Grade 12 Activities

CURRICULUM GRADE 10 TO 12
STEP AHEAD LESSON ACTIVITIES

2021
GRADE 12
GEOGRAPHY
CURRICULUM AND ASSESSMENT POLICY STATEMENT
LESSON PLAN
ACTIVITIES
QUESTION 1
1.1 Define the following CONCEPTS:
1.1.1 Low pressure system:

1.1.2 Mid-latitude cyclone:
1.1.3 Front:
1.1.4 Cold front:
1.1.5 Warm front:
1.1.6 Occluded front:
1.1.7 Warm sector:
1.1.8 Cold sector:
1.1.9 Backing:
1.1.10 Veering:
1.2 Study FIGURE 1.2 showing the global circulation over the southern hemisphere.
Various options are given as possible answers to the following questions.
Choose the answer and write only the letter (A – D) in the block provided next to
the question number.
C 3
QUESTIONS:
1.2.1 South Africa is situated in the area of descending air at __________ 0 known as the
_______ pressure belt.
A 30 subtropical high
B 30 doldrums
C 60 subtropical high
D 30 ITCZ
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LESSON PLAN
1.2.2 Number 3 in the figure is known as the … where the mid-latitude cyclones/cyclones of
the mid-latitudes develop.
A cold front
B warm front
C moisture front
D polar front
1.2.3 During cyclogenesis (the development of the mid-latitude cyclone) wind 1 and wind 2
blow in opposite directions along the polar front.
A (Wind 1) Topical Easterlies and (wind 2) Polar Easterlies.

B (Wind 1) Northwesterly winds and (wind 2) Polar Easterlies.
C (Wind 1) Southwesterly winds and (wind 2) Polar Easterlies.
D (Wind 1) Westerly winds and (wind 2) easterly winds.
1.2.4 The … cell labelled C is where mid-latitude cyclone will occur.
A Hadley
B Tropical
C Ferrel
D Polar
1.2.5 The mid-latitude moves from … to … after the initial stage/cyclogenesis.
A left - right
B east - west
C west - east
D north - south
1.2.6 Which cyclone will develop in the region of number 6?
A Tropical cyclone
B Cyclone
C Mid-latitude cyclone
D Anti-cyclone
1.2.7 The cyclone mentioned in question 1.2.6 will move from ______to _____ after the
formative stage.
A left - right
B east - west
C west - east
D north - south
1.2.8 The cyclone referred to in question 1.2.6 do not develop at number 5 because …
A there is no latent heat.

B there is no warm ocean water with a temperature above 26˚C.
C there are too many land surfaces causing more surface friction.
D there is no coriolis force.
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LESSON PLAN
1.2.9 Tropical cyclones are likely to originate at G the cell which is known as . . . . .
A Polar
B Mid-latitude
C Hadley
D Ferrel
1.2.10 Label 4 illustrates … winds driving tropical cyclone.
A berg
B easterlies
C fohn
D westerlies
1.3 Study the Synoptic Weather Chart 1.3 below to answer the following questions:
QUESTIONS:
1.3.1 Where do mid-latitude cyclones originates (develop)?

1.3.2 Give a short description how these low pressure systems develop at the area you have
mentioned in QUESTON 1.3.1. (Refer to three trigger actions)
1.3.3 What is the general direction of movement after formation?
1.3.4 Which weather phenomenon is supporting the movement mentioned in QUESTION
1.3.3?
1.3.5 Mid-latitude cyclones occur throughout the year, but influence the weather of South
Africa in winter. Suggest a reason to prove the statement.
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LESSON PLAN
1.3.6 Explain the concept family of depressions. How many families of mid-latitude cyclones
are visible on the map?
1.3.7 Which cyclone is the oldest? Support your answer with a reason.
1.2.8 Describe any SIX general characteristics of mid-latitude cyclone.
1.3.9 Refer to the weather station of CAPE TOWN and describe the weather conditions at
that station.
1.4 STAGES IN THE DEVELOPMENT OF MD-LATITUDE CYCLONES
1.4.1 Draw a cross section that represents the mature stage in the development of the mid-
latitude cyclone. The following features must be shown on the figure: cold and warm
fronts, cold and warm sectors, the position, name of rain bearing clouds, possible
weather to be experienced at the cold and warm front as well as the position and names
of the broader band of clouds.
1.4.2 Write a short paragraph explaining the processes that take place during the occlusion
stage.
1.5 WEATHER PATTERNS ASSOCIATED WITH MID-LATITUDE CYCLONES:
1.5.1 Complete the table below to describe the weather that will be experienced where the
mid-latitude cyclone occurs. (List SIX points for each)
WHEN THE COLD FRONT APPROACHES WHEN THE WARM FRONT APPROACHES AND
AND PASSES OVER : PASSES OVER :
1.5.2 Explain why the presence of the mid-latitude cyclone can be seen as a blessing and a
curse to the place experiencing it with reference to the negative impact of it on the
environment, economy and human activities.
1.5.3 Suggest possible pre-cautionary measures and management strategies that could be
put in place to reduce the negative impact of mid-latitude cyclone.
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LESSON PLAN
QUESTION 2
2.1 Study FIGURE 2.1 based on stages in the development of a weather system.
QUSETIONS:
2.1.1 Which weather system is depicted in FIGURE 2.1?

2.1.2 Is this weather system a high-pressure or low-pressure?
2.1.3 Describe the air circulation as shown in stage 2.
2.1.4 Name the area of separation between the westerly and easterly winds.
2.1.5 At which line of latitude is this weather system developing?
2.1.6 Which stage (1, 2, 3 or 4) shows when there is no longer any warm
air at surface level?
2.1.7 Name stage 3 of the development this weather system.
2.2 Refer to FIGURE 2.2 bearing black arrows showing where mid-latitude cyclone
form to answer questions that follow.
QUESTIONS:
2.2.1 Identify prevailing winds that converge in the mid-latitude cyclone.
2.2.2 Describe the characteristics of the winds mentioned in 2.2.1.
2.2.3 State the characteristics that mid-latitude cyclones have in common with all cyclones.
2.2.4 Which side of the continents, western or eastern is more likely to be affected by mid-
latitude cyclones? Explain why?
2.2.5 Does South Africa lie within the latitudes where mid-latitudes form?
2.2.6 Which province in South Africa is likely to be affected by the mid-latitude cyclone?
2.2.7 Give the season when is likely to occur and reason why?
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LESSON PLAN
2.3 Study the FIGURE 2.3 below to answer questions that follow.
QUESTIONS:
2.3.1 What stage is represented by the diagram above?

2.3.2 In which hemisphere is this taking place?
2.3.3 Give a reason for your answer above.
2.3.3 Explain what is happening during the stage depicted in this FIGURE 2.3
TROPICAL CYCLONES
2.3 Define the following CONCEPTS:
2.3.1 Tropical cyclone

2.3.2 Divergence
2.3.3 Convergence
2.3.4 Latent Heat
2.3.5 Storm surge
2.3.6 Eye
2.3.7 Eye wall
2.4 Study the Synoptic Weather Map 2.4 and the accompanying Satellite Image 2.4
and answer the questions based on the following sub – topics: areas of
formation, conditions necessary for formation, stages in the formation:
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LESSON PLAN
Satellite Image 2.4
QUESTIONS:
2.4.1 Where does a tropical cyclone form/develop?

2.4.2 Describe any six conditions that lead to the development of tropical cyclone
2.4.3 The low pressure system over Madagascar is a tropical cyclone. Give evidence from
the map to support this statement.
2.4.4 How many tropical cyclones occurred before Geralda?
2.4.5 Give a reason for the answer in QUESTION 2.4.4.
2.4.6 In which stage of development is tropical cyclone Gerald?
2.4.7 Give evidence from the map to support your answer above.
2.4.8 What is the symbol at the centre of tropical cyclone Geralda called?
2.4.9 Describe the weather conditions that are likely to be experienced at that symbol.
2.4.10 In which direction will Geralda move and why?
2.4.11 Tropical cyclone Geralda will be a weakened storm when it reaches the East Coast of
MOZAMBIQUE. Give evidence from the map to support this statement.
2.4.12 Draw a cross section illustrating the mature stage of the tropical cyclone.
2.5 The questions below, are based on the accompanying satellite image about
Tropical cyclone Larry which had winds of up to 290 km / hour had ripped roofs
off the buildings and destroyed houses as it smashed into coastal community of
Innisfail, about 100 km South of Carins, Australia, on 19 March 2017.
Satellite Image 2.5
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LESSON PLAN
QUESTIONS:
2.5.1 What name is given to tropical cyclone in this part of the world?
2.5.2 Identify the area labelled A on the photograph.
2.5.3 Give the name of the cloud that surrounds area A?
2.5.4 In which hemisphere is this tropical cyclone occurring?
2.5.5 Give a reason to support your answer in 2.5.4.
2.5.6 In a paragraph describe the impact that the tropical cyclone will have on the
environment and people.
QUESTION 3
3.1 Study the Synoptic Weather Map 3.1 below associated with Tropical Cyclones to
answer the question below.
QUESTIONS:
3.1.1 What do you observe about the location of Tropical Cyclones?

3.1.2 When do these cyclones develop in the Northern and Southern hemispheres
respectively? Explain why it develops at this time of year.
3.1.3 Describe the paths of tropical cyclones and account for this.
3.1.4 Which area experience the most tropical storms and tropical cyclones and why?
3.1.5 Differentiate between a tropical storm and tropical cyclone.
3.1.6 Identify the centre of tropical cyclones as illustrated in the Synoptic Weather Map.
3.1.7 Describe THREE weather conditions experienced in the centre of tropical cyclone.
3.1.8 Explain the reason for each weather pattern in the centre of tropical cyclone.
3.1.9 Describe the impact of the phenomenon on the coastlines where it hits in a paragraph.
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LESSON PLAN
3.2 The map below is an extract of the Synoptic Weather Map 4.2 of 26 January 2013
of the Mozambique Channel. Study the map and answer the questions below.
QUESTIONS:
3.2.1 Identify the weather phenomenon that is approaching Madagascar.

3.2.2 Motivate you answer in 1.1 with evidence form the map.
3.2.3 In which direction are the winds in this system moving and why?
3.2.4 In which direction is the whole system moving and explain why.
3.2.5 Identify the centre of this phenomenon and describe the weather conditions in this
area.
3.2.6 Around the centre, the weather is quite different. Describe the weather around the
centre.
4.2.7 Madagascar will experience a lot of damage to their infrastructure, properties,
farming enterprises and environment. Describe three factors that will cause this
damage.
3.2.8 Write a short paragraph to describe how this system will influence the weather of South
Africa and explain what leads to this weather.
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LESSON PLAN
4.3 The Synoptic Weather Maps 4.3 below illustrate the development of tropical
cyclone Fellang over the South Indian Ocean. Refer to the maps to answer the
questions.
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LESSON PLAN
QUESTIONS:
4.3.1 Identify the season illustrated by these synoptic weather maps.

