes
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
2 Do you think it is wise to start letting pupils build models of South African
relief in the Geography class as early as Gr 4? Explain your answer.
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
It is also necessary to look at some basic principles of good general teaching and how
they apply to Geography and History.
Although Hurry refers only to Geography, these principles are very valid for History as well.
D Activity 8 ± 5 minutes
1 ...............................................................................................................................
2 ...............................................................................................................................
3 ...............................................................................................................................
4 ...............................................................................................................................
On 15 April 1990, Margaret Thatcher, a former British Prime Minister, made the comment in
The Sunday Telegraph that:
22
``It is obvious that you must have some history and some geography; you are not a
complete person unless you have that general knowledge'' (DES/WO 1990:6).
This quotation not only emphasises the importance of Geography and History, but also the
fact that very often these two subjects complement each other in many aspects. Marwick
(1976:107) supports this and notes that ``between history and geography ... there are
venerable ties''.
Although there are strong links (eg space) and dependence upon each other, one must
realise that the practioners of the two subjects do work and think in different ways.
Experience has also shown that the two subjects diverge quite significantly after primary
school level (DES/WO 1990:74).
The following extracts outline the influence of the two disciplines upon each other.
D Activity 9 ± 5 minutes
1.1 .......................................................................................................................
1.2 .......................................................................................................................
1.3 .......................................................................................................................
1.4 .......................................................................................................................
4 Name and discuss the fundamental principles that characterise good (general)
teaching. Explain in the light of your current teaching experiences or past experiences
while still a scholar. [10]
5 Discuss why it is not educationally acceptable to teach from a content-based approach
only. [3]
Bibliography
Behr, AL. 1984. New perspectives in South African Education. 2nd edition. Durban:
Butterworth.
Department of Education and Science & the Welsh Office (DES/WO). 1990. Geography for
ages 5 to 16: Proposals of the Secretary of State for Education and Science and the
Secretary of State for Wales. June.
Du Toit, PS. 1975. Onderwys in Kaapland. In J. Chr. Coetzee (red). Onderwys in Suid-
Afrika. Pretoria: JL van Schaik:
Elliot, SP, Goldstein, M & Upshall, M. 1992. Webster's New World Encyclopedia. New York:
Prentice Hall.
Esterhuizen, SJ, Gunning, NR & Mocke, HA. 1991. History method for primary and
secondary schools. Pretoria: Via Afrika.
Hartshorne, K. 1992. Crisis and challenge: Black education 1910±1990. Cape Town: Oxford
University Press.
Holmes, P & Moorhouse, I. 1991. Geography method for primary teachers. Pinelands:
Maskew Miller Longman.
Jordaan, SP, Vivier, JM, Barnard, CJ & Schutte, MA. [Sa]. Didactics: History in the primary
school. Pretoria: De Jager HAUM.
Lowry, S. 1995. A critique of the history curriculum debate in South Africa: some signposts
for the future. Perspectives in Education, 16(1):105±130.
Nelson, MR. 1992. Children and social studies: creative teaching in the elementary
classroom. 2nd edition. Orlando: Harcourt Brace Jovanovich.
Smit, MJ. 1986. Aardrykskunde in die primeÃre skool: 'n pleidooi vir beter seleksie, meer
vryheid en inisiatief. Die Unie, April:276±278.
Smit, T. 1994. School Geography in the new South Africa: challenges and responses, in LB
Hurry (ed). A case for Geography in the new South Africa. Pietermaritzburg: Geography
Initiative in South Africa.
Tulloch, S. (ed). 1993. The Reader's Digest Oxford complete Wordfinder. London: The
Reader's Digest Association.
24
Van Jaarsveld, FA & Rademeyer, JI. 1977. Teorie en metodiek vir geskiedenisonderrig. 2de
uitgawe. Doornfontein, Johannesburg: Perskor.
Van Schoor, MCE. 1975. Onderwys in die Oranje-Vrystaat. In J. Chr. Coetzee (red).
Onderwys in Suid-Afrika. Pretoria: JL van Schaik.
Venter, SCJ. 1992. Subject Didactics: Geography. Only study guide for MGGROO-R.
Pretoria: University of South Africa.
Western Cape Education Department (WCED). 1996. Geography Syllabus: senior primary
phase Ð Standerds (sic) 2 to 4.
Wiegand, P. 1993. Children and Primary Geography. London: Cassell.
25 PST103-E/1
Unit 3
Curriculum and curriculum
development
a After studying this unit you will be able to:
. understand what is meant by the concepts of curriculum and
curriculum development,
. take cognisance of curriculum development initiatives in South African
education with special reference to Geography and History,
. plot the position of Geography and History in these current initiatives.
Carl (1995:26±27) notes the difficulty of defining such a concept because of, among other
reasons, the diverse approaches with which writers negotiate the field (curriculum studies).
Without getting into too much of a debate, we will look at Carl's definition of the concept.
The term can be defined as ``... a broad concept that embraces all planned activities, and thus
also subject courses that take place during the ordinary school day. It also includes all after-
school planned activities such as societies and sport'' (Carl 1988:21).
This implies that the concept has a narrow meaning (a set of subjects) and a wider
connotation (all learning experiences offered by a school, both during and after school). To
Marks et al. (in Carl 1995:33) the curriculum ``... encompasses all of the learning experiences
that students have under the direction of the school.''
Even this concept lends itself to various definitions. However, for this discussion, we will
adopt the definition by Carl (1995:73) who sees it as a process characterised by various
phases such as curriculum design, dissemination, implementation and evaluation.
Recently, specific initiatives in South Africa have endeavoured to investigate curriculum
development with the aim of proposing a broad policy (Carl 1995:25) in making it more
relevant. These initiatives include the Human Sciences Research Council's (HSRC)
investigation into education in 1981 (commonly known as the De Lange Report), the
discussion document of the Committee of Heads of Education Departments in
November 1991, as well as the provisional report of the National Education Policy
Investigation (known as the NEPI report) of 1992.
Although these initiatives contributed greatly to the curriculum development debate, they
were not seen as reflecting all the role players in South African education, a truly democratic
process was thus needed.
After the first democratic elections in 1994, developments in education attempted to reflect
democratic principles. This was also the case with curriculum development.
In 1995 the Heads of Education Committee (HEDCOM) requested the Department of
Education to facilitate the development of a new curriculum framework for General and
Further Education and Training. The Department of Education, in an attempt to meet this
request, appointed a national Consultative Forum on Curriculum (CFC). This forum
represented a variety of stakeholders and role players in education and training across the
country. The result was the Curriculum Framework For General and Further
Education and Training of December 1995 (CFC 1995: foreword). Hereafter, we will refer
to this initiative as the 1995 Curriculum Framework. This was the first discussion
document, and, in line with democratic principles, interested parties Ð both individual and
collective Ð were invited to respond by March 1996. The responses were considered by the
Curriculum Development Working Group (CDWG) of the National Curriculum
Development Committee (NCDC) and were as far as possible incorporated in the July
1996 discussion draft (CDWG 1996: foreword), herewith referred to as the 1996
Curriculum Framework.
Many relevant documents were used in preparing and developing these works. These
included the 1993 interim Constitution of the Republic of South Africa, the March
1995 White Paper on Education and Training and the October 1995 South African
Qualifications Authority (SAQA). The White Paper was drawn upon heavily to develop
the `'new'' curriculum (CFC 1996: foreword; CDWG 1996:6).
The 1996 Curriculum Framework (CDWG 1996:11±16) identified 11 principles
informing curriculum design to contribute towards:
. being relevant and appropriate to current and anticipated needs of the individual,
society, commerce and industry;
. an integrated approach which rejects a rigid division between academic and applied
knowledge, theory and practice, knowledge and skills, head and hand;
. differentiation, redress and learner support;
. nation-building and non-discrimination;
. critical and creative thinking;
. flexible learning programmes that offer learners the opportunity of choosing what,
where, when, how and at what pace to learn (especially adult learners);
. learning programmes that facilitate progression from one class, phase, or learning
outcome to another;
. credibility Ð both nationally and internationally;
. quality assurance.
To many in South Africa, the traditional curriculum did not reflect these above-mentioned
principles.
Whereas, in the past, curriculum design tended to be, centrally designed, content-
based, prescriptive and rigid there has been a shift towards making the curriculum
outcome-based and flexible in that it promotes lifelong learning. It allows for
optimum participation by the teacher/educator/trainer as well as the devolution of
curriculum development (Carl 1995:24±25; CFC 1995:3, 8; CDWG 1996:11). According to
the 1996 Curriculum Framework (CDWG 1996:17) ``outcomes-based curriculum
development processes will, therefore, have as their starting point the intended results of
their learning in terms of knowledge, skills and values rather than the prescription of content
to be learnt.'' It is argued that outcomes-based learning promotes holistic, integrated
learning development and not narrow, mechanistic behaviour (CFC 1995:8±9) as was the
case in the past where the focus was on curriculum input (learning content). The emphasis
has now shifted to curriculum output (the results of learning, rather than on the ways and
means by which these results have to be achieved) (CFC 1995:12).
FIGURE 3.1
The curriculum for the Junior Primary, Senior Primary and Junior Secondary Phases
Field of Study Jnr Prim Phase Snr Prim Phase Jnr Sec Phase
Grd 1±3 (Sub Grd 4±7 (Stds 2±5) Grd 8±9 (Stds 6±7)
stds/stds A, B, 1)
Languages 1st year one or two 1st year two Two languages from
languages, there- languages, thereafter Afrikaans, English
after two Afr, Eng, and an and an African
languages, from African language language
Afr, Eng or an
African language
Mathematics Mathematics Mathematics Mathematics
Natural Sciences Environmental General Science General Science
Studies
Social Sciences (accommodated in Social Science Social Science
Environmental (Geography, History
Studies) and principles from
Economics)
Arts Arts Education Arts Education Arts Education
Technology Technology Technology Technology
Lifestyle Education Religious Instruc- Religious Instruction Religious Instruction
tion Guidance Guidance
Guidance Economic Education Economic Education
Economic Educa- Physical Education Physical Education
tion
Physical Education
One of the following
optional subjects:
A third language
(from the language
package/a foreign
language)
A talent subject
A vocationally
oriented subject
!! What then did the 1995 and 1996 Curriculum Frameworks propose?
