Get documents about "GEOGRAPHY National Curriculum Statement
Document Sample
National Curriculum Statement
Grades 10 – 12 (General)
Subject Information
GEOGRAPHY
Western Cape
June
E d u c a t i o n
Department
2004
Directorate
C u r r i c u l u m
Development
http://curriculum.wcape.school.za
Wes-Kaap Ondewysdepartement
Western Cape Education Department
ISebe leMfundo leNtshona Koloni
Subject Information
GEOGRAPHY
Table of Contents
FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
THE NATIONAL CURRICULUM STATEMENT (NCS) . . . . . . . . . . . . . . . . . . . . . . . 2
LEARNING FIELDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
RULES OF COMBINATION FOR FETC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
SUBJECT OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DEFINITION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
PURPOSE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
SCOPE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CONTENT AND CONTEXT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
LEARNING OUTCOMES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
ASSESSMENT STANDARDS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
EDUCATIONAL AND CAREER LINKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
ICT LINKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Foreword
The National Curriculum Statement Grades 10 – 12 (General) represents a policy statement for learning
and teaching in schools in the Further Education and Training Band. It aims to provide a transformational
curriculum that focuses on high knowledge and skills.
This guideline provides a quick overview of the National Curriculum Statement.
It offers cross-referencing to the Further Education and Training Policy For Grades 10 – 12 (General) Overview
and the Qualifications and Assessment Policy Framework Grades 10 – 12 (General) (see Overview and subject
statement links with FET NCS policy, on page 4 of this guide)
Teachers should use this guideline as a tool to navigate the subject policy statement.The various sections
in the subject policy statement are cross-referenced by providing the relevant page numbers from the
related policy document(s).
The infusion of ICT into the implementation of the NCS is focused at both teacher development and
classroom practice.These guidelines therefore provide a brief overview of this exciting medium in terms
of curriculum delivery, including teaching, learning and assessment.
To conclude, it must be noted that this subject statement guide serves as a first step in the preparation
of teachers for the implementation of the NCS in their own classrooms.Teachers are encouraged to
study this guide as well as the Subject Policy Statement in preparation for the training events of 2005.
National Curriculum Statement 1 GEOGRAPHY
Grades 10 – 12 (General)
THE NATIONAL CURRICULUM STATEMENT (NCS)
The NCS Grades 10 – 12 (General) consists of three policy documents, which should be read
together.These documents are:
1. National Curriculum Statement Grades 10 – 12 (General) Overview
This document provides an overall introduction to the NCS. It describes the philosophical underpinnings
of the curriculum and explains the reasons for change. It also summarises the main issues related to
inclusive education and assessment.
2. Qualification and Assessment Policy Framework Grades 10 – 12
(General)
This document aims to provide a mechanism through which you assess the attainment of the learning
outcomes. It outlines the requirements and the rules for the award of the Further Education and Training
Certificate (FETC).
3. National Curriculum Statement Grades 10 – 12 (General) Geography
The third pillar of the NCS comprises subject statements. Each contains:
• Definition
• Purpose
• Scope
• Education and Career Links
• Learning Outcomes
• Assessment Standards
• Competence Descriptions per grade
• Content and Contexts for attaining the assessment standards
• A generic section on assessment.
It is important that teachers understand that these documents are interrelated and should be read in
conjunction with one another.