4.3.2 Motivate you answer in 4.3.1 with evidence form the map.
4.3.3 How many cyclones occurred of the Indian Ocean in the 2012/2013 summer
season before Fellang?
4.3.4 Explain how you arrived at your answer in 4.3.3
4.3.5 Describe the path of the tropical cyclone and account for the erratic path it travelled.
4.3.6 Which Island was hit by this tropical cyclone?
4.3.7 Write a short day by day report using the synoptic weather maps. Refer to the size
and intensity and stage of development for the cyclone on each day depicted on the
maps.
4.3.8 Explain what will happen to the cyclone over the next few days and account for your
answer.
4.4 MID-LATITUDE AND TROPICAL CYCLONES
Compare the mid-latitude cyclone and the tropical cyclone with one another. The
clue is given in the left column and it applies to both cyclones. Give at least one
comparison under each clue.
CLUE MID-LATITUDE CYCLONE TROPICAL CYCLONE

Place of origin
Develop during
which season
A condition for
formation.
A condition for
formation.
Circulation?
Movement
Extend of
cyclone
Influence on
environment
Influence on
environment
General
characteristic
General
characteristic
General
characteristic
When will the
cyclone
dissipates?
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LESSON PLAN
Worksheet
FIGURE 1.1: ANTICYCLONES
[Source: http://www.aelsnet.net/eportal/pluginfile.php/412/mod_imscp/content/2/influence
of_pressure_systems.htm]
1.1 Refer to FIGURE 1.1 which shows anticyclones over South Africa. Choose the correct word(s) from
those given in brackets. Write only the word(s) next to the question numbers (1.1.1 to 1.1.7) in the
ANSWER BOOK.
1.1.1 Pressure cell A is situated further (north/south) in winter.
1.1.2 Pressure cell B is named the (South Atlantic/South Indian) High-

Pressure Cell.
1.1.3 When isobars are elongated away from pressure cell B they form a
(ridge/trough).
1.1.4 The pressure reading at C is approximately (1 012 hPa /1 016 hPa).
1.1.5 The wind speed at weather station D is (20 knots/10 knots).
1.1.6 The wind direction at weather station D is (north-east/north-west).
1.1.7 Pressure cells A, B and C represent the (equatorial low/subtropical high) pressure belt.(7 x1) (7)
Marking guideline
1.1 1.1.1 north (1)
1.1.2 South Indian (1)
1.1.3 ridge (1)
1.1.4 1016 hPa (1)
1.1.5 10 knots (1)
1.1.6 north west (1)
1.1.7 Subtropical High (1) (7 x 1) (7)
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LESSON PLAN
FIGURE 2.3: LINE THUNDERSTORMS OVER SOUTH AFRICA
clouds
[Adapted from https://www.bing.com/images/search?=

line+thunderstorms+in+south+africa&simid]
2.3 FIGURE 2.3 shows line thunderstorms over South Africa.
(1)
2.3.1 Name the front over the interior of the country where line thunderstorms originate. (1 x 1)
2.3.2 What evidence suggests that line thunderstorms are illustrated (shown)?
(1 x 2) (2)
(2)
2.3.3 Why are line thunderstorms generally associated with summer? (1 x
2)
2.3.4 What is the source of moisture for the formation of line thunderstorms?
(1 x 2) (2)
2.3.5 Why is there usually a thicker band of clouds to the east of the front?
(2 x 2) (4)
2.3.6 Explain why the weather conditions associated with line thunderstorms are more severe
than isolated (normal) thunderstorms. (2 x2) (4)
(15)
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LESSON PLAN
Marking guide
2.3 2.3.1 Moisture front (1) (1 x 1) (1)
2.3.2 A band of cloud stretching from the NW to the SE of the country (2) (Cumulonimbus)
clouds arranged in a line from the NW to the SE (2) Converging air masses over the
interior of the country (2)
Presence of the moisture front (2)
[ANY ONE] (1 x 2) (2)
2.3.3 Low pressures over the land during summer, draw in moisture off the oceans onto the land (2)
Inversion layer above escarpment in summer allows inflow of moist air (2) Increased
convergence of air masses from well-developed high-pressure cells along the coast (2)
Weakened Kalahari High Pressure Cell facilitates greater vertical rising of air above the interior
(2)
Presence of trough over the interior during summer (2)
[ANY ONE] (1 x 2) (2)
2.3.4 Warm moist air from above the Indian Ocean/Warm Mozambique/Warm Agulhas Current (2)
Warm moist tropical air diverging from the South Indian High Pressure Cell (2) Warm moist air
from the North-easterly winds (2)
[ANY ONE] (1 x 2) (2)
2.3.5 Warm moist air from the east (more moisture) reaches the interior (2)
Cold dry dense air from the west forces warm moist less dense air to rise (2) Air on the eastern
side is more unstable (2)
Large scale condensation results in dense cloud formation (2)
[ANY TWO] (2 x 2) (4)
2.3.6 Has a longer duration (2)
They cover a greater/widespread area (2) Damage
is more widespread (2)
Continuous feeding of moisture from the ocean (2)
Constant formation of cumulonimbus clouds along the moisture front (2) Stronger
upliftment/rapid rising and condensation along the moisture front (2) Torrential or heavy rainfall
and/or hail (2)
Occurs any time of day (2)
OR
Has a much shorter duration (2)
Isolated thunderstorms are over a small area (2)
Isolated thunderstorms will result in damage that is not widespread (2) Isolated
thunderstorms do not have a continuous source of moisture (2) Only occurs during late
afternoon (2)
[ANY TWO. CANNOT REFER TO THE SAME FACTOR ON BOTH SIDES] (2 x 2) (4)
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LESSON PLAN
FIGURE 1.1: ANTICYCLONES OVER SOUTH AFRICA
Escarpment
Wes Escarpment Kalahari East
t high-
pressure
Coastal plain
Coastal plain
South South Indian

Atlantic high- high-
pressure pressure
Cold system system
War
Atlantic
m
[Adapted from cnx.org]
1.1 Refer to FIGURE 1.1, which shows the position of anticyclones over South Africa. Indicate
whether each of the statements below refers to anticyclone A, B or C. Write only the letter (A,
B or C) next to the question number
(1.1.1–1.1.7) in the ANSWERBOOK.
1.1.1 The subsiding air causes semi-arid conditions on the West Coast of South Africa.
In summer this pressure cell is found at a higher altitude due to surface

1.1.2 heating.
The subsiding air forms an inversion layer in winter that prevents moist air from
1.1.3
reaching the interior.
1.1.4 The ridging of this pressure cell results in rainfall over the South-western
Cape.
1.1.5 Interaction with a coastal low results in berg wind conditions.
1.1.6 Sometimes this pressure cell is known as a blocking high when it is in the path of a
mid-latitude cyclone.
1.1.7 This pressure cell is generally associated with fog and reduced visibility. (7 x 1) (7)
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LESSON PLAN
Marking guide
1.1.1 A (South Atlantic High) (1)

1.1.2 B (Kalahari High) (1)
1.1.4 A (South Atlantic High) (1)
1.1.6 C (South Indian High) (1)
1.1.7 A (South Atlantic High) (1) (7 x 1) (7
FIGURE 2.1: BERG WIND CONDITIONS
[Adapted from millarslocal.co.za]
2.1 Refer to FIGURE 2.1, showing berg wind conditions. Choose the correct word(s)
from those given in brackets. Write only the word(s) next to the
question number (2.1.1–2.1.8) in the ANSWER BOOK.
2.1.1 Berg wind conditions occur during (summer/winter).
2.1.2 Pressure cell A is the (Kalahari/South Atlantic) high-pressure cell.

2.1.3 Pressure cell B is a (thermal/coastal) low-pressure cell.
2.1.4 The general direction of movement of the frontal depression is
(eastwards/westwards).
2.1.5 Durban will experience (onshore/offshore) winds.
2.1.6 The cloud cover at Durban will be (overcast/clear) due to the winds identified in
QUESTION 2.1.5.
2.1.7 (Onshore/Offshore) winds are associated with fog and light rain.
2.1.8 The risk of veld fires during berg wind conditions
(increases/decreases) in the eastern parts of South Africa. (8 x 1)
(8)
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LESSON PLAN
Marking guide line

2.1.1 winter (1)
2.1.2 Kalahari (1)
2.1.3 coastal (1)
2.1.4 eastwards (1)
2.1.5 offshore (1)
2.1.6 clear (1)
2.1.7 onshore (1)
2.1.8 increases (1) (8x1) (8)
Learner Activities
Activity 1.1
Refer to the diagram below to answer the questions that follow. Choose one word inside the
brackets to make the make the statement correct. Write only the number and the correct
answer.
Example 1.1.8 Aspect
1.1.1 The above landscape represents the (Southern/Northern) hemisphere.

1.1.2 Slope (A/B) receives direct sun rays
1.1.3 Slope (A/B) is characterised by dry soils.
1.1.4 (Forestry/ Cultivation) will be practiced at B
1.1.5 The shadow zone will be at (A/B)
1.1.6 Slope A faces the (equator/ the poles)
1.1.7 (Higher/ lower) income housing will be found at (7 x 1) (7)
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LESSON PLAN
Activity 1.2
Refer to the diagram below which is based on Valley climates.
1.2.1 Why was the site of Pietermaritzburg a poor choice for the development of a city?
(1 x
1) (1)
1.2.2 Give evidence from the article why pollution levels are much higher in winter
(2 x
1) (2)
1.2.3 Refer to the “brown haze” (mixture of fog and pollutants) and answer the questions
that
(a) Name the local wind that cause the “brown haze” to disappear after 11:00
(b) Give ONE characteristic of the local wind, named in QUESTION 1.2.3 (a)
which assists
with the dispersal (removal) of the “brown haze”. (1 x 2)
(2)
(c) Draw a labelled sketch to illustrate the development of the local wind that
causes the “brown haze” to disappear. (2 x 2) (4)
1.2.4 Why is the “brown haze a safety hazard for motor vehicle users. (2 x 2) (4)
[14]
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LESSON PLAN
Activity 1.3 (Mapwork Integration)

Refer to the topographic map 2930 BC PIETERMARITZBUG and the ORTHOPHOTO MAP
2930 CB and thereafter answer the following questions.
1.3.1 The Bottom of the valley at area M on the topographic map experiences frost in the
early hour of the morning during winter.
(a) Name the local/tertiary wind that is responsible for the formation of frost. (1 x 1) (1)
____________________________________________________________
(b) Explain how the wind named in QUESTION 1.3.1 (a) causes frost.(2 x 2) (4)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
1.3.2 Refer to slope 5 (low- Income residential area) and slope 6 (high income residential
area) on the orthophoto map
(a) Explain how aspect of slope influenced the site of the high-income residential
area at 6. (1 x 2) (2)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(b) Give ONE reason evident on the evident on the orthophoto map, that influenced
the location of the low-income residential area at slope 5. (1 x 2) (2)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(c) Suggest how natural vegetation could have influenced the land values of
residential areas 5 and 6. (2 x 2) (4)
_______________________________________________________________________
_______________________________________________________________________
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LESSON PLAN
___________________________________________________________________
[14]
MARKING GUIDELINES
Activity 1.1
1.1.1 Southern (1)
1.1.2 A (1)
1.1.3 A (1)
1.1.4 Forestry (1)
1.1.5 B (1)
1.1.6 Equator (1)
1.1.7 Higher (1)
Activity 1.2
1.2.1 Located on the valley floor/ in a valley (1)

1.2.2 Pollution is concentrated (1)
Pollution is trapped (1)
Cannot easily be dispersed (1)
[ ANY ONE]
1.2.3 (a) Anabatic/Upslope wind (1)
(b) Air rises along the slopes/Air moves upslope (2)
Air is lighter and warmer (2)
[ANY ONE]
(c )
Must indicate the correct direction of movement by arrow (2) and any ONE descriptive
label (2)
1.2.4 Poor Visibility (2)
Increased traffic congestion (2)
Increased motor vehicle accidents (2)
Motor vehicles have a greater risk of hitting pedestrians/ cyclists/animals (2)
[ANY TWO]
Activity 1.3
1.3.1 (a) Katabatic/Downslope/Gravitational wind (1)
Mountain wind (1)
(b) The slopes cool down resulting in the air in contact with the slope cooling down.
(2)
The cooler air becomes heavy and dense (2)
Cooler air subsides down the valley (2)
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LESSON PLAN
Cooler air accumulates on the valley floor/Trapped by inversion layer (2)

The cooler subsiding air cools the temperature to below freezing point. (2)
[ANY TWO]
Assessment Activity
1.1 Study the sketch below and thereafter answer the questions that follow.
1.1.1 State the climatological phenomenon represented.