As was previously mentioned, an attempt was made to make education and training in South
Africa more relevant. This is reflected in a system which intends making learning a lifelong
process.
This process proposes two bands General and Further Education: of education and training.
General Education and Training is further more divided into three developmental phases of
school education: Early Childhood Development [ECD]/Foundation, Intermediate
and Senior phases as well as four sub-levels of adult basic education: ABET 1±4 (CFC
29 PST103-E/1
1995:9; NQF 1996). Figure 2 below gives you a graphic representation of this proposed
model.
FIGURE 3.2
National Qualifications Framework
Doctorates Technikons/Universities
8 Higher Further Research Degrees Tertiary/Research/
Professional institutions
Education Technikons/Universities
7 Higher Degrees Tertiary/Research/
Professional Qualifications Professional
institutions
and Universities/Technikons/
6 First Degrees Colleges/Private/
Higher Diplomas Professional institutions/
Workplaces/etc
Training Universities/Technikons/
5 Diplomas Colleges/Private/
Band Occupational Certificates Professional institutions/
Workplaces/etc
D Activity 1 Ð 5 minutes
The categorisation of these Areas of Learning does not imply that they have to be taught
separately or that learning programmes need to be based on these areas as single, discrete
entities. It is envisaged that curriculum development at local, provincial, regional and
institutional level will be innovative and relevant. This could include the integration of
knowledge across the core areas (CDWG 1996:34).
31 PST103-E/1
D Activity 2 Ð 5 minutes
Looking at the Areas of Learning, where do you think that Geography and
History will fit in?
....................................................................................................................................
....................................................................................................................................
More specifically, these Areas of Learning have focuses which are illustrated in figure 3
below. Note that these focusses are not final and will be finalised in 1997.
FIGURE 3.3
Curriculum Framework for General and Further Education and Training
Core Learning Area Description (Including Options)
Communication, Literacy, Language learning Literacy
South African Official Languages
Other modern world Languages
Classical Languages
Numeracy and Mathematics Numeracy, mathematics, statistics, etc.
Human and Social Sciences Geography, History
Democracy Education
Development Studies
Environmental Studies
World Ethical and Belief Systems
Utility and Social Services
Physical and Natural Sciences Integrated Sciences
Biological-Sciences
Physical Sciences
Agricultural Sciences
Engineering
Technological Sciences Technology Education
Information Technology
Technical Education
Applied Arts and Sciences
Arts and Culture Visual, Expressive and Performing Arts
Music Education
Movement, Oracy Studies
Economic and Management Sciences Economic Education
Financial Management
Business Education including Entrepreneurship
Public Management
Life Orientation, Person and Social Health Education, Career Guidance
Development Lifelong Learning Skills
Inter- and Intra-personal Development
Religious Studies
Physical Education
On 25 October 1996 a press release by the Department of Education noted the acceptance of
the new curriculum (SABC 2 News, 25 October 1996) which would replace the old
curriculum. This new curriculum will come into operation in January 1998 (The Citizen, 30
October 1996:5).
D Activity 3 Ð 5 minutes
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
6 Give a brief description of the most recent developments (1990 till present) of the
curriculum in formal education. Refer specifically to the subjects History and
Geography. [5]
Bibliography
Carl, A, Volscenk, A, Franken, T, Ehlers, R, KotzeÂ, K, Louw, N & Van der Merwe, C. 1988.
Curriculum development in the primary school: A modular approach. Pinelands:
Maskew Miller Longman.
Carl, AE. 1995. Teacher empowerment through curriculum development: theory into
practice. Kenwyn: Juta.
Committee of Heads of Education Departments (CHED). 1991. A Curriculum model for
education in South Africa. Discussion document, November. Pretoria: The Department
of National Education.
Consultative Forum on Curriculum (CFC). 1995. Curriculum framework for general and
further education and training. Discussion document, December. Pretoria: National
Department of Education.
Curriculum Development Working Group (CDWG). 1996. Curriculum framework for general
and further education and training. Discussion document, July. Pretoria: National
Department of Education.
Dachs, T. 1996. Curriculum, child and teacher, in. Coutts, A. Empower the teacher. Halfway
House: Thomson International.
The Citizen. 1996. New School subjects `will set new course'. 30 October:5.
34
Unit 4
Aims and objectives
a After studying this unit you will be able to:
. realise the value and necessity of well-conceived aims and objectives for
Geographical and Historical teaching,
. distinguish between the terms ``aims'' and ``objectives'',
. formulate your own aims and objectives for Geography and History,
. identify the general and specific skills and concepts that a pupil acquires
by studying geographical and historical phenomena,
. understand the forming of time and spatial concepts.
4.1 Introduction
The setting of goals in one's life is of cardinal importance. Goals give one a sense of
direction to that which has been achieved and that which has to be achieved. These
sentiments are as important in the art of teaching.
In teaching, goals can be achieved by means of aims and objectives. Although these two
concepts are very often perceived as being synonyms, it is necessary to explain the
difference.
Read: Hurry p 4 sec 1.5
D Activity 1 Ð 5 minutes
D Activity 2 Ð 5 minutes
If a teacher presents a map in Geography and History, identify the aims and
objectives that he/she hopes to achieve.
Geography
1 ...............................................................................................................................
2 ...............................................................................................................................
3 ...............................................................................................................................
4 ...............................................................................................................................
History
1 ...............................................................................................................................
2 ...............................................................................................................................
3 ...............................................................................................................................
4 ............................................................... ...............................................................
When you as a teacher, are planning a scheme of work, you must consult the departmental
syllabus when formulating the teaching objectives for a specific lesson/unit. Though the
syllabus only gives broad aims, it is up to you to specify objectives. See the extended
syllabus of the Western Cape (Appendix).
When setting objectives, the basic aims of Geography and History must constantly be borne
in mind and you will have to ask yourself:
. determine the adequacy of the programme through the result of the intended learning
effects
You will note that teaching objectives can also include a:
lesson objective Ð the part the teacher will play in teaching the subject content in order
to achieve the desired learning effect/objective, and the
learning objective Ð the part the pupils will play in eventually accepting responsibilities
and adulthood.
When stating the objectives of a lesson it is important to include, where relevant, the skills
that would be included. It is imperative for the pupils to acquire certain skills in their subject,
be it Geography or History.
4.3 Skills
We must look at the following skills as most important aspects of teaching activities in Social
Sciences, namely
D
Mathews et al. pp 20±24
Activity 3 Ð 10 minutes
Certain teaching and learning activities can lead to the development of
general learning skills, for instance:
Try to add more teaching and learning activities to this list that would lead to
achieving the skills mentioned earlier. (Compare this list of skills with the
acquisition of skills under the aims presented in the core syllabuses.)
Although the development of knowledge, skills attitudes and values constitutes the holistic
process of education, these aspects may be grouped into three categories. Through their
studies in Geography and History the pupils are encouraged to explore and develop
Since Geography and History are such broad subjects, it is only possible to specify certain
aims. The following aims listed below will develop an awareness from the pupils of the
subjects as a whole.
GEOGRAPHY HISTORY
Ð to lead the pupils to an awareness of their Ð to introduce and make the pupil aware of
immediate and distant environment the past and see it in perspective
Ð to stress interrelationships between Ð to relate human and emotional
geographical elements, people and experiences neutrally, objectively and
environment truthfully
Ð to help pupils to think ecologically and Ð to foster virtues such as loyalty,
see man as an integral part of the responsibility, patriotism, moral and
ecosystem religious values, a healthy emotional life,
ethics, civic (political and cultural) duties
and responsibility
Ð to help pupils to view all topics as Ð to help pupils understand that all human
integral parts of an intermeshed system life has great value and is meaningful,
and man must carve his name in an
orderly community
Ð to help pupils to think holistically Ð to help pupils to think holistically
D Activity 4 Ð 20 minutes
Try to add to this list more aspects of knowledge, attitudes and values that
could be influenced by Geography and History
GEOGRAPHY HISTORY
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
GEOGRAPHY HISTORY
GEOGRAPHY HISTORY
Ð to use communicative, thinking, Ð to communicate meaningfully about
practical and social skills to explore the learning content during
geographical topics from local to discussions
international level
Ð to question, collect, process, interpret Ð to expand one's field of experience
and evaluate data; make by making conclusions and forming
generalisations, judgements and new opinions
decisions; solve problems, work in
groups and behave consistently with
declared attitudes
Ð to test simple hypotheses and classify Ð to grasp the interaction between
cause/consequence features cause and effect
Ð to develop the spatial concept of Ð to understand the past in terms of
place in order to understand the time and space in order to understand
differences between location, and judge each age in context of its
distance and area, as well as the idea own time and characteristics
of variations in altitude above sea
level
Ð to respect and preserve, for future
generations, that which has its origin
in the past
Ð to understand that a knowledge of
the past is essential to understand the
present and lift oneself out of the
present limited sphere into the greater
community of the human being
D Activity 5 Ð 20 minutes
Link the following activities with the knowledge, skills and values that these
activities could help to develop:
The teacher may ask himself certain questions when setting the aims for his lesson such
as
. Why?
. Where to?
. Where is it?
. What is it like?
. Why is it there?
. How did it happen?
. What impact does it have?
. How should it be managed for the mutual benefit of humanity and the natural
environment?
