2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9

2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Map skills

Map skills (focus: topographic and Revision & Formal assessment
CONTENT AND Orientation of learners Map skills (focus: topographic maps) orthophoto maps) consolidatio
CONCEPTS for Grade 9:
n
• Welcome learners
to Grade9 1:50 000 Contour lines: 1:50 000 topographic 1:50 000 topographic 1:50 000 topographic 1:10 000 orthophoto 1:10 000 orthophoto Test
Geography/Social maps maps: maps: maps:
topographic maps: • Height clues maps Map skills questions on topographic and orthophoto
Sciences as a
subject Read map symbols to
ontopographic Contour patterns Contour patterns • Scale and • Vertical aerial • How height is maps
maps showing river showing river valleys, measuring shown on
• Explain the identify: photographs 50 marks
• Concept of valleys, hills, hills, mountains, ridges distance on (review Grade 8) orthophoto
programme of • Natural contour mountains, ridges and spurs topographic maps
assessment featureson maps Orthophoto images
(formal and lines and spurs Contour lines on
topographic • Using line and madefrom aerial orthophoto maps:
informal) maps • Steep and photographs
gentleslopes ratio scales Identifying
• Introduce the topic: • Constructe features
Map skills (focus:
(description of • Co-ordinates to
dfeatures gradient)
topographic and locatefeatures
orthophoto maps) • on
topographic
maps
Baseline
Assessment

SKILLS AND • Information from topographical maps

VALUES • Interpret information from topographic and orthophoto maps and aerial photographs
• **describe the landscape
• identify land use
• settlement patterns: Identify shape, size and location

RESOURCES TO • Local and other topographic and orthophoto maps and aerial photos*
ENHANCE • Satellite images (such as Google Earth)
LEARNING
• Atlases

INFORMAL • Informal assessment can be done once every 2 to 3 weeks

ASSESSMENT • Homework/classwork/worksheet
• Informal assessment should be source-based
• Oral assessment: Simple questions and answers.
• Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.

SBA (FORMAL Test:

ASSESSMENT) 50 marks

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2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9

2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Development issues

CONTENT AND Development Factors affecting development Opportunities for development Revision and Formal assessment
CONCEPTS consolidation
Ways of The Human Controlled Test:
Introduction of the
Reasons for differences • Health and Sustainable Sustainable
measuring Development Index Term 1 content: 35marks
Topic. welfare

Holiday / School holiday

development in development: development, including development, including
Development issues (HDI): Life expectancy, • Education economic, social and economic, social and Term 2 content: 40marks
• Historical factors
education, GDP per • Politicalstability environmental factors environmental factors Source-based questions and paragraph writing:
Meaning of such as
development, capita colonialism 75 marks
Alternative
including economic, • Trade imbalances: development, Low order: 30%
social and Unfair trade particularly alternatives Middle order: 50%
environmental • Technology and to industrialization High order: 20%
aspects industrialization
Baseline Assessment

SKILLS AND • Ask questions and identify issues

VALUES • Discuss and listen with interest
• Collect and refer to information (including newspapers, books and, where possible, websites
• Use geographical knowledge to solve problems
• Discuss and debate issues: Recognise bias and different points of view
• Develop own ideas based on new knowledges
• Suggest solutions to problems
• Devise and frame questions
• Suggest solutions to problems

RESOURCES TO • Social Sciences textbook

ENHANCE • Atlas/globe/world map
LEARNING
• Newspapers/magazines
• YouTube videos/internet (Google Earth)
• Statistics South Africa: Census in brief

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT • Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework/classwork/worksheet
• Informal assessment should be source-based

SBA (FORMAL Controlled Test:

ASSESSMENT) Term 1: 35 marks
Term 2: 40 marks
Total: 75 marks

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2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9

2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Surface forces that shape the earth

Revision and
The impact of people The impact of people
Weathering Erosion and deposition consolidation Formal assessment
on soil erosion on soil erosion

