Geography Grade 12 Research Tasks (Topics) and Memos (SBA)
join our whatsapp group. click here, geography grade 12 research tasks (topics) and memos for: term 1, term 2, term 3 and term 4.
Geography Grade 12 Research Tasks (Topics) and Memos for: term 1, Term 2, Term 3 and Term 4 Utilizing a variety of assessment methods, assessment is a continual, organized process for locating, compiling, and analyzing data regarding student performance. It entails four steps: creating and gathering evidence of achievement; assessing this evidence; documenting the findings; and using this information to comprehend and support the development of the learners in order to enhance the learning and teaching process. Both informal (evaluation for learning) and formal assessments should be conducted (assessment of learning). In both situations, learners should receive regular feedback to improve the learning process.
School-based assessment (SBA) is a deliberate gathering of student work that narrates the tale of students’ attempts, development, or success in particular areas. The effectiveness of SBA tasks plays a crucial role in learners’ final test preparation.
This brochure provides schools and geography subject teachers with four sample SBA tasks. The teacher formally records SBA grades for certification and advancement needs. All students must complete the SBA component. Students who are unable to meet the conditions outlined by the policy may not be allowed to enter the subject in the final exam.
The formal evaluation activities give the teacher a methodical technique to gauge how well students are developing. There are tests, a project, and a case study in this article. A year-long formal program of assessment includes tasks for formal assessment. It is important to take these activities seriously and to urge students to submit their best work for evaluation.
The evaluation assignments should be appropriate for and relevant to the students being taught, according to the teachers’ expectations. The assignments should be context-bound and tailored to the students’ level of comprehension, but teachers must also be aware of the guidelines outlined in the Curriculum and Assessment Policy Statement (CAPS) document.
What Skills are Assessed for Research Tasks in Grade 12
The following skills are assessed. Some/All of these skills may be tested in any external examination:
- Gathering data
- Interpreting data
- Analysing data
- Comparing different sets of data
- Representing data in written, graphic or mapped format
- Problem-solving
- Drawing conclusions
- Hypothesis statements
Research framework for assessment (Guideline on administration of research task)
Step 1: Formulating a hypothesis/problem statement.
Guideline: geography grade 12 research tasks.
Step 1: Formulating a hypothesis/problem statement. As Geographers we seek to understand and explain the interactions amongst humans, and between humans and the environment in space and time. This is achieved by asking questions or making informed geographical decisions. This entails the development of a hypothesis or a problem statement to be tested.
- You have to choose a specific area of study where a geographical problem exists.
- During this stage, a geographical question showing a problem is asked.
- Identify the problem from a local area.
- Formulate a hypothesis or a problem statement. (Hypothesis research is used to prove that certain variables are dependent on or independent of each other. Problem statement research is only to highlight that a specific problem exists in a specific community.)
- You should then follow the steps of research to ensure that the geographical question is answered.
Geography Research Project Topics for Grade 12 South Africa
- The value of property along north-facing slopes is higher than the value of property along south-facing slopes in Meyersdal, Gauteng (choose local area).
- The cause of rural-urban migration in Ndwedwe, KwaZulu-Natal (choose local area), is the lack of service delivery in the health sector.
- Climate change will impact negatively on grape farming and related industries in the Western Cape.
- The closing down of many primary schools in Lusikisiki (Eastern Cape) (choose a local area) is due to a decline of the population in the age group 7 to 15 years.
- The poor condition of roads (specify the names of the roads) leading to/in Harrismith, Free State (choose local area), is due to the lack of proper planning by the local municipality.
- The impact of building a dam along the Jukskei River in Gauteng (choose local area) upstream of Alexandra will reduce flooding and the subsequent loss of life in Alexandra.
- The e-toll system will impact negatively on the economic position of people using private transport in Gauteng.
- The e-toll system will impact positively on traffic flow to the major urban centres in Gauteng.
- Informal settlements in the Vhembe district of Limpopo have low levels of development due to the lack of provision of basic needs (choose ONE informal settlement in your local area.)