1.1.2 Does temperature increase or decrease as one travels towards the outskirts of the city?
1.1.3 State ONE factor that causes temperature to increase in the city.
1.1.4 State ONE factor that causes temperature to decrease in the rural area.
1.1.5 What effect does a smaller surface area have on temperature?
1.1.6 State One factor that causes a distortion (change) in the climatological phenomenon
mentioned in QUESTION 1.1.1.
1.1.7 Where will greater rainfall be experienced, in the rural area or urban area? (7 x 1)(7)
1.2 Study the sketch below and thereafter answer the questions that follow.
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LESSON PLAN
1.2.1 Explain the concept pollution dome. (1 x 1) (1)

1.2.2 Where will the temperature be lowest, at A, B or C? (1 x 1) (1)
1.2.3 Give a reason for your answer to QUESTION 1.2.2 (1 x 2) (2)
1.2.4 Explain TWO factors that causes the pollution dome over the city. (2 x 2) (4)
1.2.5 Why is the shape of the pollution dome different during the day and at night? (2 x 2)(4)
1.2.6 Outline any TWO management strategies that can be adopted to reduce the amount of
pollutants over the city. (2 x 2) (4)
[16]
Marking Guidelines
1.1.1 Urban heat island
1.1.2 Decrease
1.1.3 Larger surface area, buildings made of brick
1.1.4 Vegetation
1.1.5 It lowers the temperature
1.1.6 Water bodies e.g. rivers and dams that may be present in urban areas
1.1.7 Urban areas
1.2.1 An accumulation of pollutants over a city

1.2.2 C
1.2.3 It is located in the less built up, rural area
1.2.4 The large number of vehicles and transport activities result in the release of carbon
monoxide into the atmosphere
The burning of domestic fires
Minig and building activities add dust to the atmosphere
Industrial waste adds to the pollution
Air conditioners and heaters also add to the pollution in urban areas
(ANY TWO)
1.2.5 At night the pollution dome is more pronounced because of the subsidence of cooler air.
There is less air movement in the lower atmosphere to distribute the pollutants.
During the day the higher temperatures cause air to ascend.
The pollution is distributed to higher altitudes and it is therefore not so pronounced
1.2.6 Ensure sufficient open areas or “greening” of urban areas.
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LESSON PLAN
Impose fines on industries that do not comply with minimum pollution limits
Rooftop gardens
Educational programmes to ensure people are aware about the problem
(ANY TWO)
GEOMORPHOLOGY
FIGURE 1: Drainage Basin
1.1 Study FIGURE 1 above to answer the following questions. Match letters A to H with each
description below.
1.1.1 High lying area that separates two drainage basins.
1.1.2 The source of the river.
1.1.3 A second order stream.
1.1.4 Where two rivers joins, it forms a confluence.
1.1.5 A tributary that joins the main river.
1.1.6 The mouth of the river forms where the river enters the ocean.
1.1.7 Water that seeps underground and forms the base flow of the river.
(7X1)(7)
QUESTION 4
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LESSON PLAN
2. South Africa is characterised by permanent rivers in the eastern half of the country, and
periodic or episodic rivers in the western half of the country. Tugela River is the largest
river in KZN, is classified as perennial river.
2.1 Distinguish between a periodic and an episodic river. (2x1)(2)
2.2 Explain the position of the water table in dry and rainy season (2x2) (4)
2.3 Explain how a varied discharge can affect human activities along
a periodic river. (2x2)(4)
2.4 In approximately Eight lines, discuss factors that may cause Tugela River to
become periodic. (4 x 2)(8)
(18)
Drainage Patterns
3. Study FIGURE 3 below, which shows two types of Drainage patterns (A and B).
3.1.1 Name the drainage patterns labelled A and B. (2x1) (2)

3.1.2 Name the underlying rock structure that gives rise to drainage patterns A and B. (2x1) (2)
3.1.3 State ONE of the following:
(a) Similarity between drainage patterns A and B. (1x2) (2)
(b) Difference between drainage patterns A and B. (1x2) (2)
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LESSON PLAN
3.1.4 Why are the tributaries in drainage pattern A short in comparison to the length of the
main river? (1x2)(2)
3.1.5 Account for the main streams in drainage pattern B having 900 bends. (2x2)(4)
FIGURE 4: Water Table
4.1.1 Define the term water table. (1x1) (1)

4.1.2(a) Describe the position of the water table in FIGURE 3.1A in relation to the earth’s
surface. (1x1)(1)
(b) Account for the position of the water table in FIGURE 3.1A that was mentioned in
QUESTION 3.1.2(a). (1x2)(2)
4.1.3 (a) How has urban development changed the position of the water table in relation to
the Earth’s surface in FIGURE 3.1B? (1x2) (2)
(b) Explain why urban development changed the position of the water table in FIGURE 3.1B
that was mentioned in QUESTION 3.1.3(a). (2x2) (4)
4.1.4 Suggest measures that can be introduced after urban development to maintain the
water table as illustrated in FIGURE 3.1A. (2x2) (4)
Figure 5: Drainage Density
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LESSON PLAN
5.1 Define the term drainage density. (1x1) (1)

5.2 What evidence indicates that A has a higher drainage density than B? (1x1)(1)
5.3 Explain the influence of vegetation on drainage density. (2x2)(4)
5.4 As urban development takes place, the drainage density of the surrounding natural
environment will increase. Explain why this is the case.
(2x2)(4)
6. Refer to the extract of the map of Worcester to answer the question that follow
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LESSON PLAN
6.1 Refer to are marked A and state the stream pattern that is dominant in this part.(1x1)(1)
6.2 Describe the stream pattern stated in 6.2(1x1) (1)
6.3 Describe the rock structure that is dominant in area marked A. (1x2) (2)
6.2 Determine the order of the river at the area marked C. (1x2) (2)
6.4 The drainage density is high in the area marked B is high compare to other parts of the
mapped area. In a paragraph of approximately EIGHT lines discus the factors that
influenced this drainage density. (4x2) (8)
MARKING GUIDELINES
1
1.1 A (1)
1.2 F (1)
1.3 C (1)
1.4 D (1)
1.5 E (1)
1.6 B (1)
1.7 G (1)
2.
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LESSON PLAN
2.1 Periodic river flows only during the rainy season

Episodic river flows only after heavy rainfall for few hours (1)
2.2 Dry season water table drops (2)
Rainy season water table rises (2)
2.3 during the dry season there will be no/less water domestic, agricultural and industrial
use.(2)
During the rainy season the river may overflow , leading to flooding and destruction of
properties (2)
2.4 – droughts/low rainfall
- less rain in the upper course
- drop in the water table
- high amount of evaporation in the drainage basin (ANY 4x2)(8)
3.
3.1 A- trellis pattern (1)
B- rectangular pattern (1)
1.2 A – folded/inclined rocks (1)
B – igneous rocks with cracks (1)
1.3 (a) tributaries are short (2)
(b) main streams are parallel to each other at A but at B main stream is making
bends at 900.(2)
3.4 there are folded rocks which make tributaries to be short. (2)
3.5 igneous rocks has fractures/cracks/joints (2)
River form the channel through the cracks. (2)
4
4.1 upper level of the groundwater (1)
4.2(a) in contact with the river bed (1)
(b) more vegetation encourages infiltration (2)
4.3 (a) it has dropped (2)
(b) -concrete surfaces encourage surface run-off and decreased groundwater (2)
- removal of vegetation increased surface run-off. (2)
4.4 – return recycled water to open environment
- use porous bricks for paving
- introduce natural vegetation in cities (ANY 2x2)(4)
5
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LESSON PLAN
4.1 total length of streams per unit area (1)

4.2 it has many streams (1)
4.3 – more vegetation increase infiltration and decrease density. (2)
- Less vegetation increase surface run-off and the density will be high (2)
4.4 – removal of vegetation will increase surface run-off.(2)
- Concrete surface will promote run-off (2)
6
6.1 Radial Centrifugal (1)
6.2 Streams are moving away from the same centre. (2)
6.3 Dome/hill. (1)
6.4 – steep slope promotes surface run-off and that cause more erosion resulting to high
density
-less vegetation cover
- heavy and strong rainfall
- less porous and less permeable rocks
- more moisture in the soil
(ANY 4x2) (8
ACTIVITIES
ACTIVITY 1:
( Adapted from Teacherzpet.co.uk)

1 Study the diagram showing a section of a river course and answer the
following questions:
1.1 Name the course of the river between A and C 2x1 (2)
1.2 Does A indicates the source or the mouth of the river? 1x1 (1)
1.3 Name the type of erosion at B. 1x1 (1)
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LESSON PLAN
1.4 What type of erosion takes place at C 1x1 (1)

1.5 Name the slope that has formed on the outer bank at D. 1x1 (1)
1.6 Would this river have a graded or an ungraded river profile? 1+ 2 (3)
Support your answer.
Activity 2
2 Study figure below based on the river rejuvenation in the lower course of a river
2.1 State one characteristic of a rejuvenate river 1x1 (1)
2.2 What evidence in the sketch indicates that the river has been 2x1 (2)
rejuvenated?
2.3 Give TWO possible causes of river rejuvenation 2x2 (4)
2.4 Describe the impact that rejuvenation will have on the meander in the 1x2 (2)
above figure.
2.5 Suggest ONE negative impact of rejuvenation on the future 1x2 (2)
development of infrastructure.
2.6 Give evidence in figure above to support the statement that terraces 2x2 (4)
even though they are flat, are not always suitable for farming
Solutions
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LESSON PLAN
1.1 A – upper course

C – middle course
1.2 source
1.3 vertical/downward
1.4 head ward
1.5 under cut slope
1.6 ungraded profile – there is an obstacle (water fall) along the river course
2.1 Rejuvenated rivers are 're-energised' (1)

• Display aspects of both vertical and horizontal erosion (1)
• Rivers that actively erode downward again (1)
• The carrying capacity of the river increases (1)
2.2 Terraced slopes/river terraces (1)

• New flood plain (1)
• Valley within a valley (1)
• Incised/entrenched meander (1)
2.3 River capture increases the water volume (2)

• Fast flowing tributary which joins the main river (2)
• Sustained/prolonged increase in rainfall within a catchment area (2)
• Climate change that results in an increased rainfall (2)
• Tectonic shifts in the landscape (uplift) changes the base level of the river (2)
• Drop in sea-level changes the base level of the river (2)
• Sudden change in gradient (2)
• Clearing of vegetation increase run-off (2)

2.4 Incised meanders/entrenched meanders (2)
2.5 Construction of bridges will be more expensive and need to cover the width of the valley (2)
• Steep slopes will make it difficult to build roads/railway lines (2)
• It will be difficult to provide services (power/water) (2)
• More time consuming to develop infrastructure (2)
• Difficult to use heavy machinery in the construction of infrastructure (2)
2.6 Meanders may undercut the terrace causing it to collapse/slope instability (2)
• Terraces too high lying to access water to the farmed areas (2)
• Steep terrace slopes limits access to terraces (2)
• Narrow terraces limit cultivation (2)
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LESSON PLAN
• No more flooding to deposit fertile silt (2)
• At risk to mudslides/mudflows (2)
QUESTION 1
1.1 Study FIGURE 1.1 showing the evidence of River Capture to answer the
following questions.
QUESTIONS:
1.1.1 A stream whose headwaters have been intercepted.