The aims listed above need not be confined to Geography and History but are transferable in
toto to any other subject in the senior primary phase. The norms and values instilled thereby
will serve as a guideline for pupils in any other situation where they are required to make a
choice and accept responsibilities for their choices (Jordaan [sa]:73). They could also lead
to the development of personal and social competence, particularly with regard to the spatial
and temporal dimensions of daily life and to intercultural understanding.
GEOGRAPHY HISTORY
[10]
4 Why is it imperative to state the objectives of any teaching activity? [5]
Bibliography
Carney, G & Rawling, E (ed). 1985. Teaching slow learners through Geography. Sheffield:
The Geographical Association.
Jordaan, SP, Vivier, JM, Barnard, CJ & Schutte, MA. [Sa] Didactics: History in the primary
school. Pretoria: De Jager.
43 PST103-E/1
Unit 5
Resources and media
a After studying this unit you will be able to:
. discuss different teaching media for teaching Geography and History,
. discuss the use of teaching media in particular learning situations,
. improvise a wide range of aids from easily obtained materials,
. name the advantages of specific teaching media,
. list the disadvantages of specific teaching media,
. select the most appropriate teaching medium to serve instructional
needs for group teaching or individual self-paced learning,
. apply necessary planning prior to use in the classroom.
As a teacher you can make or break a subject lesson, depending on how the subject
material is presented. A teaching medium is anything that a teacher may use to improve his
teaching activities and the learning activities of the pupils. A teacher must select the
most appropriate teaching medium to convey a particular concept or learning matter to the
pupils.
Traditionally the teacher has been the main source of information and knowledge for the
pupils. You as a teacher must know your subject content and be thoroughly prepared so that
you can reconstruct the learning content effortlessly.
As the teacher you would mainly make use of your voice (and body language) with dialogue,
narrative and discussions as teaching methods, for instance:
. The narrative method or story-telling method must appeal to the intellect of the pupils
so that they do not remain passive listeners, but become active participants. The pupils
must be taught to think intellectually in order to broaden their field of experience and to
master reality.
. The narration must be related to the life-world of the child Ð and consequently the
experiences of the pupils must serve as the point of departure for any lesson content.
. The narration must be gripping, inspiring, enthusiastic and lively so that the pupils relive
44
the happening in their imagination. The tone of voice and the rate of narration must
vary. History lends itself exceptionally well to the narrative method. In order to
successfully apply the narrative method the following points must be borne in mind:
Ð Narration is dependent on language usage and has its origin in conversation. As you,
the teacher, are addressing children, the monologue is essentially a conversation.
Ð Explain concepts as you go along, so that the pupils will gain insight into the learning
content and not only hear meaningless words.
. The question-and-answer method can be incorporated into the narrative method. During
the narration, you (the teacher) can employ well-formulated questions to hold the
pupils' attention. This includes continually presenting a problem to the pupils. The pupils
must be motivated to ask questions or to voice an opinion themselves.
. Questions must be asked which force the pupils to apply their newly acquired
knowledge. They must be motivated to participate actively in the learning situation.
They can make use of their textbooks, books from the media centre or any other aid to
find the answer.
. Questions must be set in such a way that they develop and improve not only the memory
of the pupils, but also their intellect, leading pupils to consider ideas, guiding their
enquiries and helping them with decision making.
This method will enable you (the teacher) to determine whether or not you have succeeded
in presenting the learning content to the pupils in a meaningful way.
In the past it has been assumed that good teaching was the key to good learning. It is more
clearly recognized now that learning is an activity that must be performed by the pupil, not
something the teacher can do for or to the pupil. The teacher's job is to structure and plan the
lesson so that successful learning can take place, and this includes the use of teaching
media.
The writing/black/chalkboard is one of the most useful media in most classrooms, and in
many places, the only one. It still remains one of the most accessible teaching media
available to the teacher.
45 PST103-E/1
The writing/chalk/blackboard can be used in many ways which cover virtually all aspects of
the lesson situation in Social Sciences. The teacher (you) can build up your main point
scheme on the blackboard and complete it later during the actualisation of the lesson. The
learning content will determine whether the blackboard scheme will develop before or
during the lesson by means of a class discussion, or after the conclusion of the lesson. The
concepts used in the lesson must be clear so that no doubt exists in the pupils' minds of what
they are expected to contribute during the functionalising phase.
. write up place, personal, new or strange names and words on one side of the board
. compile a brief summary of the main points
. draw appropriate sketches, maps, illustrations, timelines, diagrams and graphic
presentations necessary to explain the learning content/matter on the board
. compile brief exercises prior to the lesson for use during or after the lesson
. introduce movement into writing board work by using cardboard cut-outs
. display photographs and pictures which may be kept in place by means of magnets
The blackboard, however, does also have its limitations, because it takes time to write on it,
and the teacher must stand with his back to the class and consequently does not maintain
proper communication with the pupils. If the schemes or diagrams are erased, they must
once again be written on the blackboard when required.
D Activity 1 ± 5 minutes
............................................................. .................................................................
............................................................. .................................................................
............................................................. .................................................................
............................................................. .................................................................
............................................................. .................................................................
46
5.2.2 Textbooks
Read: Mathews et al. pp 112±114
Textbooks are another kind of learning resource freely available to the teacher and pupils.
Pupils must be taught how to use a textbook. It is not feasible for any primary school pupil to
acquire any information from a textbook without supervision. Certain subject terminology
used in the textbook is totally foreign to them. The teacher must explain the terminology to
the pupils to make it meaningful to them.
The functionalising phase of the lesson is an ideal time for incorporating the textbook or
additional literature in a meaningful way. This learning content can be studied out of
textbooks or from duplicated notes supplied by the teacher.
Using a scheme as a basis, the pupils can complete the scheme in their workbooks making
use of the textbook. This will help them to distinguish between the main and side causes of
effects. After the lesson has been presented, the pupil's are required to study the learning
content individually according to their own learning methods and make it their own. The
processing of a scheme is an ideal opportunity for differentiation because individual pupils'
work will differ.
However, no textbook can cover all the learning content. This makes it necessary for pupils
to do research (in the media centre or at home) and may include the following:
. newspapers and magazines should be used judiciously. Articles that are dramatic in
nature should not be used merely to draw attention to things. Pupils need to be taught to
discriminate between what is significant and what is merely sensational.
You as teacher will have to choose between two types of news items namely
. articles and reports relating to the relevant part of the syllabus
. news items about current events, whether local or international, which provide the
pupils with insight into the places where these events are taking place and what the
events mean in terms of the people-environment-space paradigm.
As much of this type of material might be too difficult for the pupils to understand, you will
have to highlight the essential detail.
D Activity 2 ± 5 minutes
Make a list of 4 advantages and 4 disadvantages of using the textbook as
a teaching medium.
Advantages Disadvantages
............................................................. .................................................................
............................................................. .................................................................
............................................................. .................................................................
............................................................. .................................................................
47 PST103-E/1
As teaching in the primary school is aimed at the concrete and spectacular, the use of
teaching media can contribute to the teaching of the learning content.
D Activity 3 ± 5 minutes
Give other possible uses of teaching media during the presentation of a lesson
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
In the planning of teaching media for a lesson the teacher must keep the following points in
mind:
Over the years the teacher can build up a large collection of pictures, sketches, illustrations
and photographs collected from various sources such as magazines, newspapers, embassies,
48
commercial enterprises. This type of material can be collected for each and every lesson
theme.
As with all teaching media, any pictorial material should form an integral part of the lesson
and always be relevant to the content of the lesson. Careful thought must go into the use of
each item. The use of this type of teaching medium during the presentation of a lesson must
always go hand in hand with the development of the reasoning process and insight, and for
that reason the use must be well planned. It is important to note that there must always be an
objective to the exhibition of a picture or similar item. The teacher must ask his pupils to
``read'' and ``interpret'' all forms of visual material. The teacher must ask questions prompting
pupils to analyse the content of these visual materials.
This type of visual material may be used during the course of the lesson, for displays on the
bulletin board, project books, and so on. Suitable sketches, photographs, maps, pictures and
illustrations appear in most textbooks. This material can be used during or after the lesson for
evaluation and assessment.
Keep the following in mind when using pictorial material during the course of the lesson
. items must be large enough for all to see
. pupils should be taught to read and interpret pictorial language
. pictures and photographs may be used to make comparisons
D Activity 4 ± 5 minutes
Advantages Disadvantages
............................................................. .................................................................
............................................................. .................................................................
............................................................. .................................................................
............................................................. .................................................................
49 PST103-E/1
The overhead projector should preferably occupy a permanent space in the front of the
classroom with a large enough screen for the size of the room and the amount of space
available above the blackboard.
This apparatus is not too expensive and is easy to operate where electric power is available.
Transparencies are large slides for use with an overhead projector from the front of a lighted
room. The overhead projector with transparencies can be used as a substitute for the
blackboard and has the following advantages:
. No specialised technical knowledge is needed.
. Transparencies project a large brilliant picture for all to see in the classroom.
. The projector can be switched off at any time.
. Transparencies can be prepared prior to the lesson.
. The teacher can prepare the main point scheme he/she intends using during the
course of the lesson, prior to the commencement of the lesson Ð and complete it orally
with the pupils.
. This scheme can be preserved and used again later for revision purposes in follow-up
lessons with a view to tests or examinations.
. The teacher is able to write on a blank transparency during the presentation if
necessary.
. The teacher can add to existing detail on the transparency while teaching.
. Transparencies have many uses as there are many different ways of preparing and
presenting illustrative material, for example by making use of overlays, the combined
details of a sketch can be built up section by section.
. A wide variety of transparencies of atlas maps, sketches, diagrams, historical
photographs, etc are available commercially.