Introduction to the Difference between Impact of human Rivers: Features of Rivers: Features of Rivers: Features of Human contributionsto Case study: Test: Term 3 content
topic: Surface forces weathering, erosion activities erosion and deposition erosion and deposition erosion and deposition erosion through Agriculture as a Source-based questions and paragraph writing
that shape the earth and on weathering along a river course: along a river course: along a river course: agriculture, contributor to
CONTENT AND construction and erosion 50 marks
Concept of weathering: deposition • Waterfalls and • Meanders Levees and deltas
CONCEPTS rapids mining Low order: 30%
• Physical • Oxbow lakes
Middle order: 50%
weathering • Gorges and
canyons High order: 20%
• Chemical
weathering
• Biological
weathering
Baseline
Assessment
• Ask questions and identify issues
• Discuss and listen with interest
• Collect and refer to information (including newspapers, books and, where possible, websites)
SKILLS ANDVALUES • Use geographical knowledge to solve problems
• Discuss and debate issues
• Recognise bias and different points of view: Develop own ideas based on new knowledges
• Suggest solutions to problems
• Devise and frame questions

• Social Sciences textbook

RESOURCES TO • Atlas/globe/world map

ENHANCE • Newspapers/magazines
LEARNING • YouTube videos/internet (Google Earth)
• Photographs of a range of landforms/topographic maps

• Oral assessment: Simple questions and answers

INFORMAL • Homework/classwork/worksheet
ASSESSMENT • Informal assessment should be source-based
• Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.

SBA (FORMAL Test:

ASSESSMENT) 50 marks

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2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9

2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9

CAPS TOPIC Resource use and sustainability

CONTENT AND Resources use Sustainable use of resources Food resources Revision and Formal assessment
CONCEPTS consolidation
End Year Examination
Introduction to the topic: Effects of unwise use of Ways resources may be used Role of individuals in Concept of food security Factory farming: Raising
Resource use and resources: Over-fishing the sustainably: Sustainable fishing choosing more livestock at high density Term 3 content: 35 marks
Role of science and
sustainability oceans sustainable resource technology in food production Genetic modification of Term 4 content: 40 marks Source-based and
Uses of natural resources: use, such as reducing crops paragraph
Renewable and non- pressure on resources
and lowering their Appropriate technologies and Total: 75 marks
renewable farming techniques
carbon footprint Low order: 30%
Middle order: 50%
Baseline assessment High order: 20%

SKILLS AND • Collect and refer to information (including newspapers, books and, where possible, websites)
VALUES • Use geographical knowledge to solve problems
• Devise and frame questions
• Ask questions and identify issues

RESOURCES TO • Social Sciences textbook

ENHANCE • Atlas/globe/world map
LEARNING
• Newspapers/magazines
• YouTube videos/internet (Google Earth)
• Photographs of a range of landforms/topographic maps

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT • Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework/classwork/worksheet
• Informal assessment should be source-based

SBA (FORMAL End Year Examination

ASSESSMENT) Term 3: 35 marks
Term 4: 40 marks
Total: 75 marks

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2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9

2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Events leading up to and World War II: 1919–1945