1.1.2 A stream that is smaller than the valley through which it flows.
1.1.3 The point where an energetic river intercepts the water of another river.
1.1.4 A dry valley where no stream flows.
1.1.5 A stream that intercepts water of another stream.
1.1.6 Mentiion TWO effects of that river capture has on the captor stream in the
FIGURE 1.1
1.1.7 Name TWO features of the misfit stream after river capture.
1.2 Study the following FIGURE 1.2 illustrating the process of River Capture to
answer questions that follow.
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LESSON PLAN
Before capture After capture
Watershed
C
B
QUESTIONS:
1.2.1 Define the concept River Capture

1.2.2 State THREE factors that cause river capture.
1.2.3 What is the name given to the erosion process which causes/starts river capture?
1.2.4 Identify the features A, B and C associated with river capture.
1.2.5 It is evident that River 1 was the cause of river capture. Provide TWO characteristics
of River 1, before capture, that would have made it the more dominant stream.
1.2.6 Compare the stream discharge of River 1 before river capture and after river capture.
1.2.7 Comment on the erosion energy of stream labelled B in River 2.
1.2.8 Does River 1 or River 2 likely to undergo River Rejuvenation? Explain your answer.
1.2.9 Write a single paragraph of approximately 8 lines in which you compare the flow
characteristics of River 1 to that of River 2 after river capture has taken place.
Provide reasons to support your answer.
1.3 FIGURE 1.3 illustrates the concept of River Capture. Study this FIGURE to
answer the following questions.
QUESTIONS:
1.3.1 Name the high lying area separating two drainage basins.
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LESSON PLAN
1.3.2 Name THREE factors that could have in the Berg River eroding through the
watershed to capture the Kort River.
1.3.3 Name THREE features of River Capture that could develop at point X.
1.3.4 Explain why is the beheaded stream (Kort River) in the sketch B referred to as a
misfit stream.
1.3.5 Explain how the settlement next to the Kort River will be affected by the process of
stream capture.
1.3.6 Evaluate in a paragraph of approximately EIGHT lines, how river capture influences
human activities along river C.
1.3.7 River Capture is a natural process whereby one energetic river captures water of a
less energetic river. In some cases.
1.3.8 Abstraction is also a form of River Capture. Explain the concept “Abstraction”.
1. Study the FIGURE 1. below to answer the questions that follow.
1.1 Define the term River Rejuvenation

1.2 Identify TWO features confirming that River Rejuvenation had happened in
FIGURE 1.
1.3 Explain the role rejuvenation played in the formation of the feature illustrated by
FIGURE 1.
1.4 State another feature that forms from rejuvenation
1.5 Explain the formation of the feature mentioned in 1.4
1.4 Provide TWO possible reasons why rejuvenation has occurred in this landscape.
Activity 1.
Page 35 of 91
LESSON PLAN
Study FIGURE 1 below and answer the questions.
Source:
Google images
1.1 Identify the type of settlement. (1 x 1)(1)
1.2 Differentiate between site and situation (2 x 1)(2)
1.3 State and explain TWO physical factors that favour the development of this settlement
(2 x 2)(4)
1.4 Does FIGURE 1 show a wet point settlement or a dry point settlement?
Give ONE reason to support your answer. (1 + 2)(3)
1.5 Evaluate the socio economic- impact of locating this settlement on this site. (3 x 2)(6)
TOTAL = 16 MARKS
ACTIVITY 2
Mapwork integration
Page 36 of 91
LESSON PLAN
2. Teacher will give learners available topographical map and orthophoto map.
2.1 Learners identify rural and urban settlements on both topographical map and orthophoto
map.
2.2 Give visible differences between rural and urban settlements.
2.3 Choose a particular rural settlement on the topographical and orthophoto map
(a) Identify the settlement pattern and give a reason for your answer
(b) State and discuss the factor responsible for the choice of site.
2.4 Choose an urban settlement on the topographical and orthophoto map
(a) Give reasons for the choice of situation.
WEEK 11 ACTIVITY 3
Refer to FIGURE 3 showing a satellite image of a rural settlement situated on the

interior plateau in South Africa.
FIGURE 3 STELLITE IMAGE OF A RURAL SETTLEMENT
[Adapted from Google Earth]
3.1 Identify the rural settlement pattern in FIGURE 3. (1 x 1)(1)
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LESSON PLAN
3.2 Give ONE reason for your answer to QUESTION 3.1. (1 x 2)(2)
3.3 Why is this type of settlement pattern associated with large-scale farming? (1 x 2)(2)
3.4 Why does this settlement pattern make farmers vulnerable (at risk) to farm attacks?
(1 x 2)(2)
3.5 In a paragraph of approximately EIGHT lines, discuss the possible factors that would
have influenced the location of this settlement. (4 x 2)(8)
WEEK 11 ACTIVITY 1 POSSIBLE ANSWERS
1.1 Settlement is the grouping of people, activities, and communication networks that
work as a single integrated unit on a daily basis. (1 x 1) (1)
1.2 Site is the exact terrain where the settlement is located and situation refers to the
location of the settlement in relation to the surrounding environment (2 x 1) (2)
1.3 Relief-Flat land is easy to build on than mountainous areas

Water supply-enough water for both domestic and agricultural use (2 x 2) (4)
1.4 Yes
It is closer to the river/ water source (1 + 2) (3)
1.5 Positive impact
Availability of water for irrigation

Increase food production
Flat land suitable for mechanisation
Negative impact
Damage of buildings due to flooding
Death of livestock due to flooding.
Death of people due to flooding.
Wash away of crops due to flooding.
Removal of fertile soil (Any THREE)
(2 x 3) (6)
WEEK 11 ACTIVITY 3 POSSIBLE ANSWERS
3.1 Dispersed/isolated (1 x 1) (1)
3.2 No other settlement visible nearby (2)

Far from neighbouring settlements/No neighbouring settlements in sight (2) [ANY ONE]
(1 x 2) (2)
3.3 The large size of the farm (2)

Shows many fields (2)
Large dam (2)
Shows many buildings used for different functions on the farm stead (2)
Page 38 of 91
LESSON PLAN
Private landownership (2) [ANY ONE] (1 x 2) (2)
3.4 Great distance from other farmers (2)

Isolated and can become easy targets (2) [ANY ONE] (1 x 2) (2)
3.5 Flat land suitable for cultivation (2)

Flat land would enable the use of machinery for commercial farming (2)
Availability of water from the dam (2)
Intensive farming of the land indicates that the soil is fertile (2)
Access to road to transport products from the farm (2)
Large space available for farming (2)
[ANY FOUR] (4 x 2) (8)
WEEK 12 ACTIVITY 1
Refer to the diagram below that shows settlement A, B and C.

1.
Building:
Road:
1.1 Define the term settlement pattern. (1 x 1)(1)
1.2 Identify the settlement pattern at B (1 x 1)(1)
1.3 Give a reason for your answer in question 1.2. (1 x 2)(2)
1.4 Describe the shape of settlement A and C . (2 x 1)(2)
1.5 What influenced the shape of settlement at C (1 x 1)(1)
1.6 In a paragraph approximately 8 lines, discuss the socio-economic advantages and

disadvantages of settlement B (4 x 2)(8)
[15]
Page 39 of 91
LESSON PLAN
WEEK 12 POSSIBLE ANSWERS
1.1. Settlement pattern refers to arrangement of building (1 x 1)(1)
1.2 Dispersed settlement pattern/ isolated settlement pattern. (1 x1)(1)
1.3 Settlements/buildings are far away from each other. (1 x 2)(2)
1.4 A-Cross shape, C-linear shape (2 x 1)(2)
1.5 Road (1 x 1)(1)
1.6 Advantages
 Large pieces of land to practice farming (commercial farming)
✓ Individual decision making
✓ Lot of privacy
✓ More profit
Disadvantages
 Lack of safety and security
 No sharing of materials
 Lack of social contact
 Unable to share business ideas with other people
 Lack of basic services (2 x 4)(8)
1.1 Define the term rural urban migration. (1x1)(1)
1.2 How might Crossways benefit the local community? (1x2)(2)
1.3 How is the plan by the developers of Crossways reversing rural (2x2)(4)
urban migration?
1.4 In a paragraph of approximately eight lines, evaluate how (4x2)(8)

Crossways Farm Village project will need to operate or change in
order to be successful.
[15]
WEEK 13: ACTIVITY 2
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LESSON PLAN
2.Study FIGURE 2, a cartoon about a country village.
FIGURE 2: A COUNTRY VILLAGE
[Source:http://www.acegeography.com/uploads/1/8/6/4/18647856/6477702 orig.jpg]
2.1 Define the term rural-urban migration. (1 x 1) (1)
2.2 Give the population size of this country village on weekends and
during the week respectively. (2 x 1) (2)
2.3 State and explain ONE pull factor that could explain the size of the
population during the week. (2 x 2) (4)
2.4 In a paragraph of approximately EIGHT lines, outline the consequences
of rural depopulation on people and the local economy of the country

village. (4 x 2) (8)
2.5 There is a view that quality housing and employment opportunities are pull
factors to urban areas. In a paragraph of approximately 8 lines, critically
evaluate the extent to which this is true. (4 x 2) (8)
WEEK 13 ACTIVITY 1: POSSIBLE SOLUTIONS
Page 41 of 91
LESSON PLAN
1.1 Rural urban migration is the movement of people from rural areas to urban areas. √ (1 x 1)(1)
1.2 Generating more income√√
Improve the standard of living√√
Alleviate poverty√√
Creating sustainable jobs√√ (Any ONE) (1 x 2)(2)
1.3 Life on a working farm that produces a range of dairy products on site. √√
● Spacious natural environments for children. √√

● Uncomplicated working life style with the highest level of technological
connectivity. √√
● Living in self-sustaining village using sustainable energy. √√
● Spectacular scenery and fynboss overlooking the Van Stadens River Gorge. √√
● Perfect out-door lifestyle location in the Eastern Cape along the Garden
Route√√
● The community spirit of a country village. √√
● Outdoor adventure playground including a wide range of activities. √√
● Safe and secure location. √√
(Any TWO)
(2 x 2)(4)
1.4 Including local communities in all decisions made. √√

Using local resources wisely. √√
Including indigenous knowledge. √√
Developing the local community and improving the quality of life of people alongside
conservation strategies √√
(4 x 2)(8)
WEEK 13 ACTIVITY 2 POSSIBLE SOLUTIONS
2.1 The movement of people from rural to urban areas [CONCEPT] (1 x 1) (1)
2.2 Weekends: 1 246 (1)
Week: 27 (1) (2 x 1) (2)
2.3 Employment opportunities (2) More available in the city; people move out of
rural settlement during week (2)
More education facilities (2) Families with children move to city during week
to have access to schools (2)
Better services (2) People prefer to be closer to services that are more
accessible in the city during the week (2)
Service variety (2) More and a greater variety of services are available in the
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LESSON PLAN
city should the need arise (2)
Better safety (2) Safer in city than rural area where there are fewer people in
the week (2)
[ANY ONE. GIVE PULL FACTOR AND EXPLAIN PULL FACTOR] (2 x 2) (4)
2.4 Fewer services are available (2)
Available services deteriorate (2)
Unemployment sets in (2)
Standard of living drops (2)
Poverty sets in (2)
Municipal services are no longer kept up (2)
Rural settlements no longer attractive to live in (2)
Farming activities cease (2)
Productivity drops (2)
Contributes to food insecurity (2)
Population ages (2)
Rural settlements become ghost towns (2)
Economic stagnation (2)
Becomes unsafe (2)
[ANY FOUR]
(4 x 2) (8)
2.5. HOUSING
Migrants assume that they would get quality housing in cities (2)
Strain on the already crowded housing in the cities does not allow
the local government to provide quality housing (2)
People that cannot afford formal housing, settle in informal settlements (2)
Houses in informal settlements are of inferior quality (2)
Migrants settle around the city centre in building that are derelict and
abandoned (2)
No money to buy formal housing due to unemployment (2)
EMPLOYMENT OPPORTUNIIES
The assumption that there are abundant employment opportunities (2)
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LESSON PLAN
Lack of skills necessary for jobs in the city. (2)
Forced in to informal trading to make a living (2)
Only low paid jobs available (2)
Competition for jobs as a result of the influx of migrants (2)
Forced into prostitution, crime, gangsterism (2) (4 x 2) (8)
(Source: Ace it Study Guide)
WEEK 14: ACTIVITY 1 QUESTIONS
FIGURE 1:SOCIAL JUSTICE ISSUE
SOCIAL JUSTICE ISSUES IN RURAL AREAS TELLING THE STORY ABOUT SOUTH
AFRICA'S RURAL POOR
by Gara LaMarche
This is a story about the Skhosanas, interviewed by Social Surveys Africa:
Until 2001, they survived relatively well on the farm. They had a tap for water; they had
firewood. Then the farm was sold to a new owner who wanted the Skhosanas off the land.
For two years, they fought eviction. After all, this was the 'new' South Africa, and, for the
first time, they had rights. But the farm owner shut down their water tap and ordered them
to stop gathering wood on his land. Finally, the owner came early one morning when the
children were still asleep, broke down the door, and threw the family's furniture and
belongings onto the road. The children were afraid they would have nowhere to sleep. Mr
Skhosana was ill and could not work anymore. Mrs Skhosana says she will never forget
the experience of 'being thrown out like rubbish'.
[Source: learn.mindset.co.za >resourcelib]
1.1 The article, FIGURE 1, is about social justice issues in rural areas.
1.1.1 Explain what is meant by the term social justice. (1 x 1)(1)