Learning Fields
Six Learning Fields
(Refer to NCS Overview, p.12)
(Refer to Qualifications & Assessment Policy Framework, pp 13 – 14)
• Languages (Fundamental)
• Arts & Culture:Visual Art, Design, Dramatic Arts, Dance Studies, Music
• Human and Social Studies and Languages
– Geography
– History
– Language not taken in Fundamental Component
• Physical, Mathematical, Computer, Life and Agricultural Sciences
• Business, Commerce, Management and Service Studies
• Manufacturing, Engineering and Technology
GEOGRAPHY 2 National Curriculum Statement
Grades 10 – 12 (General)
Rules of Combination for FETC
(Refer to Qualifications and Assessment Policy Framework pp 15 – 17)
Fundamental Core Elective
Home Language (20)
2 subjects from one Field
(4,5 hours per week)
2 subjects from one Field
Home Language /
Geography and/or History 1 subject from same/
1st Add Language (20)
and /or a language not taken different Field (Geography)
(4,5 hours per week)
in Fundamental Component)
Mathematics OR
(2 x 20) (1x 20)
Maths Literacy (20)
(2 x 4,5 hours per week) (1 x 4,5 hours per week)
(5 hours per week)
Life Orientation (10)
(2 hours per week)
70 credits 40 credits 20 credits
SUBJECT OVERVIEW
(NCS Grades 10 – 12 (General) Geography, pages 9 – 12)
Definition
Geography is a science that studies physical and human processes and spatial patterns on Earth in an
integrated way over space and time. It examines the spatial distribution of people and their activities,
physical and human-made features, ecosystems and interactions between humans, and between humans
and the environment in a dynamic context.
Purpose
Geography enables learners to: explain processes and spatial patterns; make well-informed judgements
about changing environments and contexts; think more critically and creatively about what it means to
live sustainably; recognise how values and attitudes influence and affect the environment: apply a range of
geographical skills and techniques to issues and challenges in a rapidly-changing world.
Geography in the Further Education and Training Band also aims to:
• develop tools and skills to research, interpret, analyse and make judgements on the information
gathered contributing to geographical literacy
• develop knowledge and critical understanding of the changing nature and interrelatedness of human
existence and the environment over space and time.
• prepare learners to become informed, critical and responsible citizens who can make sound
judgements and take appropriate actions that will contribute to equitable and sustainable development
of human society and the physical environment.
National Curriculum Statement 3 GEOGRAPHY
Grades 10 – 12 (General)
Scope
Geography in the FET band will cover three major aspects of geographical studies: geographical skills
and techniques (Learning Outcome 1); knowledge and understanding (Learning Outcome
2); and the application of skills and knowledge to practical issues and challenges (Learning
Outcome 3).
Each Learning Outcome is underpinned by Assessment Standards, which are supported by the
content.
Essential Skills and Techniques (Learning Outcome 1) includes:
• Asking questions. Geographers seek to understand and explain the interactions between humans,
humans and the environment in space in time.
• Acquiring information.To answer questions learners start by gathering information from a range of
sources in a variety of ways.
• Organising information. Information is organised and displayed in ways that help with analysis and
interpretation.
• Analysing information.This involves establishing patterns, relationships and connections.
• Answering questions. Successful geographical enquiry culminates in the development of generalisations
and interpretations based on the data collected, organised and analysed.
The development of knowledge and understanding (Learning Outcome 2) and application of
knowledge and skills (Learning Outcome 3):
• Geography studies how spatial patterns and processes affect the way people live and interact with the
environment and how humans interrelate with the living and non-living environment
• The subject seeks to understand human-environment interactions
Geography is an applied science that seeks to apply skills and techniques, knowledge and understanding
to issues and challenges in our immediate environments, on local, national, continental and global scale.
CONTENT AND CONTEXT
(NCS Grades 10 – 12 (General) Geography, pages 9 – 11)
In this section proposed content and contexts are provided to support the attainment of the assessment
standards.The broad content is arranged progressively according to the grades.The existing components
are retained, however, name changes have taken places with a number of components.The most
important additions to the content currently used are the Geographical Information Systems (GIS) and
map projections.
A name change has taken place with the following components:
• Climatology – Atmosphere: weather and climate (Grades 10 and 12)
• Geomorphology – Structure and changing landforms (Grade 10); Fluvial processes (Grade 12)
• Regional geography – People and organisations (Grade 10); People and their needs (Grade 11 and
12)
• Population geography – People and places: Population (Grade 10)
• Economic geography – Development and sustainability (Grade 11)
• Significance of oceans – Significance of water masses (Grade 11)
• Settlement geography – People and places: Rural and urban settlements (Grade 12)
GEOGRAPHY 4 National Curriculum Statement
Grades 10 – 12 (General)
Learning Outcomes
LO 1: Geographical Skills and Techniques (practical competence)
The learner is able to demonstrate a range of geographical skills including competence to ask questions,
acquire, organise and analyse information, and make judgements based on the information gathered.