- Overcrowding of informal settlements is due to the lack of proper planning by the local government (choose local area).
Step 2: Background information about an area of study
- You must explain where in South Africa the study area is located. (This can be indicated on the map.)
- Describe the study area in terms of its exact position (degrees, minutes and seconds).
- Provide relevant information about the area, for example population of the area or climate of the area.
Step 3: Mapping
- You must provide a map of the area in question.
- During this stage you must create a buffer zone around the area where the geographical problem exists.
- The map should have a clear legend/key and must be drawn to scale. The scale must be indicated on the map.
- If the map used covers a wider area, buffer zones around the area of study should be created.
- The map used should be the most recent map of the study area
Step 4: Methods of data collection
(a) PRIMARY DATA SOURCES
- The use of questionnaires
- Observations
- Field trips
(b) SECONDARY DATA SOURCES
- Newspaper articles
- Government department statistics
Step 5: Analysis and synthesis of data
• Learners must use collected data now to formulate a discussion around the existing geographical problem. • At this stage learners should represent some of the information graphically where necessary, for example graphs and sketches. • Learners must analyse graphic information during this stage.
Step 6: Recommendations and possible solutions
• Learners should now make recommendations to solve the geographical problem in question. • Learners should present their original and realistic opinions as far as they possibly can.
Step 7: Conclusion – accept or reject the hypothesis
- Learners should now take a decision to either ACCEPT or REJECT the hypothesis.
- Learners must give reasons for either ACCEPTING or REJECTING the hypothesis
Step 8: Bibliography
- Learners must include a comprehensive bibliography.
- Learners must list websites in full.
- Learners must include annexures of questionnaires and interviews conducted
Geography-English-SBA-Caps-Teacher-Guide-1 Download
JOIN OUR TELEGRAM CHANNEL. CLICK HERE
Be the first to comment, leave a reply cancel reply.
You must be logged in to post a comment.
Copyright © 2020 | AjiraForums South africa
GEOGRAPHY GRADE 12 RESEARCH TASK 2018
- Download HTML
- Download PDF
- Health & Fitness
- Current Events
- Uncategorized
- Hobbies & Interests
- Government & Politics
- IT & Technique
- Cars & Machinery
- Home & Garden
- World Around
- Arts & Entertainment
GEOGRAPHY SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 LEARNER'S GUIDE
GEOGRAPHY SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 LEARNER GUIDE
1. Introduction The purpose of this document is to provide learners with a set of benchmarked school- based assessment tasks (SBAs). It contains useful information and guidelines in the form of exemplars on the following aspects of the curriculum:
- How to do a research task
- Working with sources and source-based questions
- Data handling
- Marking rubrics as guidelines to completing research tasks
2. Objectives/Aims of the project It is envisaged that this SBA document will provide learners with examples of SBA tasks that are of high quality and a high standard.
- A common standard is set as prescribed by the Curriculum and Assessment Policy Statement (CAPS) document.
- Quality teaching and learning of FET – Grade 12 Geography is promoted throughout all schools in South Africa.
3. Assessment tasks as outlined by CAPS
4. Assessment tasks 4.1 Term 1 – Data-handling task Two examples of typical data-handling tasks are provided below.
4.1.1 Exemplar: Data-handling task 1
- Curriculum content: Physical Geography (tropical cyclones, subtropical anti-cyclones and drainage basins) • Compliant with CAPS.
- May be tested in the CAPS final external examination.
- One (1) data-handling task must be done.
GRADE 12 SBA (CAPS 2014) DATA-HANDLING TASK PHYSICAL GEOGRAPHY
TIME: 1 hour (60 minutes) MARKS: 60 QUESTION 1 1.1 Refer to FIGURE 1A showing a synoptic weather map of Tropical Cyclone Irina.
1.1.1 Determine the number of tropical cyclones, including Irina, that has occurred during this tropical cyclone season. (1 x 2) (2) 1.1.2 Give a reason to support your answer to QUESTION 1.1.1. (1 x 2) (2) 1.1.3 Describe the surface air circulation within Tropical Cyclone Irina. (1 x 2) (2)
1.2 Refer to FIGURE 1B showing a satellite image of Tropical Cyclone Irina and FIGURE 1C showing the projected path of Tropical Cyclone Irina.