1.1.2 Name the social justice issue that the story captures. (1 x 2)(2)
1.1.3 Excluding the social justice issue mentioned in the article, give TWO other social
justice issues experienced in rural areas. (2 x 2)(4)
1.1.4 Name and explain a land reform programme through which government can assist
people like Skhosana. (2 x 2)(4)
1.1.5 Discuss any TWO challenges that the government experiences with land reform.
(2 x 2)(4)
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LESSON PLAN
TOTAL MARKS: 15
WEE 14 ACTIVITY 1 POSSIBLE SOLUTIONS
1.1.1 The idea that all individuals are entitled to satisfy basic human needs. (1)
[CONCEPT]
1.1.2 Access to land (2)

Being denied access to a home (2)
1,1,3 Lack of services (1)

Poverty (1)
[ANY TWO]
1.1.4 Land redistribution (2)

The process where government secures land and then redistributes it to the
previously disadvantaged. (2) (2X2)(4)
1.1.5 The willing buyer/seller principle takes time to settle (2)

It takes time to mediate disputes and resolve issues (2)
Huge costs are involved (2)
Political interference (2)
Distrust in government's reasoning (2)
Eviction of farm workers despite the new land tenure laws (2)
Lack of support from government (2)
Disagreement between government and traditional leaders about the extent of land
to be restored (2)
People having no interest in farming or agricultural knowledge and therefore not
utilising the redistributed land (2) [ANY TWO] (2X2)(4)
WEEK 15 -ACTIVITIES
ACTIVITY 1
1.1. Define the term Urbanisation (1)
1.2. What are the two main reasons for urbanisation? (2)
1.3. Refer to the graph below and answer the questions
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LESSON PLAN
1.3.1 The graph shows that urbanisation in Europe is higher than that of Africa. Suggest
possible reasons for this? (4)
1.3.2 Explain why the rate of urbanisation in Europe is slower than that of Africa and Asia?
(2)
1.3.3 Which region in the world is predicted to have the fastest rate of urbanisation until
the year 2050? (1)
1.4. Refer to the graph below and answer the questions
Page 46 of 91
LESSON PLAN
Graph 2 – Urban Population in South Africa
1.4.1 Describe the trend shown in the graph above? (1)

1.4.2 Account for the trend shown on the graph (2)
POSSIBLE SOLUTIONS- WEEK 15
ACTIVITY 1
1.1. Urbanisation is defined as “the increasing proportion of people that live in towns and
cities (1)
1.2. Natural increase and rural urban migration (2)
1.3
1.3.1 Urbanisation began in Europe at an earlier stage at a higher level (2)
1.3.2 It started at an earlier stage. This type of migration happened in MEDCs from the
18th Century onwards on a large scale, and has gradually slowed down. They have
continued to urbanise but rates have slowed down. They are close to reaching their
peak in urbanization. In fact in many MEDCs the movement of people has reversed,
and people are moving from urban areas back into the countryside as they search for
the quiet life (this is known as counter- urbanisation)
Africa and Asia – considered LEDCs are experiencing massive rural to urban
migration, mainly of young males, into the major cities. The major reasons for this
movement can include the chance of a better job, better access to education and
services, a higher standard of living. (4)
1.3.3 China (1)
1.4.
1.4.1 There has been a rapid increase in urban population since 2002 (1)
1.4.2 Demolitions of many Apartheid laws that restricted the movement of people into urban
areas.
The major reasons for this movement can include the chance of a better job, better
access to education and services, a higher standard of living etc. (2)
Page 47 of 91
LESSON PLAN
ACTIVITY 1
1.1 Choose a term from COLUMN B that matches the description in COLUMN A. Write only
the letter (A-I) next to the question numbers .
COLUMN A COLUMN B
1.1.1 Ranking of urban settlements from smallest to A Sphere of influence

largest.
B High order goods
1.1.2 Settlement that provide goods and services to
the surrounding rural areas.
1.1.3 Areas from where urban settlements draw C Urban hierarchy

their customers.
1.1.4 Minimum number of customers needed to

make a business profitable. D Low order goods
1.1.5 The maximum distance that people travel to E Central place

buy goods and services.
1.1.6 Type of goods that are purchased frequently. F Low order centres
1.1.7 Few services and functions are available. G High order centres
1.1.8 Goods and services that are not purchased H Threshold population
regularly
I Range
.
(8 x 1) (8)
ACTIVITY 2
FIGURE 2.1: SPHERE OF INFLUENCE
[Adapted from: https://www.google.com

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LESSON PLAN
2.1. Refer to FIGURE 2.1, sphere of influence to answer the following questions.
2.1.1 Define the term sphere of influence. (1)
2.1.2 Explain why the sphere of influence of the corner shop is much smaller than the
suburban shopping area. (2)
2.1.3 Would the corner shop or suburban shopping area have a larger range? (1)
2.1.4 According to the urban hierarchy of settlements, why are there more low order centres
than high order centres? (2)
2.1.5 In a paragraph of not more than EIGHT lines, differentiate between high order and low
order goods and give examples. (8)
WEEK 16 POSSOBLE SOLUTIONS
ACTIVITY 1
1.1 C
1.2 E
1.3 A
1.4 H
1.5 I
1.6 D
1.7 F
1.8 B (8x1) (8)
ACTIVITY 2
2.1 It is the area from which a business draws its customers. [CONCEPT] (1)
2.2 Corner store:
o only has a small variety of goods (2)
o It has low order goods (2)
o It sells more basic needs goods for every day (2)
o Therefore it draws people from the neighbourhood only (2)
o Suburban shopping area:
o has more variety of goods (2)
o Has more high order goods (2)
o Sells goods not only needed on a daily basis (2)
o Therefore it draws customers from a wider area (2) [ANY ONE]

(2)
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LESSON PLAN
2.3 Suburban shopping area will have a larger range (1)
2.4 There are more low order centres than high order centres because there are more
low order functions than high order functions (2)
The high order centres have more specialised functions and there are fewer of them
[ANY ONE] (2)
2.5 Low order goods
Needed almost every day (2)
Less expensive (2)
Not specialised (2)
eg: grocer for groceries, Chemist, fast - food outlet, ATM, bottle store, services such
as a petrol station are also used regularly (2)
[ANY TWO] (Low order characteristic and example)
High order goods
More specialised (2)
Required by fewer people. (2)
Not needed every day. (2)
Very specialised (2)
Expensive (2)
Example: a library, theatre, specialised hospital, university, High court, bank, head
office. (2)
[ANY TWO] (High-order characteristic and example). (2x4) (8)
WEEK 17- ACTIVITIES

ACTIVITY 1
1.1. People living in large urban settlements experience various problems on a daily
basis.
Choose the correct word(s) from those given in brackets. Write only the word(s) next
to the question number (5.1.1–5.1.7) in the ANSWER BOOK.
1.1.1. Overcrowding is a result of urban (growth/expansion).
1.1.2. Noise pollution is intensified in the (light/heavy) industrial zone.
1.1.3. Traffic congestion is characteristic of the (rural-urban fringe/CBD)
1.1.4. Traffic congestion in large urban settlements may be solved by increasing the number
of (one-way streets/traffic lights).
1.1.5. In South Africa informal settlements are commonly found (in the city centre/on the
outskirts of cities).
1.1.6. Air pollution in a city may be reduced by developing more (green belts/industrial parks).
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LESSON PLAN
1.1.7. The increasing demand for services and infrastructure is the greatest in (informal
settlements/high-income residential areas). (7 X 1) (7)
ACTIVITY 2
2.1. Any urban settlement can have experience urban sprawl if it is not
properly managed.
2.2 Define the term urban sprawl (1X1) (1)
2.2 Describe the effect of urban sprawl on housing density. (2X1) (2)
2.3 Discuss ANY THREE effects that the urban sprawl may have
on the natural environment. (2x3) (6)
WEEK 17-POSSIBLE SOLUTIONS
ACTIVITY 1
1.1 Growth
1.2 Heavy
1.3 CBD
1.4 One-way streets
1.5. on the outskirts of cities
1.6 Green belts
1.7 Informal settlements (7X1) (7)
ACTIVITY 2
1.2.1 The formless/uncontrolled/shapeless/unplanned expansion of the city into the

surrounding rural area (1X1) (1)
1.2.2 Housing density increased (2x1) (2)
1.2.3 Vegetation will be removed/Deforestation (2)
There will be an imbalance in the ecosystem (2)
Habitat of various species may be destroyed (2)
Biodiversity may be negatively impacted (2)
Groundwater table will be lowered (2)
Food chains may be disrupted (2) (ANY THREE) (2X3) (6)
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LESSON PLAN
WEEK 18- ACTIVITIES
ACTIVITY 1
1.1 What is the main reason for the development of informal settlements? (1 x 2) (2)
1.2 With reference to TABLE 3.4, give the highest ranked dislike regarding the social living
environment. (1 x 2) (2)
1.3 With reference to TABLE 3.4, which problems should be addressed to 'create a
better looking, functionally efficient and socially stimulating environment'?
(2 x 2) (4)
1.4 Many people living in informal settlements find employment in the informal sector of
the economy. Give ONE example of such an informal sector activity. (1 x 2) (2)
1.5 Today many countries are legalising/formalising the establishment of informal