D Activity 5 ± 5 minutes
List 5 disadvantages that you can think of using an overhead projector and
transparencies during a lesson.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
50
Geographical manifestation can be, and historical events are always, time-bound. It is
important in the primary school to take into account the pupils' poorly developed sense of
time at this stage (see p 21 of this study guide) of their development. Pupils have an
elementary understanding of the concept of time, but can become confused. Unless the
pupils grasp historical events in their chronological order, they will have difficulty in
understanding historical detail and the length of duration of events, and their place in the
sequence of related events as well as simultaneous events. Understanding the passage of
time and being orientated in time becomes essential. As the pupils daily encounter aspects of
time and the passage of time in their life-world and environment, the concept of time can be
demonstrated to the pupils by means of an elementary timeline or time chart.
A timeline can serve as an ordering document to systematise the learning content in time. It
can for example be affixed to the wall of a classroom where important dates which are learnt
during the course of the year can be inserted in the appropriate position. Such a time chart
must be simple and not crammed with detail and each class should have its own timeline.
D Activity 6 ± 10 minutes
Study the following example of timelines (Jordaan [sa]:124) and draw up
your own timeline or timeline chart, taking a theme from the syllabus at the
back of this guide.
TIMELINES
A century ago
Recently
Yesterday
Today
Tomorrow
In a month
In a year
Birth of Christ
3 "
1500 500 500 1500 1652
B.C. B.C. A.D. A.D. A.D.
(Jordaan [sa]:124)
The historical past and geographical present can easily be brought into the classroom by
means of an educational film.
The teacher's skill and experience increase the value of the film. The content of the film must
be explained to pupils before the viewing by means of a short talk or scheme, so that they
don't view it passively as a means of relaxation. The film showing must be followed by
discussions between the teacher and all the pupils. A class discussion, as well as a second
showing, increases the value of the film. If pupils do not understand the language used in the
film, the sound must be switched off and the teacher must do the narration. Pupils could be
required to give a written summary of the film after the second viewing.
A video recording, like a motion picture, can be used to present information if it involves
motion, describes processes, documents events, shows relationships, teaches a skill, and so
on.
services, libraries and private companies or a teacher can build up his own collection of a
series of colour slides or slides with commentary recorded on an accompanying cassette.
You, as the teacher, will have to check the material beforehand, and to select for use only
those slides that conform to the objectives of the lesson. You can include the information
provided by the slides in a worksheet set on the relevant learning matter, for an assessment of
the pupils' work at the end of the lesson.
. a darkened room is required which can also prevent pupils from writing down notes
or questions
. different projectors are required to project different types of slides
D Activity 7 ± 5 minutes
Use a topic from the syllabus at the back of this guide to incorporate some of
the above-mentioned media in a suitable lesson.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
5.3.8 Maps
Read: Hurry: Chapter 8, pp 77±78
Mathews et al.: Chapter 10
A map is the pictorial representation of part of the earth's surface. The map contains only
those features that are relevant for the topic under discussion. No matter what level of
Geography or History is being taught, maps should serve as the basic tools of the subject.
53 PST103-E/1
D Activity 8 ± 5 minutes
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Mapwork in History also forms an integral part of the lesson and must be closely related to the
mapwork which the pupils do daily in the Geography class. The pupils' historical thought
processes are stimulated when you make use of geographical maps and influences to localise
historical events. History happens in places, and the specific milieu of those places (physical,
political, social, cultural, economic) affects the history which happens there. Without the aid of
a map it is difficult to realise distance, positions of mountains and rivers, trek movements, etc.
It is however, not only the position of places that is important in the orientation of an event.
The teacher must point out that the climate and vegetation also have an influence on where
people settled and what they do.
Both Geography and History lend themselves to this type of visual medium, which has the
following advantages:
A news section on a noticeboard at the back of the classroom can be used for
presentations. Pupils should be encouraged to bring items of interest that should then be
discussed by the pupils and evaluated by the teacher. This gives the pupils the opportunity
The teacher should also always be on the lookout for relevant material. The items must be
changed and updated in keeping with the changing nature of people's interaction with each
other and the environment.
5.3.10 Computers
Computers are ideally suited for pupils' interaction with the learning matter at their own
learning pace during the teaching situation.
There are some commercially available geographical and historical computer games and
programs. The computer as a teaching medium has many advantages and disadvantages.
D Activity 9 ± 12 minutes
Do your own research and compile a list of the advantages and disadvantages
of using a computer as a teaching medium.
Advantages Disadvantages
............................................................. .................................................................
............................................................. .................................................................
............................................................. .................................................................
............................................................. .................................................................
............................................................. .................................................................
You as a teacher can, by integrating the school library or media centre into subject teaching,
do much to improve the standard of teaching and to broaden the pupils' knowledge and
arouse their interest.
The prime advantages of incorporating your lesson's activities with the media centre are to
stimulate pupils
The study of local history gives pupils the opportunity to study, at first hand, the marks left by
their ancestors. Not all parts of a country and not all countries are as richly endowed with
these remains, but each and every area has its own specific climate, historic buildings,
bridges, houses, roads, street names, documents and household utensils which may date
back many years.
Geography, more than any other subject, is an ``outdoor'' subject which lends itself to field
work. This means going out of the classroom and into the real outside world to study and
observe.
Where local events have any bearing on things geographical or historical, pupils should be
encouraged to investigate them responsibly. Relevant information should be incorporated
into appropriate sections of the syllabus, thereby supplementing the existing learning
material available. This is what helps to make and keep Geography and History alive.
Local history refers to the immediate environment of the school and the pupils and may
involve a study of personalities and happenings in the pupils' geographical surroundings.
The greatest appeal of local history and geography lies in their immediacy. They deal with
what is familiar in the life-world of the pupils and can be studied at first hand, leading pupils
from the known to the unknown.
The motive for research into local conditions is primarily to involve pupils in the investigation
of real world situations with which they can readily identify. Responsible coordinated action
by primary school pupils can occasionally bring relevant issues into the public eye and
precipitate change. Field work can leave lasting impressions on the minds of pupils.
D Activity 10 ± 5 minutes
Name the attitudes that pupils can form when studying local geography and
history Ð see Mathews et al. pp 88±89.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
56
Fieldwork is only different from practical work in that it is an organised educational activity
outside the classroom. Fieldwork emphasises two basic didactic principles, namely
. that of activity Ð whereby the pupils learn best by doing something and
. that of observation and perception Ð whereby the pupils learn by the direct
observation of phenomena.
The planning of fieldwork and excursions is very important, as is the preparation of the pupils
for the tour. Only a limited number of themes can be covered in one excursion. The area
chosen for the excursion must be easily accessible, and the financial aspect as well as the
time factor, stop-overs etc. must be taken in account in the planning of such an excursion.
After the initial planning and deciding on a topic, your fieldwork project may be divided into
three stages:
. Pupils must be prepared for the excursion, as fieldwork should be synonymous with
observations and accurate reports. Pupils must know prior to the excursion
Ð the purpose of the excursion
Ð what they are expected to study
Ð what they are to look for and observe
Ð how they are to look and observe
Ð how they are to make notes of their observation.
This will enable them to collect information in the field. A film or slides can be shown to fill in
background information about the subject.
. You will have to supply the pupils, before the excursion, with duplicated notes which will
serve as a guideline as to what information they must gather, as well as written
assignments which pupils must complete during the excursion. You may organise the
information by means of maps and diagrams or any other method you may have chosen.
During the excursion enough time must be allowed for the answering of the questions,
the drawing of sketches, the taking down of notes and the completion of questionnaires.
. After the excursion the gathered information must be discussed, analysed and interpreted
by the teacher and pupils. During the discussion the pupils can compare their own
personal findings. The teacher will have to draw up a main point scheme which the
pupils must complete after the excursion using their own notes. This is of educational
value as pupils learn to express their own opinions. A report-back after the excursion or
tour is of prime importance and a written report must be based on the first two stages.
The advantages of fieldwork are:
D Activity 12 ± 5 minutes
List some of the basic skills that pupils should acquire/develop through
fieldwork Ð see Hurry p 103.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
. field teaching, which involves the teacher giving a lesson in the field and
. field research, which adopts a more problem-solving attitude (Holmes 1991:37).
D Activity 12 ± 15 minutes
EXAMPLE OF FIELDWORK
It is recommended that before the excursion pupils be supplied with a set of
duplicated notes to serve as a guideline of the information they must gather
during the expedition. For example, for a visit to the Pioneer House in Pretoria,
the following questions can be set.
1. The house
1. Who were the first people to live in the house? Approximately when was
the house built?
2. What material was used to build
(a) the walls
(b) the roof
(c) the ceiling
(d) the floors
3. Which pieces of furniture are found in
(a) the lounge
(b) the bedrooms
4. In what way does the kitchen differ from our modern kitchens?
5. Name ten utility items in the kitchen.
6. How did the people make and bake bread?
2. The outbuildings
1. What material was used to build the outbuildings?
2. For what purpose were the outbuildings used?
3. Where is the stock-pen (kraal) situated?
3. Water supplies
Where did the household get their water?
4. Fruit trees
D Study the questions set and then attempt to formulate your own set of
questions using another topic from the syllabus.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
59 PST103-E/1
These three domains must be kept in mind when audiovisual materials are planned and
developed and the objectives of the lesson are formulated.
. The teacher must decide in the lesson planning whether by using a teaching
medium the following didactic issues will be addressed:
Ð Will it make education more successful/productive through increasing the rate of
learning?
Ð Will it make learning more immediate by bridging the gap between the world inside
and outside the classroom?
Ð Will it make access to learning more equal for learners who ever they are?
Ð Will it make teaching more individual through providing resources so that learning
can take place according to the learner's own stage of development?