1.2.1 Using the satellite image, determine in which stage of development Tropical Cyclone Irina is. (1 x 2) (2) 1.2.2 Give evidence from the satellite image to support your answer to QUESTION 1.2.1 (1 x 2) (2) 1.2.3 Discuss TWO socio-economic impacts of Tropical Cyclone Irina on areas along the east coast of southern Africa. (2 x 2) (4) 1.2.4 Draw a labelled cross-section of Tropical Cyclone Irina as depicted on the satellite image from X to Y. Clearly indicate the position of the eye and the cumulonimbus clouds on your cross-section. (2 x 2) (4) 1.2.5 State the reason for the use of the words, ‘projected path’ when describing the path of Tropical Cyclone Irina. (1 x 2) (2)
1.3 Refer to FIGURE 1A.
1.3.1 Identify the high-pressure cells labelled P and Q. (2 x 2) (4) 1.3.2 Use evidence from the map to explain whether wind speed will be greater in area P or area Q. (3 x 2) (6)
QUESTION 2 2.1 Refer to FIGURE 2A showing cross-sections of the Tugela River along its course in its drainage basin shown in FIGURE 2B.
2.1.1 Define the term drainage basin. (1 x 2) (2) 2.1.2 Which of FIGURE 2A and FIGURE 2B shows a longitudinal and transverse profile respectively? (2 x 2) (4) 2.1.3 Match each of cross-sections A, B and C (FIGURE 2A) with positions (i), (ii) and (iii) (FIGURE 2B). (3 x 2) (6) 2.1.4 Briefly explain the difference in the width of the river channel at A and C. (2 x 2) (4)
2.2 Refer to FIGURE 2B showing the drainage basin of the Tugela River from its upper to the middle to the lower course.
2.2.1 Determine the stream order of the Tugela River at point X along its course. 1 x 2) (2) 2.2.2 Identify and explain ONE of the stream channel patterns of the Tugela River at (ii) along its course. (3 x 2) (6) 2.2.3 Draw a labelled free-hand cross-section through the river channel along line T–S, showing the position of and the difference in shape between a slip-off slope and an undercut slope. (2 x 2) (4) 2.2.4 Give ONE reason why the Tugela River is more likely to flood in the vicinity of (iii). (1 x 2) (2)
[30] GRAND TOTAL: 60
4.1.2 Exemplar: Data-handling task 2
- Curriculum content: People and their needs (gross domestic product, industrial areas, industrial development zones [IDZ])
- Compliant with CAPS.
- May be tested in the NCS and CAPS final external examination.
GRADE 12 SBA (CAPS 2014) DATA-HANDLING TASK PEOPLE AND THEIR NEEDS
TIME: 1 hour (60 minutes) MARKS: 60 QUESTION 1 1.1 Refer to FIGURES 1A and 1B and answer the questions that follow.