settlements. Should the same be done in South Africa? Explain your answer. (2x 3) (6)
[16]
WEEK 18-POSSIBLE SOLUTIONS
ACTIVITY 1
1.1 People migrate to cities but cannot find employment and cannot afford formal housing (2)
Rapid urbanisation has resulted in a shortage of houses (2) [Any ONE] (1 x 2) (2)
1.2 Shack burnings (2) (1 x 2) (2)
1.3 Living in shacks (2)
Dirty environment (2)
Inadequate garbage collection (2)
Lack of electricity and water (2)
Lack of playgrounds (2) [Any TWO] (2 x 2) (4)
1.4 Selling fruit and vegetables (2)
Selling sweets, cigarettes on street corners (2)
Spaza shops (2)
Hair dressing (2)
Backyard mechanics (2)
Selling curious (2) [Any ONE. Accept other] (1 x 2) (2)
1.5 Yes (2) People are provided with shelter (2)
Basic amenities (running water, sanitation) provided (2)
Minimise illegal occupation of land (2)
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LESSON PLAN
OR
No (2) Unsightly (2)
Crime in areas (2)
Health risks (2)
Urban infrastructure cannot cope (2) [Any TWO reasons for answer] (3 x 2) (6)
SECTION B
ACTIVITY
FIGURE 4
EVAPORATION RATE ACROSS SOUTH AFRICA IN MM
QUESTIONS
1.1 Refer to Figure 4 and answer the following questions
1.1.1 Figure 4 has thematic layers representing evaporation rate in South Africa. Define
thematic layers. (2)
1.1.2 Explain why the east of South Africa is experiencing less evaporation than the west? (4)
1.2 Refer to section A (learners notes and answer the following questions)
1.2.1 Which GIS data collection method is used by the satellite to collect data? (2)
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LESSON PLAN
1.2.2 What type of GIS/ data depicted on the maps labelled Figure 2 and 3 respectively.
Explain your answer. (4+2) (6)
1.2.3 Use your knowledge the information from your summary notes explain 6 ways in
which GIS may be utilised by meteorologists. (12)
SECTION C
MEMO
1.1 Refer to Figure 4 and answer the following questions
1.1.1 Figure 4 has thematic layers representing evaporation rate in South Africa. Define
thematic layers. (2)
Thematic layers are related layers of data that are used to illustrate distribution of data.
1.1.2 Explain why the east of South Africa is experiencing less evaporation than the west?
(4)
The East Is Humid and The West Is Dry
1.2 Refer to section A (learners notes and answer the following questions)
1.2.1 Which GIS data collection method is used by the satellite to collect data? (2)
Remote Sensing
1.2.2 What type of GIS/ data depicted on the maps labelled Figure 2 and 3
respectively. Explain your answer. (4+2) (6)
Figure 2: Raster data, because its and image; figure 3 is vector data because it consists of
points lines, and polygons
1.2.3 Use your knowledge the information from your summary notes explain 6 ways
in which GIS may be utilised by meteorologists. (12)
 Study climate change –icecaps and desertification
 Use GIS to warn people of bad weather
 Do research to make better predictions
 Capture and store, climate and weather data
 Analyse data and find repeating
 Write simulations to predict
 Predict weather and possible disasters
 Simulate climate change conditions
 Cloud cover, temperature, lightning, evaporation etc.

TOTAL= 26
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LESSON PLAN
ACTIVITIES WEEK 22
FIGURE 1.1 ECONOMIC SECTORS OF SOUTH AFRICA
SOURCE: http:www.economic.sa/stats/gdp.growth/sectors
Refer to FIGURE 1.1 on economic sectors.
1.1.1 Define the term Gross Domestic Product. (1 x 1) (1)

1.1.2 Which tertiary economic activity contributed the most to the GDP?, and also
indicate its percentage contribution? (2 x 1) (2)
1.1.3 Calculate the percentage contribution made by the:

(a) Primary sector (1 x 2) (2)
(b) Tertiary sector (1 x 2) (2)
1.1.4 Write a paragraph of approximately EIGHT lines in which you evaluate the impact that
the declining contribution of mining to the GDP may have on the economy of South
Africa. (4 x 2) (8)
FIGURE 1.2 THE PROVINCIAL GDP PERCENTAGE CONTRIBUTIONS OF ECONOMIC

SECTORS
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LESSON PLAN
SOURCE: https://www.economictrendssa.gdp/econ/matrix/ghtr.%/19
1.2 Study FIGURE 1.2, which displays the Provincial GDP percentage contributions of
economic sectors
1.3.1 Which province contributes the lowest percentage to its tertiary sector in relation to the
other provinces? (1 x 1) (1)
1.3.2 Determine a possible relationship between the (Tertiary) sector and the (Primary and
Secondary) sectors with regard to provincial GDP contributions in South Africa.
(1 x 1) (1)
1.2.3 Which province demonstrates the closest balance between all three sectors of its
provincial GDP? (1 x 1) (1)
1.2.4 Which province has the highest combined contribution in relation to its primary and
secondary sectors? (1 x 1) (1)
1.2.5 Compare the Secondary sectors of Gauteng and Eastern Cape.
(a) Why do you think Eastern Cape has a lower percentage contribution than Gauteng?
(1 x 1) (1)
(b) Give a possible reason for the declining primary sectors in both these provinces. (1 x 2) (2)
1.2.6 Write a paragraph of approximately EIGHT lines to discuss how the declining provincial
economic sectors has negatively impacted on increasing unemployment trends in
South Africa HINT: (You must discuss why each sector demonstrates declining trends
in employment. (4 x 2) (8)
1.2 Refer to FIGURE 1.3 that shows different types of farming. Match the
descriptions below with the type of farming A or B. Choose the answer and write
only the letter A or B next to the question numbers (1.3.1 to 1.3.8) in the
ANSWER BOOK, for example 1.3.9 A.
FIGURE 1.3 TYPES OF FARMING
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LESSON PLAN
1.2.1 These farms use more labour than machinery.

1.3.3 These farmers own a small piece of land and farm to make a small profit.
1.3.3 Farmers use limited agrochemicals and fertilizers and supply the local or
surrounding markets.
1.3.4 These types of farms require sophisticated equipment and huge storage space.
1.3.5 The type of farming that is usually characterised by intensive labour and in most
cases, animal traction.
1.3.6 These farmers produce crops to supply their province.
1.3.7 These farmers practise monoculture on a large piece of land.
1.3.8 Farming that involves in export of crops. (8 x 1) (8)
MARKING GUIDELINE
Activity 1.1
1.1.1 The total value of all goods and services produced in a country for the whole year (1)
1.1.2 Finance (1)
20o/o (1)
1.1.3 (a) Primary: 12% (2)
(b) Tertiary: 71% (2)
1.1.4 Loss of foreign income (2)
Less development for the country (2)
Other industries will close down (2)
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LESSON PLAN
Fewer exports (2)

International trade relations will break down (2)
Loss of jobs (2)
Stability of home market decreases (2)
Economic strength of country declines (2)
Activity 1.2
1.2.1 Mpumalanga (1 x 1) (1)
1.2.2 High Provincial GDP increases with high contribution from Tertiary & Quaternary
Sectors (1 x 1) (1)
Low Provincial GDP occurs with a higher contributing Primary and Secondary
(1 x 1) (1)
[ANY ONE]
1.2.3 Mpumalanga NB – Shows least variation between the 3 sectors (1 x 1) (1)
1.2.4 Mpumalanga (1) (Accept 46.6) (1 x 1) (1)
1.2.5 (a) There are more secondary (manufacturing) industries in Gauteng (1 x 1) (1)
There are less primary activities in Gauteng (Accept reverse statements)
(ANY ONE) (1 x 1) (1)
(b) More investment increasing levels of urbanisation (1 x 2) (2)
Higher rates of urban growth (1 x 2) (2)
Emphasis on manufacturing in the provincial economies (1 x 2) (2)
Higher rates of movement to urban centres
Less emphasis on growth of the agricultural sectors
[ANY ONE] (1 x 2) (2)
1.2.6 DECLINING EMPLOYMENT IN THE PRIMARY SECTOR IS DUE TO:

High rates of mechanisation lead to reduced demand for labour (unskilled and semi-
skilled) (2)
Uneconomical farming units reduce agricultural outputs increasing levels of employment
(2)
Climate hazards including droughts and floods impacts on production and increases
unemployment rates (2)
DECLINING EMPLOYMENT IN THE SECONDARY SECTOR IS DUE TO:

Emphasis on artificial intelligence and mechanisation in production (2)
Labour disputes decrease rates of production with increased chances for unemployment
and dismissals (2)
DECLINING EMPLOYMENT IN THE TERTIARY SECTOR IS DUE TO:

The growth of the Quaternary sector (2)
Automated conversions (2)
Requires a high level of skills and knowledge (2)
MUST REFER TO AT LEAST TWO ECONOMIC SECTORS] (4 x 2) (8)
Activity 1.3
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LESSON PLAN
1.3.1 A/Small scale farming (1)

1.3.4 B/Large scale farming (1)
1.3.7 B/Large scale farming(1)
ACTIVITIES
Primary Activities in SA – Mining and Agriculture
Sample Questions
June 2019
FIGURE 4.5: INFOGRAPHIC ON MAIZE FARMING IN SOUTH AFRICA
To earn foreign capital and support local maize prices for sustainable production, South
Africa needs to export as much as 4,5 million tons of maize. According to SAGIS, up until
25 August 2017, a total of 1 103 million tons had been exported, keeping in mind that the
marketing season only ends on 30 April 2018.
4.5 Refer to FIGURE 4.5, an infographic on maize farming in South Africa.
4.5.1 Why does South Africa have to export maize? (1 x 1) (1)

4.5.2 In which years did South Africa experience its lowest and highest
maize production? (2 x 1) (2)
4.5.3 Suggest a possible reason for the demand for South African maize
by foreign countries. (1 x 2) (2)
4.5.4 The trend shown in the infographic is an erratic (inconsistent)
production of maize over the years. Give a possible reason for this
trend. (1 x 2) (2)
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LESSON PLAN
4.5.5 Explain what impact low maize production can have on the economy
of South Africa. (2 x 2) (4)
4.5.6 Suggest possible strategies that the South African government could
adopt to ensure a more stable production of maize. (2 x 2) (4)
Marking Guideline
4.5.1 To earn foreign capital (1)

Support local maize prices for sustainable maize production (1)
[ANY ONE] (1 x 1) (1)
4.5.2 Lowest – 2016 (1)
Highest – 2017 (1) (2 x 1) (2)
4.5.3 Staple diet for many African countries (2)
SA produces a higher quality maize than other competing countries (2)
Used as an additive in the production of other foods (2)
Maize is supplied at an affordable price (2)
The climatic factors are not conducive for production in foreign countries (2)
[ANY ONE. ALSO ACCEPT OPPOSITE PERSPECTIVE] (1 x 2) (2)
4.5.4 Climatic factors such as drought, floods, unreliable rainfall (2)
Veld fires (2)
Diseases (2)
Climate change (2)
Uncertainties about land reform (2)
Soil erosion/less arable land/more infertile soil (2)
[ANY ONE] (1 x 2) (2)
4.5.5 Less income generated from exports (2)
Increase in price of maize for local inhabitants (2)
Decrease in GDP due to a drop in sales (2)
Greater loss of jobs (2)
Extra costs will be incurred to import food to make up for the shortage (2)
Increased production costs as genetically modified (GM) crops has to be
considered for a more stable production (2)
Decrease in raw materials for manufacturing (2)
Purchasing power of farmers and farm workers decrease (2)
[ANY TWO] (2 x 2) (4)
4.5.6 The government should subsidise farmers (2)
Invest more money in research/agricultural production to increase production
(2)
Speed up land reform to encourage the establishment of more farmers (2)
Encourage the use of genetically modified crops as it can grow under more
hardy conditions (2)
Water transfer schemes will improve production (2)
Skills training for emerging farmers (2)
Improve accessibility to markets to sell goods (2)
Make research into changing weather patterns/climate accessible to all
farmers (2)[ANY TWO] (2 x 2) (4)
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LESSON PLAN
November 2018
FIGURE 3.5: BEEF FARMING
2020 AND BEYOND: A VISION FOR THE SOUTH AFRICAN BEEF INDUSTRY
By Lloyd Phillips, 7 December 2017
In 2016 South Africa became a net red meat exporter for the first time, supplying mainly the
cheap beef market.
In 2016 global red meat exports amounted to 9,44 million tons. Brazil led the way, exporting
1,85 million tons or 19,6% of the total. South Africa ranked 15th at 60 000 tons, or 0,64%, of
the world total.
The recent drought showed how crucial it was for the country's beef industry to stop focusing
on exporting only cheap beef. By exporting higher quality beef, our industry can protect itself
from shocks that result in reduced profits.
It must be noted, however, that with the current high beef price in South Africa, the country
will be unable to compete against the likes of Brazil and other top beef exporters.
[Adapted from https://www.farmersweekly.co.za/agri-
business/agribusinesses/ 2020-beyond-vision-sa-beef-industry/]
3.5 Refer to FIGURE 3.5, an extract on South Africa’s beef industry.