To evaluate the effectiveness of your teaching media you may ask these questions
formulated by Kemp (1980:71):
. How well do pupils accomplish the objectives upon which the materials are based?
. Do reactions indicate the materials are appealing to the pupils?
. If the materials do not meet the criteria of the objectives or lack appeal, what revisions
can be made?
. Are the arrangements for use of the material convenient for the teacher and pupils?
. What were the development costs (materials, time, etc)?
. What are the operational use costs (staff time, materials, facilities used)?
60
On the basis of the response to these questions, revise the material if necessary to maintain a
standard of effective teaching. Only by revising and keeping them up to date will your
audiovisual materials be kept relevant and maintained at your standards of quality and
effectiveness.
The past years have seen great advances in the development of audiovisual media. You may
employ a wide range of these in innovative ways to convey information and illustrate
concepts in the teaching of Geography and History. But always keep in mind that the right
tool must be used for the job and with due recognition of its advantages and disadvantages.
Although you (the teacher) must at all times ensure the pupils' participation during the
course of the lesson, you will have to guard against the over-use of media in general, or the
over-use of a particular medium. Pupils can be bombarded with volleys of audiovisual
material which simply reduce the learning situation to a passive form of entertainment
(Holmes 1991:46).
Bibliography
Corney, G & Rawling, E (ed). 1985. Teaching slow learners through Geography. Sheffield:
The Geographical Association.
61 PST103-E/1
Holmes, P & Moorhouse, I. 1991. Geography method for primary teachers. Cape Town:
MMC Classroom Series.
Jordaan, SP, Vivier, JM, Barnard, CJ & Schutte, MA (sa). Didactics: History in the primary
school. Pretoria: De Jager.
Mays, P. 1974. Why teach History? London: Unibooks, University of London Press.
62
Unit 6
Lesson planning/Preparation
a After studying this unit, you will be able to:
. plan individual daily lesson schemes,
. state your lesson's aims and objectives,
. collect and check whatever learning matter/material is needed for the
preparation of a lesson,
. name the resources that will be used,
. state the main features of an individual lesson,
. identify the different components for planning a lesson,
. plan the course of the lesson,
. compile a scheme of work for all or part of the Social Studies syllabus.
6.1 Introduction
Successful teaching involves thinking about lesson planning, learning content and teaching
methods. When planning a lesson the teacher must keep the following aspects in mind:
To start your lesson planning you will need a plan of action. This plan of action is reflected in
your scheme of work.
As was stated, a scheme of work is a plan of action. It is the plan which enables teachers to
be effective in their teaching activities. There are basically three functions an effective
scheme of work should fulfil, namely
63 PST103-E/1
The scheme of work enables the teacher to plan and prepare a particular lesson. Each lesson
should be a model lesson. The successful presentation of a lesson, be it Geography or History, is
primarily dependent on the systematic and objective planning and preparation of the teacher.
Jordaan et al. ([sa]:65) agrees that the lesson scheme represents an orderly, systematic
approach by the teacher which creates conditions for the meaningful transfer of knowledge,
aptitudes and attitudes, as well as a way of learning with the pupils.
Each lesson scheme will have at least the following components, namely
. educational aims and objectives
. the main points of the lesson: didactic/educational ground forms and teaching
methods
. didactic modalities: teaching media and black/writing/chalkboard scheme or notes
to be handed out
. the course of the lesson:
introduction
statement of the problem
exposition of the learning content
actualisation of the learning content
functionalisation/conclusion
assessment and evaluation
. bibliography/references
D Activity 1 ± 5 minutes
After absorbing these facts, define a scheme of work in your own words.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
64
As a teacher, you will take your syllabus and formulate a work record. This record helps you
with lesson planning as well as indicating which work you have completed/still have to
complete.
It is usually helpful to lay out the scheme of work on the left side of the page and to leave a
space on the right side, either for written reports on the work covered or for some kind of
symbol which indicates that a certain section of work has been completed. Study the
following example from Holmes (1992:26):
This record of work planned for and completed makes it possible to check at any moment
during the year how much progress has been made. Remember that, although this is an
outdated example as regards the syllabus, it serves as an example of recording.
D Activity 2 ± 20 minutes
Design your own form of plan of presenting a scheme of work after studying
the above-mentioned layout of a work record from a gr 5 syllabus. Use the
syllabi provided at the back of this guide/book. (Appendix)
As a theme cannot be dealt with during a single period, all themes are divided into separate
lessons, as stipulated in the syllabus. Each lesson theme must be clearly specified, so that
there is no doubt about which topic/learning matter will be dealt with during any specific
lesson.
Let us concentrate on the components that each lesson scheme will consist of:
extent of the manoeuvrability/flexibility of the learning content and of the ways which the
pupils can apply with insight their acquired knowledge to their life-world.
The objectives are short term goals and include all that the teacher hopes to achieve by
the end of the lesson. (See study unit 4.) To assist the teacher in formulating the learning
objectives, he/she must write down the statement:
``By the end of the lesson the pupils should be able to ...''
Complete this statement by using sentences which include one or more of the following
verbs: understand, explain, discuss, evaluate, list, name, state, etc.
D Activity 3 ± 5 minutes
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
By formulating certain statements the teacher can follow the same approach to determine the
response of the pupils, namely
``By the end of the lesson the pupils should have ..........''
Ð knowledge of ..........
Whereas objectives are short term, aims are long-term goals and provide the ultimate
reasons for teaching Geography and History. These reflect the purpose of the lesson and
relate to the necessity for the pupils' understanding of the subject. The teacher could use the
following questions to help formulate his/her aims:
D Activity 4 ± 10 minutes
Formulate two examples of aims Ð one for Geography and one for History
(see Hurry p 161. Also refer to the syllabi at the back of this guide).
Geography History
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
After formulating the objectives and aims of the lesson, the teacher has to decide how to
achieve these, for example which teaching methods, teacher and pupil activities and
teaching and learning resources will be used during the lesson. For the course of action to
follow we look at the planning of the actual lesson.
. By means of a few specific and well chosen, thought-provoking questions, the learning
matter dealt with in the previous lesson which is relevant to the present lesson topic can
be revised or referred to, thus linking the two lessons. The introduction is the part of the
lesson where the teacher needs to link what the pupils know with the content of the new
learning content (material to be learned); between the known and the unknown. The
previous knowledge thus recalled can serve as an introduction to the learning content to
be dealt with in the present lesson.
. A brief class discussion can serve as a bridge between the pupils' existing knowledge
and experience from the previous lessons to the new knowledge which will be
introduced to them during the present lesson.
. A short story, pertaining to the learning content, can be narrated.
. Real objects, pictures, photographs, newspaper cuttings, cartoons and diaries, and so
on can be used.
Once the link has been established, the theme to be dealt with in the lesson should appear in
written form on the blackboard or overhead projector screen.
D Activity 5 ± 10 minutes
Study the syllabus at the back of this guide and formulate separate problems
for a Geography and History lesson.
Geography History
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
................................................................ ...............................................................
During the main body of the lesson the learning material/matter is systematically set out. The
pupils should be led into the new learning matter/material in such a way that they are
required to think and participate actively.
To implement all this the actual presentation of the lesson is planned and written down, for
instance:
. Write down a summary of the learning matter to be presented in point form for easy
reference while teaching.
. Plan exactly how and where you intend using your teaching media and methods and
introducing pupil activities.
It is a good idea to draw a margin on the right hand side of the page for reminder notes. Write
these notes in red or highlight them. Underline all dates, keywords, and phrases that should
be written on the blackboard during the lesson. By the end of the lesson these keywords, etc.
should form a summary of the important points of the lesson. Avoid writing down too much
on the blackboard as this uses up valuable teaching or pupil activity time.
It is important that the pupils are at all times involved during the exposition of the learning
content in order to ensure that they gain an insight into the learning content and make it part
of their life-world. If the pupils do not master the concepts, the learning content will remain
vague and meaningless to them.
The exposition of the new learning content takes place in accordance with the teaching
methods and incorporation of teaching media decided on by the teacher beforehand.
Teaching media are usually an important element of this part of the lesson. By enabling the
teacher to actualise the teaching effects they should serve to facilitate learning in a
meaningful way (see study unit 5 ).
This part of the lesson usually includes some form of consolidation exercise, either oral or
written, in which the pupils are required to actualise the learning matter and make it part of
their life-world. Group discussions, oral questioning, worksheets and filling in information
on outline maps are some of the most common exercises.
D Activity 6 Ð 5 minutes
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
(f) Functionalisation/conclusion
A lesson should be drawn to a conclusion. The conclusion constitutes an essential rounding-
off procedure. This may be done by
After the lesson has been presented the pupils are given the opportunity of expressing
themselves in independent creative activity. Pupils are usually very keen to create, and with
the guidance of the teacher, they are given the opportunity to do independent work.
With due consideration of the lesson, the teacher can, in the planning of the pupils' activities,
create possibilities for the practice of specific skills. The important thing to remember is that
the conclusion should relate to the objectives and aims of the lesson, as well as the problem
posed during the introduction.
69 PST103-E/1
Evaluation and assessment take place during or after the lesson in the form of questions put
by the teacher to the pupils. In this way the teacher can determine whether or not he has
succeeded in the transfer of knowledge to the pupils and also whether he has achieved his
objectives and aims.
(There are various aspects to consider during evaluation and assessment that will be
discussed in detail in the following unit.)
D Activity 7 ± 20 minutes
Study the following examples of lesson schemes. Compile your own
improved scheme of a lesson layout to suit your specific needs.
Media material
. Wall map
. Blackboard
. Worksheets
Introduction
. Use a simple plaster of paris model of undulating terrain, and water it, to demonstrate
the concept of drainage.
. Using a large map, ask questions about Africa to establish and supplement prior
knowledge on the general relief of the continent.