1.1.1 Define the following terms:
- Gross domestic product (1 x 2) (2)
- Balance of trade (1 x 2) (2)
1.2 Identify the largest and the smallest contributor to the South African GDP. (2 x 2) (4) 1.3 Use FIGURE 1B to describe the trend of the South African GDP from 2010 to 2012. (1 x 2) (2) 1.4 How will the trend mentioned in QUESTION 1.3 affect South Africa’s Balance of Trade? (1 x 2) (2) 1.5 Which economic activity (primary, secondary or tertiary) in FIGURE 1A accounts for the existing trend mentioned in QUESTION 1.3? (1 x 2) (2) 1.6 Discuss the relationship between the percentage contributed by agriculture to the South African GDP and food security in the country. (2 x 2) (4) 1.7 FIGURE 1A indicates that the agricultural sector contributes a very small percentage to the GDP. Write a short paragraph (approximately 12 lines) in which you account for the small contribution of the agricultural sector to the South African GDP. (6 x 2) (12)
2.3 Explain any TWO factors that have led to the growth and development of the industrial area referred to in QUESTION 2.2. (2 x 2) (4)
QUESTION 3 Refer to FIGURE 3 before answering the questions below. 3.1 What is an IDZ? (1 x 2) (2) 3.2 Name the province in which the Coega IDZ is located. (1 x 2) (2) 3.3 Briefly describe TWO aims for the development of the Coega IDZ. (2 x 2) (4) 3.4 As a manufacturer of heavy earth-moving equipment for sale in Asia, explain what would encourage you to open a factory in the Coega IDZ. (2 x 2) (4) 3.5 Suppose you are a South African government official responsible for economic development. State FOUR incen tives you would use to attract foreign investors to the Coega IDZ. (4 x 2) (8)
[20] GRAND TOTAL: 60
FIGURE 3: COEGA IDZ
4.2 Term 3 – Research task Two examples of typical research tasks are provided below. 4.2.1 Learner guidelines for conducting research Research framework for assessment (Guideline on administration of research task)
In choosing a topic for research, isolate topics in specific areas in the Geography CAPS content that you have studied in Grade 12.
4.2.2 Guidelines for research Research Task Step 1: Formulating a hypothesis/problem statement As Geographers we seek to understand and explain the interactions amongst humans, and between humans and the environment in space and time. This is achieved by asking questions or making informed geographical decisions. This entails the development of a hypothesis or a problem statement to be tested.
- You have to choose a specific area of study where a geographical problem exists.
- During this stage, a geographical question showing a problem is asked.
- Identify the problem from a local area.
- Formulate a hypothesis or a problem statement. (Hypothesis research is used to prove that certain variables are dependent on or independent of each other. Problem statement research is only to highlight that a specific problem exists in a specific community.)
- You should then follow the steps of research to ensure that the geographical question is answered.
Other possible hypothesis-type research examples:
- The value of property along north-facing slopes is higher than the value of property along south-facing slopes in Meyersdal, Gauteng (choose local area).
- The cause of rural-urban migration in Ndwedwe, KwaZulu-Natal (choose local area), is the lack of service delivery in the health sector.
- Climate change will impact negatively on grape farming and related industries in the Western Cape.
- The closing down of many primary schools in Lusikisiki (Eastern Cape) (choose a local area) is due to a decline of the population in the age group 7 to 15 years.
- The poor condition of roads (specify the names of the roads) leading to/in Harrismith, Free State (choose local area), is due to the lack of proper planning by the local municipality.
- The impact of building a dam along the Jukskei River in Gauteng (choose local area) upstream of Alexandra will reduce flooding and the subsequent loss of life in Alexandra.
- The e-toll system will impact negatively on the economic position of people using private transport in Gauteng.
- The e-toll system will impact positively on traffic flow to the major urban centres in Gauteng.
- Informal settlements in the Vhembe district of Limpopo have low levels of development due to the lack of provision of basic needs (choose ONE informal settlement in your local area).
- Overcrowding of informal settlements is due to the lack of proper planning by the local government (choose local area).
Step 2: Background information about an area of study
- You must explain where in South Africa the study area is located. (This can be indicated on the map.)
- Describe the study area in terms of its exact position (degrees, minutes and seconds).
- Provide relevant information about the area, for example population of the area or climate of the area.
Step 3: Mapping
- You must provide a map of the area in question.
- During this stage you must create a buffer zone around the area where the geographical problem exists.
- The map should have a clear legend/key and must be drawn to scale. The scale must be indicated on the map.
- If the map used covers a wider area, buffer zones around the area of study should be created.
- The map used should be the most recent map of the study area.
Step 4: Methods of data collection
- The use of questionnaires
- Observations
- Field trips
- Newspaper articles
- Government department statistics
Step 5: Analysis and synthesis of data
- Use collected data now to formulate a discussion around the existing geographical problem.
- At this stage you should represent some of the information graphically where necessary, for example graphs and sketches.
- Analyse graphic information during this stage.