3.5.1 Which country had the highest exportation of beef in 2016? (1 x 1) (1)
3.5.2 Quote evidence from the extract that suggests that the beef industry is
growing in South Africa. (1 x 1) (1)
3.5.3 Refer to the statement below.
By exporting higher quality beef, our industry can protect itself from shocks
that result in reduced profits.
(a) Why does the exportation of low quality beef reduce profits?
(1 x 1) (1)
(b) Suggest how farmers can produce higher quality beef. (2 x 2) (4)
3.5.4 Write a paragraph of approximately EIGHT lines explaining the factors
preventing South Africa from being competitive with other top beef exporters
. (4 x 2) (8)
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LESSON PLAN
Marking Guideline
3.5.1 Brazil (1) (1 x 1) (1)
3.5.2 ꞌSouth Africa became a net red meat exporter for the first timeꞌ (1) (1 x 1) (1)
3.5.3 (a) Make less money as poor quality beef does not fetch high prices (1)
Countries buy less as a result of poor quality (1)
[ANY ONE] (1 x 1) (1)
(b) Improved breeding programmes/research will increase the quality of the beef (2)
Prevent overstocking/Do not exceed carrying capacity

(2) Industrial beef cattle farming (2)
Regular vaccination to prevent
diseases (2) Regular health checks of
cattle (2)
Free range farming improves quality of beef (2)
Genetically modified species/scientific methods to improve stock yields
(2) Increase education and skills of farmers/research and development
(2) More agricultural officers to educate small scale and new farmers (2)
Access to funding to improve mechanisation and technology (2)
Government subsidies and grants will improve processing techniques (2)
Accelerate the process of land reform (2)
Improved pasturage and feeding will result in healthier cattle (2)
[ANY TWO] (2 x 2) (4)
3.5.4 Water shortages reduces stock numbers (2)

Regular droughts reduce the amount and quality of stock for export markets
(2)
Small-scale (subsistence or commercial) farming can result in less production
for markets (2)
Commercial farmers abandon their farms and beef production decreases (2)
A huge demand for beef within South Africa decreases exports (2)
Low government subsidies push up prices (2)
Large distances to overseas markets increases the costs of exportation (2)
Expensive to refrigerate beef products during transportation (2)
Cattle diseases e.g. foot and mouth/mad cow disease reduces meat
availability for export markets (2)
Low quality of natural grazing reduces the amount of stock (2)
Unclear land reform policies slows down beef production while outcomes are
awaiting (2)
Stock theft reduces the amount of stock (2)
Increased cost of fodder during drought/winter results in beef farmers
reducing
stock numbers (2)
Veld fires reduce natural grazing and therefore stock (2)
Medication against diseases expensive and increase farming costs (2)
Poor exchange rate reduces profits for beef farmers (2)
Price fluctuations reduce profit (2)
Increase in production costs (machinery/labour) reduces stock numbers and
profits (2)
Trade barriers discourage cattle farming (2)
Youth do not pursue farming/Loss of skilled farmers therefore beef production is low (2)
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LESSON PLAN
Lack of scientific breeding methods keeps beef production low (2)

Limited beef processing plants limits the export of beef products (2)
Traditionally cattle is regarded as a symbol of wealth and subsistence
farmers are reluctant to sell their cattle (2)
Small-scale farmers cannot access loans from banks and cannot afford the
increasing production costs (2)
FIGURE 4.2: GOLD MINING STATISTICS FOR 2017
4.2 Refer to FIGURE 4.2 showing statistics on gold mining in January 2017.
4.2.1 Name the province where the most gold is mined in South Africa.
4.2.2 Which gold mine in Gauteng produces the most gold per ounce (oz) in
South Africa?
4.2.3 Name the mining company that produced the most gold.
4.2.4 Name the country with the highest production of gold in the world.
4.2.5 What is the ranking of South Africa in terms of gold production in the
world?
4.2.6 Calculate the contribution that Africa made to the world's gold production
in January 2017.
4.2.7 At the end of which year did South Africa’s gold production drop to its
lowest point?
4.2.8 Is the most recent production of gold in South Africa showing an
increasing or decreasing trend? (8 x 1) (8)
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LESSON PLAN
Marking Guideline
4.2.1 Gauteng (1)
4.2.2 West Wits Operations (1)
4.2.3 Anglo Gold Ashanti (1)
4.2.4 China (1)
4.2.5 7th (1)
4.2.6 140 + 90 = 230mt (1)
4.2.7 2014 (1)
4.2.8 Decreasing (1) (8 x 1) (8)
March 2018
FIGURE 3.6: SMALL-SCALE FARMING
3.6 Study FIGURE 3.6, a photograph of small-scale farming.
3.6.1 Define the term small-scale farming. (1 x 1) (1)

3.6.2 What evidence in the photograph suggests that these are
small-scale farmers? (1 x 1) (1)
3.6.3 Why can one say that these small-scale farmers are farming the
land intensively? (1 x 2) (2)
3.6.4 The profit margin of the farmers in the photograph in FIGURE 2.6
will be low. Explain this statement. (2 x 2) (4)
3.6.5 In a paragraph of approximately EIGHT lines, outline the problems
experienced by small-scale farmers, as seen in the photograph.
(4 x 2) (8)
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LESSON PLAN
Marking Guideline
3.6.1 Farming on a small piece of land (commercial or subsistence) (1)
[CONCEPT] (1 x 1) (1)
3.6.2 Small patch of land (1)
Manual labour (1)
Traditional farming methods (1)
No mechanisation evident (2)
Variety of crops/mixed farming (1)
Lack of infrastructure (2)
[ANY ONE] (1 x 1) (1)
3.6.3 Small piece of land farmed intensively (2) (1 x 2) (2)
3.6.4 The land being farmed is very small (2)
There are many farmers working on a small piece of land (2)
Profit/low yields must be shared by all (2)
Products only sold to local market (2)
Some produce will be used to sustain themselves and their families (2)
Use of traditional farming methods therefore farmers produce less (2)
The products are usually of low quality due to lack of fertilisers and the
impact of pests (2)
The farmers have no access to formal markets to sell their products (2)
[ANY TWO] (2 x 2) (4)
3.6.5 PROBLEMS EXPERIENCED BY SMALL SCALE FARMERS
Limited to manual labour (2)
Limited to use of simple farm equipment (2)
Limited knowledge of scientific farming methods (2)
Water crops by hand/watering can (2)
Overuse of land decreases soil fertility (2)
Exposure to weather elements (2)
Physical health of the workers suffer (2)
Possible theft of produce (2)
Birds insects are attracted to this plot (2)
Yield decreases over time (2)
Limited/No access to funds to buy seeds/fertiliser and supplies (2)
No insurance against crop losses (2)
Natural disasters like flooding and drought ruin farmer (2)
The soil is infertile (2)
Less land for farming causing less productivity (2)
Don’t get enough profit/Small profit margin (2)
Competition with commercial farmers for market (2)
[ANY FOUR] (4 x 2) (8)
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LESSON PLAN
4.5 Read the article in FIGURE 4.5 based on the declining mining sector in
South Africa.
4.5.1 Quote from the article why South Africa's mining industry is 'in
trouble'. (1 x 1) (1)
4.5.2 What percentage of the gross domestic product does mining
contribute towards the South African economy? (1 x 1) (1)
4.5.3 Which sectors of the economy, according to the article, does the
government think should be developed, to grow South Africa's
economy? (1 x 2) (2)
4.5.4 Briefly explain why the 'recent downturn in the metal industry and
subdued demand from China' has had a negative effect on
South Africa's mining sector. (2 x 2) (4)
4.5.5 In a paragraph of approximately EIGHT lines, discuss factors that
have contributed to the instability of the mining sector in
South Africa. (4 x 2) (8)
Marking Guideline
4.5.1 'as it struggles to recover from 23 000 job losses since April and falling
commodity prices from key markets like China' (1) (1 x 1) (1)
4.5.2 7% (1) (1 x 1) (1)
4.5.3 Primary, Secondary and Tertiary (2)
[MUST INDICATE ALL THREE SECTORS – NOT EXAMPLES FROM
TEXT] (1 x 2) (2)
4.5.4 It leads to less demand for metals, therefore production will decrease (2)
Income from exports would decrease (2)
It would affect the trade balance of the country negatively (2)
It would have a negative impact on the GDP of the country (2)
The company would make less profit (2)
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LESSON PLAN
Lowering of profits would result in job cuts (2)

[ANY TWO] (2 x 2) (4)
4.5.5 Labour unrest makes mines unprofitable and forces them to close (2)
The load shedding causes loss of revenue and income as activities cease
for hours which means mines and metal companies are less productive (2)
Poor mine safety leads to loss of skilled mine workers (2)
HIV and Aids resulted in many skilled workers dying due to this pandemic (2)
Mines are far away from harbours thus increasing the price of exported
minerals making them uncompetitive against low foreign prices (2)
Export of unprocessed minerals decreases gross profits and reduces their
sustainability (2)
Minerals are non-renewable making it difficult to plan for the future (2)
Geothermal gradients force the mining sector to spend more money on air
conditioning as it very hot underground(2)
Poor state of railways means that metals cannot be transported easily and
more cheaply to the ports (2)
Possible nationalisation discourages investment (2)
Dependence on foreign markets (2)
Income is dependent on exchange rates (2)
The increasing cost of water and water shortages (2)
Fluctuating market prices (2)
Faster growth rates in other sectors of the economy such as manufacturing
and finance (2)
Environmental factors such rehabilitation increase production costs (2)
Foreign investors are concerned about labour regulations (2)
Laws of a fixed minimum wage add to production costs (2)
[ANY FOUR] (4 x 2) (8)
November 2016
FIGURE 3.5: MINING IN SOUTH AFRICA
RENEWAL OF THE SA MINING
INDUSTRY Friday 11 September 2015, 18:21
The South African mining and minerals industry has been the basis of the South African
economy for more than a century. Mining contributes approximately 17% to the gross domestic
product (GDP) of the country, both directly and indirectly.
The South African mining sector faces significant challenges under the current downturn in
commodity prices. Platinum, coal, steel and gold markets are affected. The increase in input
costs, such as labour and direct and indirect energy-related costs, coupled with lower
productivity levels, has impacted negatively on the sector.
While there have been improvements in mining along the way, it is still very reliant on
traditional methods of extraction, which are labour-intensive and costly, and have elements of
risk to employees' safety and health.
[Adapted from www.csir.gov.za]
Page 67 of 91
LESSON PLAN
3.5 Read the extract in FIGURE 3.5 based on mining in South Africa.
3.5.1 Give TWO reasons in the extract for the decrease in the contribution
of mining to the GDP. (2 x 1) (2)
3.5.2 State ONE physical factor that could endanger a miner's life below
surface. (1 x 2) (2)
3.5.3 Discuss TWO possible reasons for the increasing input costs of
labour. (2 x 2) (4)
3.5.4 Write a paragraph of approximately EIGHT lines and discuss
the direct and indirect contribution of mining to the GDP of South
Africa. (4 x 2) (8)
Marking Guideline
3.5.1 Increase in input costs such as labour (1)
Lower productivity levels (1)
Energy-related costs (1)
Downturn (drop) in commodity prices (1)
[ANY TWO] (2 x 1) (2)
3.5.2 High temperatures experienced during mining operation (2)
Poor ventilation and inadequate oxygen for the miners (2)
Poor quality of air/dust (2)
Exposure to poisonous gases (2)
Possible flooding (2)
Rock falls/being trapped below the surface (2)
Gas explosions (2)
Fire (2)
Being trapped below the surface (2)
Sinkholes (2)
Tremors (2)
Rock bursts (2)
[ANY ONE] (1 x 2) (2)
3.5.3 Labour strikes for wage increases (2)
Danger allowance/payment/subsidy (2)
Higher HIV/Aids prevalence results in quick turnover of labour (2)
High costs of training new labourers (2)
Higher medical costs for labourers with HIV and Aids (2)
Costly additional benefits – housing/education/medical aid/compensation for
mine accidents/pension funding/insurance (2)
Law suits and class actions (2)
[ANY TWO] (2 x 2) (4)
3.5.4 Direct contribution
Taxes from mines stimulate the economic growth and development (2)
Providing employment, contributing to the tax base (2)
Earns foreign capital from international buyers (2)
More investors as a result of exports (2)
Indirect contribution
Development of industries that supply the mining industry with machinery (2)
Multiplier effect – mining leads to growth of other service sectors (2)
Beneficiation of other products/Mining produces raw materials for industry (2)
Page 68 of 91
LESSON PLAN
Transnet is able to improve existing rail infrastructure and increase rail