Content
Using the map:
. reinforce prior knowledge of high and low areas on the continent
. refer to large river systems: sources, paths and terminals
. get pupils to identify large lakes and discuss adjoining river systems
. give facts about sizes and runoff volumes (make some comparisons)
70
. briefly discuss the importance of these water bodies in meeting people's needs for
water, power and transportation
. orally consolidate by means of questioning
. hand out an outline map for pupils to fill in (match symbols with names), and
questions to answer (directions in which rivers flow, countries through which they
flow, those suitable/unsuitable for transportation, etc).
Conclusion
Ask pupils about their experience of rivers (swimming, boating, fishing, etc) and lead on
to the relative size and importance of these water bodies, which may be local.
Instruction: any uncompleted work to be done at home.
Presentation
1 Scouts had been sent to the interior to Divide the pupils into ``families''. Each family
look for suitable land. to decide who is the father, etc.
2 Scouts returned with favourable reports.
3 Imagine you were a frontier farmer and
that you have just been to a meeting
where someone was telling you all about
the beautiful country in the interior. He
was trying to persuade as many as
possible to join him on a trek to the new
land.
4 After the meeting you go home and have a 5±10 min
discussion about joining the trek. List all
the advantages and disadvantages of
joining the trek.
5 Each group to explain the reasons for their
decision to stay or go.
6 Imagine you have all been persuaded to
go on the trek. You must now decide what
you must take with you. Consider the
following:
71 PST103-E/1
Conclusion
You should all have experienced, through your imagination, a little of what the
Voortrekkers must have felt, the decisions they had to make about what they could and
could not take with them. Those of you who have moved from one town to another,
from one province to another or even from another country, will understand how the
Voortrekkers must have felt about leaving their homes.
(Adapted from Mathews et al. 1994:138±139)
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
73 PST103-E/1
Bibliography
Corney, G & Rawling, E (ed). 1985. Teaching slow learners through Geography. Sheffield:
The Geographical Association.
Frew, J. 1986. Geography fieldwork. London: Macmillan Education.
Holmes, P & Moorhouse, I. 1991. Geography. Method for primary teachers. Cape Town:
MMC Classroom Series.
Jordaan, SP, Vivier, JM, Barnard, CJ & Schutte, MA (sa). Didactics: History in the primary
school. Pretoria: De Jager.
Mays, P. 1974. Why teach History? London: Unibooks, University of London Press.
74
Unit 7
Evaluation and assessment
procedures
a After studying this unit you will be able to:
. discuss the importance and value of evaluation in Geography and
History,
. distinguish between the concepts evaluation and assessment,
. discuss the purpose of, and identify different assessment techniques,
. evaluate and critically analyse an exam paper,
. set a range of questions and memorandum for an exam or test on any
section of a given syllabus.
Many people tend to equate the concepts of evaluation and assessment. As you will later
see, the concept of evaluation is a very broad term and includes assessment.
In the clarification of the concepts of evaluation and assessment, we will make use of Hurry's
book.
75 PST103-E/1
D Activity 1 ± 10 minutes
1 Why, according to Hurry, do Geography (and History) teachers need to
evaluate effectively?
................................................................................................................................
................................................................................................................................
2 What two elements, according to Hurry, does evaluation have to it?
................................................................................................................................
................................................................................................................................
3 According to Hurry, what is the difference between evaluation (refer also
to curriculum evaluation) and assessment?
evaluation:
................................................................................................................................
................................................................................................................................
................................................................................................................................
assessment:
................................................................................................................................
................................................................................................................................
................................................................................................................................
As teachers you will be involved in both evaluation and assessment. A lot of your time will be
spent assessing pupils in the class situation. Let us now focus on the assessment of pupils.
Assessment may be seen as involving three steps:
. generating and collecting evidence of achievement;
. evaluating this collected evidence against nationally agreed standards; and
. recording the findings of this evaluation (IEB 1996:48).
D Activity 2 ± 10 minutes
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
3 Hurry gives various methods of assessment. Name them. Can you think
of any other methods?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
As was mentioned in unit 3, education and training in South Africa has undergone a major
paradigm shift towards outcomes-based learning. Assessment has also been under the
spotlight with an attempt to make it more developmental and less judgemental (IEB
1996:2). This implies a shift from a focus on teacher input to learner outcome.
Traditionally, assessment was mainly product-oriented in that emphasis was placed on
reproducing facts and knowledge.
It is thus important to see how the Independent Examination Board (IEB) views
assessment types. The IEB (1996:52±53) sees the three identified assessment types as
``... distinct but overlapping elements of a coherent system for the holistic assessment of
learners''. How they will feature in teaching and learning situations will depend on the
specific needs of different categories of learners. These elements comprise:
As you will notice, there has been a move towards the use of continuous assessment in
education and training (including the Intermediate phase) (IEB 1996:54). Although there is
still much to be said and debated about continuous assessment, we will discuss salient
aspects of the topic.
D Activity 3 ± 5 minutes
1 Do you think CA is a valid and practical form of assessment? Explain.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
78
As was mentioned, there is no set form of continuous assessment. Consider the following
example of a grade 11 mark sheet for English adapted from Educationalive (1996:9) and its
possible adaptation for Senior Primary Geography or History.
DIAGRAM 1
1997
Comprehension
Language test
Pupil attitude
Project work
Group work
Term 1
Reading
TOTAL
Name
Essay
Grade 11 50 20 10 20 25 30 10 35 20 220
Basi, B
Bayede, M
Bhengu, P
Bhungane, Z
Chonco, Z
Dlamini, M
Duma, I
Funeka, G
Gabela, Z
Gcabashe, B
Gumede, S
Khoza, M
Mavuso, P
Mazibuko, Z
79 PST103-E/1
D Activity 4 ± 10 minutes
Critically evaluate the aspects assessed eg project work, reading, attitude, etc.
Do you agree with these aspects and are they practically viable? Do you think
that you could use similar or adapted methods of assessment in Senior
Primary Geography or History?
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
D Activity 5 ± 5 minutes
1 Under what three categories does Bloom categorise educational aims and
objectives?
................................................................................................................................
................................................................................................................................
................................................................................................................................
2 Explain what you understand under each of these three categories.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
80
Two types of questions can be used when assessing pupils in tests and examinations, namely
the essay and short-answer type. Hurry and Mathews et al. give a detailed discussion on
what these question types entail, their pros and cons, types, etc. These question types must
also take the child's development into account when assessing a pupil. Read these passages
well (Hurry pp 168±177 and Mathews et al. pp 128±134) before attempting to set up or
evaluate an examination paper, task sheet test, or other test.
Page 128 of Mathews et al. gives an example of the percentage allocation of various
cognitive levels (take note that Mathews et al. do not include skills, values and attitudes),
while on page 171 Hurry gives a matrix on how to balance a test or examination paper to
ensure that what is being tested is more or less balanced (Hurry includes a more
comprehensive matrix which includes skills, values and attitudes but leaves out certain
cognitive levels). These are handy instruments to ensure a fairly balanced means of testing.
Remember that these are only guidelines and are no way prescriptive and you as a teacher
can draw up a balanced matrix to suit your own needs.
Let us now apply the knowledge that we have acquired and put it into practice.
D Activity 6 ± 30 minutes
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
81 PST103-E/1
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
82
MAP OF AFRICA
83 PST103-E/1
SECTION A
Question 1
Study the map of Africa and then answer the questions which follow. The numbers of the
questions correspond with those on the map:
SECTION B
Question 2
Explain briefly what each of the following terms mean. Write down the term first and then
your explanation:
2.1 Equinox
2.2 SANAE
2.3 The Old World
2.4 Axis-rotation
2.5 Prevailing wind (5)
Question 3
Say whether the following statements are TRUE or FALSE. If you say FALSE, then correct
the statement:
Question 4
Choose the correct answer from those within brackets. Write down the answer only:
4.1 The (Limpopo, Zambezi, Orange, Zaire) river is the largest river in Africa.
4.2 When it is winter in Europe, it is (autumn, spring, summer) in South Africa.
4.3 (Indonesia, Sri-Lanka, Taiwan) is known as the spice islands.
4.4 Uranium is found in the town of (Tsumeb, Rossing, Karibib) in Namibia.
4.5 (North America, Asia, Africa) is the largest continent. (5)
84
Question 5
Study the following map of Namibia's rainfall and answer the questions that follow:
NAMIBIA: RAINFALL
5.1 Which region has the highest rainfall and what is the reason for this? (2)
5.2 What ocean current (A) flows off the West coast of Namibia and what effect does it
have on the rainfall in the coastal region? (2)
5.3 In which region (North, South, East or West) would you choose to farm? Why do you
say so? (1)
SECTION C
Question 6
6.1 Name 4 reasons why the number of factories in Namibia are still limited. (4)
6.2 You have been given the choice of living either in the Equatorial region or in the
Mediterranean region. Say where you would rather stay by comparing the two regions'
climate. (4)
6.3 Who or what are the Maori's and where do they come from? (2)
Total: (40 7 2) = 20 + 20 cummulative = [40]
of the syllabus. Make sure that you maintain a good balance in the type of questions
selected. Also provide your script with a memorandum. [50]
3 Design a CA mark sheet for any Geography or History class in the senior primary phase
for the first term. [Note: for the answering of questions 2 & 3, prescribed text books can
be acquired from a school situated close to you, while an example of a Gr 5 syllabus is
given at the back of the study guide. You may also consult with other practising
teachers and get advice and tips.] [20]
4 Visit a local primary school and enquire as to their use of Continuous assessment (CA).
Write a detailed report on your findings. [10]
5 Set three questions for either Geography or History of each of the following types, using
work from the Gr 6 syllabus: multiple-choice; true or false; interpretation of maps
(Geography)/interpretation of a historic picture (History). Also supply a marking
memorandum. [10]
Bibliography
Educationalive. 1996. Catch on to continuous assessment. 4(2):8±9.