Step 6: Recommendations and possible solutions
- You should now make recommendations to solve the geographical problem in question.
- You should present your original and realistic opinions as far as you possibly can.
Step 7: Conclusion – accept or reject the hypothesis
- You should now take a decision to either ACCEPT or REJECT the hypothesis.
- Give reasons for either ACCEPTING or REJECTING the hypothesis.
Step 8: Bibliography
- You must include a comprehensive bibliography.
- List websites in full.
- You must include annexures of questionnaires and interviews conducted.
Step 9: Submission
- You must include graphs, tables, diagrams and pictures where necessary.
- On submission, ensure that a suitable cover page is included.
4.2.3 Compiling a bibliography for a research task
- For a book: Author (last name, initials). Title of Book (Publishers, Date of publication). Example: Dahl, R. The BFG. (Farrar, Straus & Giroux, 1982).
- For an encyclopaedia: Encyclopaedia Title , Edition date. Volume number, ˈArticle Titleˈ, page number(s). Example: Encyclopaedia Britannica , 1997. Volume 7, ˈGorillasˈ, pp. 50–51.
- For a magazine: Author (last name first), ˈArticle Titleˈ. Name of Magazine . Volume number, (Date): page number(s). Example: Jordan, Jennifer, ˈFilming at the Top of the Worldˈ. Museum of Science Magazine . Volume 47, No. 1, (Winter 1998): p. 11.
- For a newspaper: Author (last name first), ˈArticle Titleˈ. Name of Newspaper. City, state publication. (Date): Edition if available, Section, page number(s). Example: Powers, Ann, ˈNew Tune for the Material Girlˈ. The New York Times . New York, NY. (3/1/98): Atlantic Region, Section 2, p. 34.
- For a website: Quote the name of the website in full and underline. Example: http://www.sahistory.org.za/topic/womens-struggle-1900-1994
- For a person: Full name (last name first). Occupation, date of interview. Example: Smeckleburg, Sweets. Bus driver. 1 April 1996.
- For a film/documentary: Title, Director, Distribution, Year. Example: Braveheart, Director Mel Gibson, Icon Productions, 1995.
4.2.4 Proposed cover page for a research task
STATEMENT OF AUTHENTICITY I hereby declare that ALL pieces of writing contained in this research task are my own original work and that if I made use of any source, I have duly acknowledged it.
Learner’s signature: __________________________________ Date: _____________
4.2.5 Exemplar: Research task 1
- Curriculum content: Key human-environment interactions in urban areas: People and places – inner-city problems
- One (1) research task must be done.
Compile your research by completing the activities outlined below.
Step 1: Formulate the hypothesis/problem statement
- Formulate your own hypothesis based on a problem you have identified, for example: The increasing number of informal settlements (choose localised informal settlement) in and around urban areas in South Africa has resulted in higher crime rates within the inner city due to higher unemployment. (Focus: More people in surrounding informal settlements result in unemployment causing people to turn to crime.)
Step 2: Background information about the study area Give a brief introduction and description (background information) of the city (study area) you have selected in terms of:
- Historical background
- Population
- Description of the location of informal settlements in relation to the inner city
- Other relevant statistical information
- Provide a map showing the position of the informal settlement in relation to the city that you have identified for your research task. (It is easier to choose your local area as an area of study.)
- The map should clearly indicate buffer zones where informal settlements are located.
- The map should include areas of the city that are regarded as crime ˈhotspotsˈ.
- The map must have a clear legend/key.
- The scale of the map must be indicated.
Step 4: Data collection Collect data using at least THREE methods, for example:
- Questionnaires
- Interviews
- Field trips
- Photographs and maps
- Literature research (newspapers, magazines, books, et cetera)
- Internet research
- Analyse the data that you have collected, and formulate a report on your findings. Support your findings with graphs, photos, et cetera.
- Briefly discuss how the existence of informal settlements contributes to crime in the inner city.
- Briefly discuss the contribution of high unemployment rates in the informal settlement to crime in the inner city.
Step 6: Recommendations and solutions
- Provide suitable recommendations and solutions to the problem.