CONTENT AND Orientation of World War II in the Revision and

The rise of Nazi Germany World War II in Europe Formal assessment
CONCEPTS learners for Grade 9: Pacific consolidation
• Explain the
programme of End of World War I, Hitler and the Nazis Reasons for public Nuremberg Laws and Nazi’s aggressive Extermination camps Examples of resistanceto America in the War vs Test: World War II: The
assessment Weimar Republic, during the 1920s support for the Nazi loss of basic rights of expansionist foreign and genocide, the Nazism in Germany: Japan: Pearl Harbour causes and outbreak
(formal and Treaty of Versailles in The Great Depression Party and the 1932 Jewish people in 1935 policy for lebensraum Holocaust and the Warsaw Ghetto Uprising • Japanese (1919–1945)
informal) 1919 and brief of 1929 and effects on and 1933 elections Persecution of political (very briefly) Final Solution Americans Source-based questions
summary of German End of World War II in
• Briefly review Germany The Enabling Act of opponents, Jehovah’s Outbreak of World War forcibly moved and paragraph writing:
punishments Europe into internment
Grade 8, Term 4 1933 and dictatorship Witnesses, Roma II: Axis vs Allies
work: World War camps in USA 50 marks
(including (gypsies),
I (1914–1918) concentration camps homosexuals, Slavs, • Japanese Low order: 30%
• Introduction to for opponents) black people and prisoner-of-war Middle order: 50%
the topic: disabled people camps for Allied High order: 20%
soldiers
Events leading up to Nazi Germany as an
and World War II: example of a fascist
1919–1945 state (compared with
Baseline democracy)
Assessment

SKILLS ANDVALUES Historical concepts:

• Cause and effect
• Time and chronology
• Multi-perspective approach
Skills:
• Bring together information from sources
• Decide about what information to use from sources
• Contrast information from sources (compare two or more different points of view)
• Give reasons why historians, writers, etc. come to differing conclusions
• Discuss or debate and develop points of view and provide evidence from sources

RESOURCES TO • Sources from websites including YouTube: pictures, cartoons, extracts, videos, documentaries
ENHANCE LEARNING

INFORMAL • Informal assessment can be done once every 2 to 3 weeks

ASSESSMENT • Learners answer source-based questions: Cognitive levels (written)
• Discuss and debate
• Write paragraphs (written)
• Respond to oral questions: Cognitive levels
• Homework/classwork/worksheet
• Informal assessment should be source-based

SBA (FORMAL Test

ASSESSMENT) Source-based questions and
Paragraph writing: 8 marks
50 marks

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2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9

2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC The Nuclear Age and the Cold War

Revision and
CONTENT AND World War II in the Definition of Areas of conflict and Division of Germany in The end of the Cold
End of World War II in the Pacific Consolidation Formal assessment
CONCEPTS Pacific superpowers and the competition between the 1946 and the building War in 1989
meaning of “Cold War” superpowers in the Cold of the Berlin Wall The fall of the Berlin
Introduction to the Atomic bombs and the Atomic bombs and the War Controlled test Term 1: 35 marks
Areas of conflict and Wall in 1989
topic: beginning of the beginning of the

Holiday / School holidays

competition between Brief definition and The fall of the Soviet Term 2: 40 marks
nuclear age nuclear age explanation of “space
Nuclear Age and the superpowers in the Union in 1991 (cover 75 marks
Cold War When, where, why and Why did the USA drop Cold War race” very briefly)
how did WWII come to the bombs? Low order: 30%
Increasing tension Brief definition and Middle order: 50%
an end? Was it justified?
between the Allies explanation of “arms High order: 20%
after the end of World race”
War II in Europe
USSR (communism)
vs USA and the West
(capitalism
Baseline
Assessment
SKILLS ANDVALUES Historical concepts:
• Cause and effect
• Time and chronology
• Multi-perspective approach
Skills:
• Bring together information from sources
• Decide about what information to use from sources
• Contrast information from sources (compare two or more different points of view)
• Give reasons why historians, writers, etc. come to differing conclusions
• Discuss or debate and develop points of view and provide evidence from sources

RESOURCES TO • Social Sciences textbook

ENHANCE • Atlas/globe/world map
LEARNING
• Newspapers/magazines
• YouTube channel videos/internet (Google Earth)

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT • Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework/classwork/worksheet
• Informal assessment should be source-based

SBA (FORMAL Controlled Test:

ASSESSMENT) Source-based questions
Paragraph writing: 8 marks
Essay writing: 20 marks
Term 1: 35 marks
Term 2: 40 marks
75 marks

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2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9

2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Turning points in modern South African history since 1948