Independent Examination Board (IEB). 1996. Draft recommendations for the development
and implementation of assessment policy. Pretoria.
86
Unit 8
School and class management
a After studying this unit you will be able to:
. discuss the value of a subject policy for Geography and History as an
aspect of school and class management,
. discuss the value of individual, group, class and field work in
Geography and History teaching,
. plan and execute certain aspects of the above-mentioned topics.
It goes without saying that the teacher's most important task is the instruction and education
of his/her pupils to the best of his/her ability. This task requires that teachers plan and
coordinate their work in order to achieve the necessary learning outcomes. This entails good
school and class management. A means of achieving this is to work along the lines of a
policy. The Heinemann English Dictionary (Harber & Payton 1979:830) defines the noun
policy as ``a plan or course of action or procedure''. The principal, in most cases, appoints a
departmental/subject head to administer a plan or course of action of a specific subject
according to the policy of the subject and school. It is understandable that the principal
cannot continually coordinate all the subjects presented at his/her school. He/she is
responsible for the broad school policy.
Although Mathews et al. do not go into as much detail as Hurry with regard to subject policy,
there is not much difference between the two as regards the broad outline.
D Activity 1 ± 5 minutes
Can you think of aspects where there would be differences between the
policies of the two subject? Think in terms of broad as well as specific aspects.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
I think that you would agree that aspects such as the aims and objectives and specific
schemes of work of the two subjects would differ.
!! It is all fine and well that one has to have a subject policy, but where
is it reflected practically?
All aspects mentioned with regard to subject policy can be reflected in an individual
teacher's or subject head's subject file. Mathews et al. p 161 elaborate on this aspect and
refer specifically to its use by the departmental head. Naturally this person will have a more
comprehensive file, but (depending on what your school prescribes) there is nothing to stop
individual teachers creating their own file reflecting the subject that they are teaching.
When then would you use individual, group, class and fieldwork?
Naturally, one cannot be prescriptive about when a teacher should use one of the above-
mentioned means of teaching. Whether you make use of group work, individual work,
classwork or fieldwork depends on a host of factors. These may include:
. the size of the class
. the aspect that has to be taught
. the discipline of the class
. the available time
. the school policy, etc
Naturally, both individual and group work have their advantages and disadvantages.
88
D Activity 2 ± 10 minutes
Name three advantages and three disadvantages of individual and group
work that you can think of. If you are not yet a teacher, think of your own past
experiences in school.
.............................................. ..............................................
.............................................. ..............................................
.............................................. ..............................................
.............................................. ..............................................
Naturally, fieldwork can incorporate both individual and group work and is discussed in the
following passages:
D Activity 3 ± 10 minutes
................................................................................................................................
2 What two basic didactical principles are met by field work? Explain.
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
3 What value does field work have for the Geography or History pupil/
student?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
89 PST103-E/1
2 What type of fieldwork would best be suited to the senior primary Phase? Why do you
say this? [4]
3 You are teaching in an urban school with no means of getting away from the school
grounds for a field trip. You wish to give your pupils fieldwork experience in the school
grounds on an aspect from the syllabus (choose any aspect from the Senior Primary
Geography or History syllabus):
3.1 What preparation is necessary for the field work? [5]
3.2 List the aids that either you or your pupils will need in order to execute the field
work. [5]
3.3 Draw up a complete task sheet for a 40 minute period of field work activity on the
topic you chose. [15]
Bibliography
Harber, K & Payton, G. 1979. Heinemann English Dictionary. London: Heinemann
Educational Books.
90
Appendix
Department of Education (DE) 1996
National Core Syllabus : History Grades 4±6
Pretoria
GENERAL REMARKS
1 AIMS
(The principles as set out in the Aims may be rephrased by Education Departments to suit their own
particular needs.)
1.1 To arouse in pupils an interest in and a love of the subject, and to awaken in them a desire to know more
about their own and other people.
1.2 To cause the pupil to view History as a record of the activities of people, of people in other times, and of
people in specific situations. The subject should be used therefore as a vehicle for moulding the pupil
into a person who will be able, initially, to take his/her place as a worthy member of a small community
and subsequently as a citizen of his own country and of the world.
1.3 The human aspect and drama in historical events rather than the accumulating of facts should be
stressed. The main purpose is to regard History in the light of its educational value as a formative subject
and not a factual one.
1.4 To place the emphasis on the moulding and development of the personality and character of the pupil.
1.5 To study the history of their country against the background of overseas events and more particularly
those which have a direct relationship with Western civilisation.
1.6 To give pupils a concept of time and the interrelationship between cause and effect; to lead them to the
realisation that the present is the heritage of the past, that the future is in its turn influenced by the
present, and that a knowledge of the past is necessary to explain and understand present-day
circumstances and problems.
1.7 When the pupils' knowledge is expanded and enriched in this way, everything comes to have greater
meaning for them, and they gain a clearer insight into and a deeper understanding of what they will
encounter in books, magazines, newspapers, on the radio, on television and in films.
1.8 To promote, through a systematic and sympathetic approach, a knowledge of the institutions, the
traditions, the ways of life and customs, the historical relics and achievements, the spiritual and cultural
values of the people of the past and of the present. This will lead the pupil to respect and value the
contributions of those who have gone before.
1.9 To bring pupils to the realisation that the well-being of their country is the responsibility of each of its
citizens.
1.10 To broaden the pupil's concept of time, space and reality.
1.11 To bring pupils to think for themselves, to work on their own under the guidance of their teacher and to
help the pupils to express themselves clearly and correctly both verbally and in writing in regard to
History and historical concepts.
1.12 To help the pupil to realise that man's life is meaningful, that man lives in an ordered society and that this
entails that man's deeds should bear the stamp of responsibility.
1.13 To make the pupil aware of the necessity for firm principles and religious beliefs.
1.14 To assist pupils to understand the world in which we live so that they will realise that every community,
farm, town, city and nation has its roots in the past.
2 GENERAL REMARKS
2.1 It is important that pupils should have an elementary knowledge of the methods used by the historian
when doing historical research.
2.2 The value of well planned educational excursions and the necessary follow-up by the teacher cannot be
over-emphasised.
91 PST103-E/1
2.3 Wherever possible History study should be correlated with other subjects.
2.4 Written assignments have a definite place and value in History teaching provided that they are tackled in
the right way and as long as the assignment falls within the scope of the pupil's ability. Scrap-books and
transcribing extracts from text-books should not be encouraged.
2.5 A history teacher in the primary school should take cognisance of what is done in lower grades in his/her
subject as well as of the content of syllabuses for the Junior Secondary Phase.
92
SYLLABUS
2 NARRATIVE HISTORY
2.1 History of families.
2.2 History of the school.
2.3 History of the district: places, peoples, buildings.
(Relevant to all communities).
93 PST103-E/1
SYLLABUS
1 SOUTH AFRICAN HISTORY FROM 1652 TO + 1840 WITH THE EMPHASIS ON THE
ADVENTURES AND WAY OF LIFE OF THE PEOPLE
. From perspectives of both Khoikhoi and Dutch.
. Physical changes to the landscape from both perspectives.
. Change terminology (eg Bushmen, Hottentots).
. Have race balance.
. History not to be presented in such a way that it is seen to be starting from the Cape.
1.1 Pre-Colonial History
(Stone age and iron age people).
. Original inhabitants (broad overview).
1.2 Arrival of the Settlers at the Cape.
1.3 An introduction to the history of the province where it is applicable.
2 THEMES FROM GENERAL AND SOUTH AFRICAN HISTORY (AT LEAST ONE OF THE
FOLLOWING THEMES SHOULD BE DEALT WITH)
2.1 The Middle Ages.
2.2 Way of life of people from an Ancient Civilization.
Choose from an African civilization including Egypt Ð eg Black Empire, Zimbabwe and Arab trade.
2.3 Development with regard to transport and means of communication:
2.3.1 Land;
2.3.2 Sea;
2.3.3 Air.
2.4 Explorers (each Department to indicate its own choice).
Emphasize exploration rather than discovery.
2.5 A comparative study of the lifestyles of various societies:
2.5.1 San;
2.5.2 Khoikhoi;
2.5.3 African farmers;
2.5.4 Colonists;
2.5.5 Slaves.
94
SYLLABUS
3 THEMES FROM GENERAL AND SOUTH AFRICAN HISTORY (AT LEAST TWO OF
FOLLOWING THEMES SHOULD BE DEALT WITH)
3.1 The development of transport:
3.1.1 Land;
3.1.2 Sea; and
3.1.3 Air (only a general survey is necessary).
4 EVALUATION
In Grades 4, 5, and 6 evaluation should be done on a continuous basis and should not be limited to a
final examination only.
It is not desirable that the same subject-matter be repeatedly tested in the course of the year.
95 PST103-E/1
GEOGRAPHY
GRADES 4±6
GENERAL REMARKS
1 INTRODUCTION
1.1 Geography is the study of the relationship between man and his environment; and it is absolutely
essential to have a knowledge of the subject if man desires to adapt to the changing world he lives in
and to have an intelligent grasp of daily occurrences.
1.2 MAN with his inherent ability should always be the focal point of study and the relationship between
man and his environment should continually be emphasised.
1.3 The teacher should continually question himself why he is teaching the pupils a specific section of the
syllabus. Above all, the pupils should enjoy Geography.
2 AIMS
2.1 To lead the pupil to a closer acqaintance with:
2.1.1 his own country and its people;
2.1.2 other lands and peoples of the world; and
2.1.3 the natural phenomena of the earth in so far as he is able to understand them.
2.2 To enable the pupil to acquire some facility in the use of geographical aids such as posters, pictures,
graphs, maps, the atlas and the globe.