Step 7: Conclusion – accept or reject the hypothesis
- Based on your findings in Step 5, you may either ACCEPT or REJECT the hypothesis.
- Give reasons for your conclusion.
- Compile a bibliography for your research. If you have done any Internet research, you must provide the website(s) that you have used in full.
- Collate all your information.
- Include a table of contents.
- Ensure that you include a copy of the questionnaire and/or questions asked in your interviews as annexures.
- Design a suitable cover sheet.
- Submit your research.
4.2.6 Exemplar: Research task 2
- Curriculum content: Physical Geography (fluvial processes)
Choose a river close to your school or where you live as an area of study, and conduct your research by following the steps outlined below. Step 1: Formulate the hypothesis/problem statement
- Formulate your own hypothesis based on a problem you have identified, for example:
Step 2: Background information about the river under study
- Describe the provincial location of the river.
- Climate – particularly the amount of rainfall that is received.
- Vegetation
- Relief and topography
- Underlying rock structure
- Specify the river type, for example permanent, periodic.
- Describe the river stage (youth, mature or old age) at your study area.
- Provide a map showing the river being studied and the adjacent settlements.
- Create a clear buffer zone at the part of the river that is being studied.
- The map should have a clear key/legend.
- Indicate the scale of the map.
- Use the above sets of data collected to determine the extent to which the river is affected by human activities.
- Explain in detail how the identified human activities impact on the quality of water and the flow pattern of the river.
Step 6: Recommendations and solutions
- In your opinion as a researcher, what would be the possible solution(s) to the negative impact caused by human activities in the river?
- Make long-term recommendations to the government department(s) leading to legislature to protect the river.
Step 7: Conclusion – accept or reject the hypothesis
- Submit your research.
4.2.7 Proposed marking rubric for a research task
NAME OF LEARNER: _________________________________________________________GRADE: __________
CURRICULUM TOPIC: __________________________________________________________________________
RESEARCH TOPIC: __________________________________________________________________________
EDUCATOR NAME: ______________________________DATE OF ASSESSMENT: __________________
MODERATOR NAME: ______________________________DATE OF MODERATION: __________________
5. CONCLUSION This document provides you with a framework to develop your own research task. It also provides you with a framework of expectancy for data-handling tasks. The framework for data-handling tasks can also be used to prepare for external examinations where data-handling-type questions can be asked. A clear guideline has been developed on how to conduct research. This guideline can be applied to any topic within the CAPS in which you wish to conduct research. The marking rubric that has been included will also provide you with a clear guide on the time that should be spent on the various phases of doing research. The high standard of these tasks will provide a platform for you to develop skills such as research, interpretation of resources, integration of resources and graphs, all skills required for the final external Geography examination. These are also skills that can be put to use at a later stage in your life.
Related items
- Mathematics Grade 12 Investigation 2023 Term 1
- TECHNICAL SCIENCES PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
- TECHNICAL SCIENCES PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
- MATHEMATICS LITERACY PAPER 2 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS JUNE 2022
- MATHEMATICS LITERACY PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
IMAGES
VIDEO
COMMENTS
What Skills are Assessed for Research Tasks in Grade 12. Step 1: Formulating a hypothesis/problem statement. Geography Research Project Topics for Grade 12 South Africa. Step 2: Background information about an area of study. Step 3: Mapping. Step 4: Methods of data collection. Step 5: Analysis and synthesis of data.
NW Geography Grade 12 September 2024 P1 and Memo; Geography NSC P1 QP Sept 2024 Afr Gauteng; ... 10 Activities 240306 215512; Grade 12 Economic Geography notes 2024 EC; Preview text. TYPE OF TASK: RESEARCH SUBJECT : GEOGRAPHY CODE : GEOG GRADE : 12 TERM : TWO TIME PERIOD ALLOCATED : Term 2 CAPS WEIGHTING % : 15 DATE OF IMPLEMENTATION : MARCH ...