CONTENT AND Introduction to the The Universal 1948 National Party Oral history and Brief biography: Albert Freedom Charter Women’s March 1960: Formation of the Sharpeville massacre Revision and
Formal assessment
CONCEPTS topic: Declaration of Human and apartheid research project: Luthuli, his role in the Treason Trial Brief biographies: PAC in 1959 and Langa March: consolidation
Turning point in Rights after World WarII Main apartheid laws in Monitoring progress (30 ANC and resistance to Helen Joseph OR Sharpeville Massacre Causes, leaders,
modern South Brief definition and broad outline minutes) apartheid Lillian Ngoyi and their and Langa March: events, short-term and Project:50
African History since explanation of racism 1950s: Repression and The Defiance roles in resistance to Causes, leaders, events longer-term marks
Case study: Group consequences
1948 (30 minutes) Areas Act: Sophiatown non-violent resistance Campaign (including apartheid and short-term and
guidelines and criteria forced removal to apartheid the influence of longer-term
for oral history and SACP banned Mahatma Gandhi) consequences
Submission of
research project ANC programme of the project
Suggested topic: How action
apartheid affected
people’s lives and how
people responded
Research any
apartheid law and
interview a person who
was affected by that
law and determine
how he or she
responded
Baseline
Assessment
SKILLS AND Concepts:
VALUES • Time and chronology
• Cause and effect
Skills:
• Bring together information from sources
• Decide about what is important information to use from sources
• Investigate where information came from (check whether information is accurate)
• Give reasons why historians, writers, etc. come to differing conclusions
• Discuss or debate and develop points of view and provide evidence from sources

RESOURCES TO • Social Sciences textbook

ENHANCE • Atlas/globe/world map
LEARNING
• Newspapers/magazines
• YouTube videos/internet (Google Earth)

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT • Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework/classwork/worksheet
• Informal assessment should be source-based
SBA (FORMAL • Project Monitor implementation of the project Monitor implementation of the project Submission of the project
ASSESSMENT) 50 marks

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2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9

2025 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9

CAPS TOPIC Turning points in South African history in 1960, 1976 and 1990

CONTENT AND 1976: Soweto uprising 1990: Release of Nelson Mandela and the
CONCEPTS Revision and Formal assessment
unbanning of liberation movements
consolidation
Introduction of the topic: Causes, leaders, events Causes, leaders, events Causes, leaders, events Events leading to 1994 Unbanning of political End Year Examination:
Turning points in of 16 June, spiralling of 16 June, spiralling of 16 June, spiralling election (in broad outline) movements in 1990
South Africa History events that followed events that followed events that followed 75 marks
Internal resistance and Release of Mandela and
in ,,,, throughout the country, throughout the country, throughout the country, repression during the other political prisoners in
longer-term longer-term longer-term Term 3: 35 marks
Causes, leaders, events 1980s 1990
of 16 June, spiralling consequences for consequences for consequences for Term 4: 40 marks
resistance and repression resistance and repression resistance and repression External pressure on the Negotiations and violence
events that followed apartheid regime during 1990–1994 Source-based questions and paragraph and essay writing
throughout the country, the 1980s Democratic election in Low order: 30%
longer-term
1994 Middle order: 50%
consequences for
High order: 20%
resistance and repression
Baseline Assessment
SKILLS AND VALUES History concepts:
• Cause and effect
• Multi-perspective approach
Skills:
• Bring together information from sources
• Decide about what is important information to use from sources
• Investigate where the information came from (check whether the information is accurate)
• Give reasons why historians, writers, etc. come to differing conclusions
• Discuss or debate and develop points of view and provide evidence from sources

RESOURCES TO • Atlas/globe/world map

ENHANCE LEARNING • Newspapers/magazines
• YouTube videos/internet

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT • Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework/classwork/worksheet
• Informal assessment should be source-based
End Year Examination
SBA (FORMAL
Term 3: 35 marks
ASSESSMENT)
Term 4: 40 Marks
• Source-based questions
• Paragraph writing: 8 marks
• Essay writing: 20 marks
Total: 75 Marks