2.3 To develop in the pupil the power to reason and make simple deductions based on geographical
knowledge previously acquired.
2.4 To help the pupil to become aware of the definite relationship which exists between man and his
environment and to understand that man's activities and ways of living are really his efforts to adjust
himself to his surroundings and to use to advantage the resources available to him.
2.5 To develop in the pupil a concept of common humanity by:
2.5.1 leading him to take an interest in national problems of his own country;
2.5.2 encouraging a sympathetic attitude towards other races and their problems; and
2.5.3 creating a clearer understanding of the interdependence of the peoples of the world.
2.6 To stimulate an active interest in daily occurrences as depicted in newspapers, magazines, radio reports
and television broadcasts.
2.7 To cultivate in the pupil a sense of appreciation of, and reverence for, the beauty and wonders of nature,
consequently making his visits to other parts of his own country and to other countries richer and more
purposeful experiences. The need for conserving the natural environment and guarding against pollution
should be continually emphasised.
96
SYLLABUS
. It is essential for the teacher in each grade to study the syllabus for the previous and the following grades in
order to avoid overlapping and to determine the depth of the instruction.
. The subject matter may be dealt with either systematically or thematically.
. Short assignments and written tasks which encourage the pupils to do reference work should regularly be
done in connection with any aspect of the syllabus and planned excursions to promote observation are
essential.
The centre theme is our town/city and the surrounding environment and when necessary the province in which
the pupil lives.
CONTENT
1 MAP WORK AND PRACTICAL WORK
1.1 Knowledge of the 4 main directions.
1.2 Plan of the classroom and the school grounds.
1.3 Plan of the immediate environment.
1.4 Simple plan of the more important streets of the village, town or suburb.
1.5 Simple map of the new province.
1.6 Links with other places.
2 HUMAN ACTIVITIES
How the people in our country produce the articles which are necessary in everyday life. Emphasis must
be placed on the activities in their own area and/or province. The approach must be observation of
acquaintance with these activities.
2.1 Commercial farming
2.1.1 Stock farming
. The cattle farm
OR
. The sheep farm
OR
. The poultry farm.
2.1.2 Agriculture (soil cultivation)
. The wheat farm
OR
. The maize farm
OR
. The fruit farm
OR
. The grape farm
OR
. The vegetable farm
OR
. Mixed and other kinds of farming like tobacco, sugar, cane, etc.
2.2 Subsistence Farming
2.3 Mining
2.3.1 Different kinds of mines, eg gold, diamonds, coal, iron, copper;
2.3.2 Minerals of importance in everyday use;
2.3.3 What a mine looks like.
97 PST103-E/1
SYLLABUS
. To determine the depth of the instruction and to avoid unnecessary overlapping the syllabuses of Grades 4
and 6 must be read.
. The central theme of Grade 4 ``Our town/city and the surrounding environment'' now expands to become
``Our country'', with special reference to the pupil's own province.
. If the syllabus is studied systematically section 1 (practical work), section 4 (climate) and section 10 (news
geography) should receive attention throughout the year as it fits meaningfully into the work.
CONTENT
1 MAP WORK AND PRACTICAL WORK
1.1 Direction (8 main directions).
1.2 Weather conditions, compilation of a wind rose and weather chart.
1.3 Day and night.
1.4 Map reading
1.4.1 The general introduction of our country by means of the map of the RSA.
5 NATURAL VEGETATION
5.1 The main vegetation regions.
SYLLABUS
. In order to determine the depth of the study and to avoid unnecessary overlapping the syllabuses for Grades
5 and 7 must be read.
. The central theme is Africa, our continent.
CONTENT
1 MAP WORK AND PRACTICAL WORK
1.1 Direction. Determine direction with aid of the compass, watch and shadow stick.
1.2 Climatic phenomena.
1.3 The seasons.
1.4 Map reading of the world; only orientation in connection with:
1.4.1 continents of the world;
1.4.2 the most important oceans and seas; and
1.4.3 the most important islands.
1.5 Appropriate practical work eg wall charts and models.
5 NEWS GEOGRAPHY
Especially those matters pertaining to Africa.
5.1 Terms such as OAU, UDI, deÂtente, etcetera, as well as coastal pollution as a result of shipping around
the Cape, must be emphasised.
Also included in this Appendix is an extract from the Western Cape Education Department's Standard 4 (Gr 6)
Geography Syllabus (WCED 1996:8, 25±30). This is an example of curriculum development at local level.
The learner has a growing ability to:
Overview of syllabus ...
7
. reason; make assumptions
. establish cause and effect
. make judgements and generalisations
. solve problems
Geomorphology
6 Settlement
~
Natural disasters
Biogeography
101
Regional geogrphay
!
Africa: continent
Issues in Africa Junior Secondary
Phase
3
Natural resources of Africa
AFRICA
Neighbouring states of South Africa
Farming
Mining
Senior Primary
Phase
PST103-E/1
Manufacturing
Fishing LOCAL
Forestry ENVIRONMENT
Standard four (Grade 6) geography syllabus
~ 3 "
!
~ General geographic techniques and skills ~
102
! 3 !
103
. Determining direction
" . Correct use and orientation of compass, watch and shadow
stick
. Observation and recording
Ideas for teachers ... . Recording
. Drawing and reading graphs
. Construction of simple weather instruments
. Discussion
. Research
. Identify continents, important oceans, seas, etc.
. Orientation
. General mapwork techniques
. Continuation of work done in standards 2 and 3
(Grades 4 & 5)
. This section should be studied on a continuous
Teaching basis and integrated with the rest of the syllabus
wherever possible Some guiding questions for teachers ...
X . Use a variety of maps, eg atlas and media
PST103-E/1
. Visit a local weather station
. How and where could you link this section with the rest of the syllabus?
. Establish own weather station at school " . Why is a basic knowledge of the map of the world important?
. Link mapwork with news geography . How can mapwork skills help to improve the learner's understanding of spatial
. _______________________________________ relationships on the map?
. _______________________________________
. How can mapwork activities be made more meaningful and practical?
Standard 4 (Grade 6) geography syllabus
Learner's should be able to ...
2. Africa: our continent . locate the different political regions of Africa, eg . understand the influence of climate on the natural
North Africa, southern Africa, West Africa, Central vegetation and human activities
Africa . define a resource with reference to water, people,
. locate most important states minerals, energy, natural products
. locate most southerly, notherly, westerly and . understand the concepts of urban and urbanisation
easterly points . identify and u nderstand u rban issues eg
. locate the positions of the equator and tropics in overcrowding, transport, unemployment, disease
Content Africa and poverty, sanitation, housing, pollution, crime
2.1 A general introduction by means of maps " . locate immediate seas and oceans . understand the concept rural
2.1.1 Political . locate islands along the coast . identify and understand rural issues, eg
Learning 2.1.2 Physical . observe regular coastline and absence of deep depopulation, lack of arable land, irrigation,
bays deforestation, type of farming, type of housing
2.1.3 Climate and vegetation
X 2.2
2.2.1
Important issues in Africa
Resources
. locate the coastal plain
. locate the lower African plateau
. locate Northern and Southern fold mountains
. understand the influence of pests, disease and health
problems
. identify plant and animal pests and diseases
2.2.2 Urban issues . locate important rivers and lakes . identify human diseases eg due to poor sanitation,
2.2.3 Rural issues . define the difference between weather and climate dysintery, cholera
. ________________________________________
2.2.4 Health
2.2.5 Women in Africa
General techniques and skills to learn and practise ...
104
"
. Identify the difference between political, physical and thematic
Ideas for teachers ... maps
. Reading map keys and symbols
. Identification of physical and political features on a map
. The location of various resources by means of map reading and
using symbols
. Discussion
. Group activity: simulation and role play
105
. Map reading (pictorial symbols)
" . Project work through indirect observation, research, recording
. Discussion
. Role playing
Ideas for teachers ...
. Building a model of a typical plantation, eg sugar
PST103-E/1
. How can the learner be made aware of Africa's contribution to the raw materials
thereof of the world?
. Identify raw materials in the local environment
" . Are Africa's raw materials being over-exploited by developed countries?
which can be recycled . What kind of message do you think learners will get from this section of the
. Participation in local conservation projects syllabus?
. Use graphs to present information . _______________________________________________________________
. Project/groupwork
Standard 4 (Grade 6) geography syllabus
4. Neighbouring countries of the RSA
. define the concept `'neighbouring'' country . identify and understand local issues
. define political and economic relations
. _______________________________________
. emphasise their political and economic
relations with the RSA . _______________________________________
Content . _______________________________________
. observe physical geography and vegetation of
4.1 Geographical survey of neighbouring states " the country using a map eg position, relief, . _______________________________________
. _______________________________________
Learning 4.2 A geographical study of at least TWO further drainage
. observe the climate and most important . _______________________________________
politically and economically important African
X products . _______________________________________
states which are representative of different
. _____________________________________ . _______________________________________
geographical regions, eg Zambia, Angola,
Kenya, Nigeria, Algeria, and Egypt
106
. Direction and map reading using keys/symbols
. Graphic presentation and interpretation of information
" . Interpretation and discussion
. Problem solving in order to bring about co-operation between
Ideas for teachers ... neighbours
. Indirect observation through visual aids
. Oral presentation
X . _____________________________________ . _______________________________________
107
. Read news
. Comprehend
" . Identify issues
. Map reading and interpretation
. Debate, role-play, simulation
Ideas for teachers...
. Summarising
. Developing objectivity
PST103-E/1
. Use a variety of sources relating to a particular . How can learners be led to use information to form their own opinions and
news item make decisions?
. _______________________________________ " . How can news geography be used to break down stereotypes?
. _______________________________________ . _______________________________________________________________
. _______________________________________________________________