The task is allocated a time frame of 8 weeks in term one. Non-compliance of submissions according to the time frames set CAN result in zero mark for the candidate. The REASERCH TASK in grade 12 is part of the formal assessment programme in 2022. All dates stated in Annexure A are stipulated for completion of the step.
2023/24 ANNUAL TEACHING PLANS: GEOGRAPHY (INLAND): GRADE 12 (TERM 1) CLIMATE AND WEATHER TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 ... discussion of research task and rubric with learners . 2023/24 ANNUAL TEACHING PLANS: GEOGRAPHY (INLAND): GRADE 12 3
Guideline: Geography Grade 12 Research Tasks. Step 1: Formulating a hypothesis/problem statement. As Geographers we seek to understand and explain the interactions amongst humans, and between humans and the environment in space and time. This is achieved by asking questions or making informed geographical decisions.
Discuss Task 2 Research task and rubric with learners in week 1. Learners have 8 weeks to work on task and request support if needed. Task submitted end of week 9. ... Grade 12 - Term 3: GEOGRAPHY Term 3 52 days Week 1 13 -16 July 4 days Week 2 19-23 July 5 days Week 3 26-30 July 5 days Week 4 2-6 August 5 days Week 5 10-13 August 4 days
This is a COMMON TASK for Grade 12 Geography in the GDE - Tshwane region 9. The PLANNED TIMEFRAME is TERM 1 AND 2 10. The RAW TASK TOTAL is 100 marks 11. This task is INCLUDED IN SBA YEAR MARK 12. This task has an SBA WEIGHT % of 15. Research/Grade 12 3 GDE/2024 INSTRUCTIONS AND INFORMATION: NOTE TO THE CANDIDATE 1.
SASAMS (12.3) 6. The TERM allocated to this task is Term 2. 7. The TASK DESCRIPTION allocated to this task is TASK 2 (Research) - Formal 8. This is a COMMON TASK for Grade 12 Geography in the GDE - Tshwane region 9. The PLANNED TIMEFRAME is TERM 1 AND 2 10. The RAW TASK TOTAL is 100 marks 11. This task is INCLUDED IN SBA YEAR MARK 12.
Welcome to the GRADE 12 GEOGRAPHY (Geog) Past Exam Paper Page. Here, you'll find a comprehensive range of past papers, test papers and memos from 2024 to 2009. ... Geography NSC MEMO May-June 2024 - Eng - Eastern Cape. Geography NSC QP May-June 2024 - Afr - Eastern Cape ... Geography MAP Work - Task 1 March 2024 - Mpumalanga. 2023: NOVEMBER ...
Geog-Gr-12-March-2020 Download. Hello Grade 12 Learners. Modern Classroom has everything for you needed to pass your matric exams, tests, assessments, research tasks and assignments under CAPS Curriculum. Feel free to explore all resources for grade 12, such as Study Guides, DBE Past Exam Papers with Memos, and Speech Topics.
GRADE 12. RESEARCH TASK. 2018. kn. DBE 2 2018. EDUCATOR GUIDELINES FOR CONDUCTING RESEARCH. THE HYPOTHESIS TESTING APPROACH TO RESEARCH TASKS IN GEOGRAPHY FET. 1. The Requirements in the Program of Assessment:
GEOGRAPHY GUIDELINE EXEMPLAR RESEARCH TASK 2017 EDUCATOR GUIDELINES FOR CONDUCTING RESEARCH EXEMPLAR RESEARCH TASKS FOR GRADE - 10/11/12. THE HYPOTHESIS TESTING APPROACH TO RESEARCH TASKS IN GEOGRAPHY FET 1. The Requirements in the Program of Assessment: Research Activities Step s Marks Length Time Frame Formulate the hypothesis 1 10 Statement ...
Exemplar: Data-handling task 2 8 4.2 Term 2 - Research task 12 4.2.1: Learner guidelines for conducting research 12 4.2.2: Guidelines for research 12 4.2.3: Compiling a bibliography for a research task 15 4.2.4: Proposed cover page for a research task 17 4.2.5: Exemplar: Research task 1 18 4.2.6: Exemplar: Research task 2 20 4.2.7