LO 2: Knowledge and Understanding (foundational competence)
The learner is able to demonstrate knowledge and understanding of processes and spatial patterns
dealing with interactions between humans, and between humans and the environment in space and time.
LO 3: Application (reflexive competence)
The learner is able to apply geographical skills and knowledge to environmental issues and challenges,
recognise values and attitudes, and demonstrate the ability to recommend solutions and strategies.
Assessment Standards
Assessment standards are written per grade for each learning outcome, thus indicating conceptual
progression from grade to grade.They embody knowledge, skills and values required to achieve the
Learning Outcomes (LO’s). In this sense they provide criteria of what the learners should know and
demonstrate at a specific grade.
Educational and career links
Geography provides a number of opportunities for any learner who wishes to pursue a career in the
aviation, cartography, meteorology, computer studies, land surveying, nature conservation, geographical
information systems, eco-tourism, education and teaching. Geography also supports careers in the rural
and urban planning as well as water and land affairs. Geography in the FET band will provide a basis for
specialised studies at tertiary institutions. Geography also teaches learners to use different investigative
and enquiry methods, especially in practical and fieldwork.
ICT links
Information and Communication Technologies supporting the National Curriculum
Statement through e-Learning
The National Department of Education has indicated that ICT will: support the introduction of the NCS
by distributing official documentation; deliver OBE orientation for educators; introduce new subject
content to teachers; assist in the development of learning programmes; deliver exemplar material for
NCS subjects; give access to learning and teaching support materials; and provide opportunities for
educators to communicate and share experiences and expertise.The national education portal,Thutong,
is dedicated to electronic teaching and learning support: (http://www.thutong.org).
The Western Cape
In the Western Cape, the provincial education portal (WCED Online) is at http://wced.wcape.gov.za.This
contains a great deal of information about the WCED and its services to schools.The Curriculum
website can be accessed from WCED Online, or directly at http://curriculum.wcape.school.za. Schools in
the Khanya Project will have visited http://www.khanya.co.za. All these websites and others provide
information and resources for schools, and will be extended in due course.
National Curriculum Statement 5 GEOGRAPHY
Grades 10 – 12 (General)
Computers in schools
Many high schools in the Western Cape already have computers for the use of their teachers and
learners.Those without computers will be assisted to acquire them over the next few years. Access to
computers means that teachers and learners can obtain access to world class resources. Learners are
able to do research, calculate, write, save and organize their assignments logically. School Management
Teams will be responsible for planning and organizing school timetables so that teachers, classes and
learners have equitable access to available ICT resources.Teachers will be provided with opportunities to
acquire the skills necessary for integrating ICT into their planning and teaching.
ICT and the FET Subjects
The NSC documents clearly specify the use of computers for some of the FET subjects, and advocate
their use in many others. Each school will take this into account when planning the learning fields and
subjects it offers. In planning their lessons, teachers will select the medium for each specific learning
activity that will best achieve the learning outcomes required. In this way teachers and learners will
engage with a variety of media.
The benefit to learners who learn through the use of computers will be the development of a mindset
for the twenty-first century. E-Learning encourages them to become citizens with the logical, creative-
thinking and problem-solving skills to contribute meaningfully to South African and global society.
REFERENCES
1. Legislation: Government Gazette 25545,Vol. 460 of 6 October 2003
2. Software: MS Word Applications e.g. Draw, Equations Editor; Spreadsheets e.g. Excel.
Customised software: Geographical Information Systems
e.g. MicroImages, ArchExplorer; Graphing software: e.g. AutoCAD
3. Web Sites: See links on the WCED Curriculum, FET Geography page:
http://curriculum.wcape.school.za
4. Other resources: Textbooks and Reference Books and Subject Journals: many titles available from
EDULIS for new content, current textbooks used in schools for content that remained unchanged.
• EDULIS: 15 Kruskal Avenue, Bellville.Tel. 021 – 957 9600
• DataBase may be searched at http://edupals.wcape.gov.za
GEOGRAPHY 6 National Curriculum Statement
Grades 10 – 12 (General)