networks (2)
Ports generates income from transporting mining products (2)
Generates more infrastructure (2)
Employed people have more buying power (2)
Increased skills development (2)
Tourism will increase (2)
[ANY FOUR. MUST REFER TO DIRECT AND INDIRECT CONTRIBUTIONS]
(4 x 2) (8)
March 2016
FIGURE 4.5: MINING
COAL MINING IN SOUTH AFRICA
Coal mining in South Africa plays a significant role in the country's economy, as it is
responsible for nearly three quarters of Eskom's fuel supply. It also supplies coal to
SASOL, who produces around 35% of the country's liquid fuel.
Coal mining in South Africa is centred on the Highveld, with roughly 60% of the
country's deposits located in eMalahleni (Witbank) and surrounding areas.
[Source: http://www.projectsiq.co.za/coal-mining-in-south-africa.htm]
4.5 Read the extract in FIGURE 4.5 on coal mining in South Africa.
4.5.1 Name the province in which most of South Africa's coalfields are
found. (1 x 1) (1)
4.5.2 Name TWO of South Africa's major industries that are dependent
on coal as a raw material. (2 x 1) (2)
4.5.3 State TWO environmental problems resulting from coal mining in
4.5.4 Mining and coal-dependent companies should work together to
rectify environmental injustices associated with coal mining. In a
paragraph of about EIGHT lines, explain how this can be achieved.
(4 x 2) (8)
Marking Guideline
4.5.1 Mpumalanga (1) (1 x 1) (1)
4.5.2 ESKOM (1)
SASOL (1) (2 x 1) (2)
4.5.3 Land degradation (2) OR
Opencast mining an eyesore (2)
Air pollution from the burning of coal to generate electricity (2)
[ANY TWO – ACCEP OTHER] (2 x 2) (4)
4.5.4 RECTIFYING ENVIRONMENTAL INJUSTICES
Land mined as open cast coal mines need to be rehabilitated (2)
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LESSON PLAN
Re-vegetation and the restoration of local fauna in the area where mining
occurred must be monitored (2)
Applying the polluter pays principle and fining companies responsible for high
levels of air pollution (2)
Applying scrubbing and clean technology to smoke stacks (2)
Offsetting carbon footprints with carbon credits (2)
Planting of more trees to offset carbon emissions (2)
[ANY FOUR – ACCEPT OTHERS] (4 x 2) (8)
November 2015
FIGURE 4.5: CATTLE FARMING
SOUTH AFRICA'S BEEF INDUSTRY: WHAT DOES THE FUTURE HOLD?

12:00 (GMT+2), Saturday 31 August 2013 By Lloyd Phillips
While South Africa has what appears to be a thriving beef industry, its average productivity,
compared with that of other countries, shows that it is not achieving its full potential. This is
partly due to the low productivity of our informal beef farming sector. This problem needs
to be corrected. The South African beef industry is in a position to take advantage of Africa's
increasing middle-class expenditure and increased population growth from one billion to
two billion people by 2050 – and the associated demand for red meat. In recent years there
have been worldwide improvements in beef feeding practices and herd quality through the
use of modern technologies. These technologies have failed to find their way into South
Africa's informal beef farming sector. Due to several factors, including environmental
concerns, the national beef herd cannot be increased, and existing production methods
therefore need to be improved.
[Adapted from Farmer's Weekly, 31 August 2013]
4.5 Study FIGURE 4.5 based on cattle farming and answer the questions that follow.
4.5.1 Why, according to the article, is South Africa's beef production not at
the same level as that of other countries? (1 x 1) (1)
4.5.2 Why is there a need to increase beef production in future? (1 x 1) (1)
4.5.3 Why does South Africa have such a large informal cattle farming sector? (1 x 2) (2
)
4.5.4 Suggest TWO ways in which the South African government can assist
informal cattle farmers to improve their productivity levels. (2 x 2) (4)
4.5.5 State TWO environmental concerns associated with cattle farming. (2 x 2) (4)
4.5.6 Besides being a source of food, give ONE other reason why the beef
industry is important to the South African economy. (1 x 2) (2)
Marking Guideline
4.5.1 Low productivity (1)
Informal beef farming (1) ANY ONE] (1 x 1) (1)
4.5.2 Increasing middle class expenditure and consumption (1)
Page 70 of 91
LESSON PLAN
Projected population growth from one billion to two billion people by 2050
[ANY ONE] (1 x 1) (1)
4.5.3 Large rural population practicing subsistence farming (2)
In certain cultures the wealth of the family is determined by the number of
cattle (2)
Domestic use of cattle does not allow for commercial use of cattle (2)
Emerging farmers lack training (2)
[ANY ONE - ACCEPT ANY OTHER REASONABLE ANSWER] (1 x 2) (2)
4.5.4 The South African government can:
Increase education/training of small scale farmers in land and financial
management (2)
Promote the use of agricultural extension officers to small scale farmers
(2) Promote land ownership by creating more land tenures and
restitution(2) Increase access to bonds from the development bank to
small-scale farmers to increase access to funding (2)
Promote open markets for fair and equitable pricing of beef and beef products
(2)
Promote grants for technical and scientific advisors to assist small scale
farmers (2)
Increase tariffs on the import of beef products to improve trade in the home
markets (2)
Speed up land distribution programme (2)
[ANY TWO - ACCEPT ANY OTHER REASONABLE ANSWERS] (2 x 2) (4)
4.5.5 Increase in soil erosion/degradation due to larger herds (2)
Removal of vegetation (overgrazing) (2)
Increase in air pollution due to release of methane gas (2)
Increases global warming (2)
Desertification (2)
Compacting of soil which reduces infiltration (2)
[ANY TWO - ACCEPT OTHER POSSIBLE ANSWERS] (2 x 2) (4)
4.5.6 Contributes to the GDP through export products (2)
Provides employment (2)
It is a source of raw material to industries e.g. canned meat (2)
Used in the manufacturing of dairy products (2)
[ANY ONE - ACCEPT ANY OTHER REASONABLE ANSWER] (1 x 2) (2)
Page 71 of 91
LESSON PLAN
FIGURE 1.1: TYPES OF INDUSTRIES
[Source: Examiner's own graphic]
1.1 Refer to FIGURE 1.1 and match the types of industries in the diagram with the
statements below.
1.1.1 Industries that produce perishable goods
1.1.2 Industries that can be located anywhere and are not restricted by the location of
markets or raw materials
1.1.3 Industries that can be located anywhere without an effect from factors such as
resources or transport
1.1.4 Industries that process bulky raw materials
1.1.5 Industries located on the outskirts of the built-up areas because of noise and air
pollution
1.1.6 Industries located between the source of the raw material and the market
(customers)
1.1.7 Industries that occupy small spaces and can be located in the city centre
(7 x 1) (7)
Page 72 of 91
LESSON PLAN
FIGURE 1.2: MANUFACTURING IN SOUTH AFRICA.
MANUFACTURING IN SOUTH AFRICA
South Africa has developed as an established, diversified manufacturing base with

potential to compete in the global economy. This platform of manufacturing presents
an opportunity to significantly accelerate the country’s growth and development.
The South African automotive industry is growing rapidly and is perfectly placed for
investment opportunities. Vehicle manufacturing such as BMW, Ford and
Volkswagen, have production plants in South Africa and enjoy various production
advantages with robotic technology. This might lead to trade agreements with the
European Union and the Southern African Development Community free trade area.
[Source: Brand South Africa, June 2017]
1.2 Refer to the extract 1.2 based on manufacturing in South Africa.
1.2.1 Name the vehicles manufactured above, which have production plant in South Africa.
(1 x 1) (1)
1.2.2 Identify ONE advantage of vehicle production plants located in South Africa in the
extract. (1 x 1) (1)
1.2.3 How could the government address poverty in South Africa through the
manufacturing sector? (1 x 1) (1)
1.2.4 Mention TWO factors that have led to the recent growth and success of automotive
industry in South Africa. (2 x 2) (4)
1.2.5 In a paragraph of approximately EIGHT lines comment on the contribution of
manufacturing to the GDP and how this has led to the growth of the economy of
FIGURE 1.3: ROLE OF INTERNATIONAL TRADE IN ECONOMIC DEVELOPMENT
BENEFITS OF INTERNATIONAL TRADE IN AN ECONOMY

The purpose of international trade is to allow countries to exchange their goods and
services with other countries.
Countries with the strongest international trade practices have become prosperous (well-
off) and have the power to control the world economy. It is a fact that global trade can
become one of the major contributors to the reduction of poverty.
International trade accounts for a good part of many developing countriesʹ revenue,
positively affecting their gross domestic product. International trade is growing at a rapid
rate due to some of the following reasons: use of modern production techniques; highly
advanced transportation systems and outsourcing (contract out) of manufacturing and
services.
[Adapted from http://www.ariafilalo.com/blog/benefits-international-trade-economy/]
1.3.1
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LESSON PLAN
1.3.2 Refer to FIGURE 1.3 showing the role of international trade in economic
development.
1.3.1 What is the purpose of international trade? (1 x 1) (1)
1.3.3 Quote from the extract why international trade is growing rapidly. (1 X 2) (2)
1.3.3 According to the extract, global trade contributes to the reduction of poverty. Explain
this statement. (2 x 2) (4)
1.3.4 Explain how distance from major trading partners restricts South Africa from
competing in world markets. (2 x 2) (4)
1.3.5 Explain how international trade can limit local production in a country.
(2 x 2) (4)
MARKING GUIDELINE
Activity 1.1
1.1.1 Market orientated (1)
1.1.2 Ubiquitous (1)
1.1.3 Footloose (1)
1.1.4 Raw material-orientated/heavy (1)
1.1.5 Heavy (1)
1.1.6 Bridge (1)
1.1.7 Light (1) (7 x 1) (7)
Activity 1.2
1.2.1 BMW (1)
Ford (1)
Volkswagen (1)
[Any ONE] (2 x 1) (2)
1.2.2 Manufacturing presents an opportunity to significantly accelerate the

country’s growth. (1)
Manufacturing presents an opportunity to significantly accelerate the
country’s development. (1)
1.2.2 The secondary sector forms a substantial part of GDP.(2)

It creates values (goods). (2)
It is the engine of economic growth. (2)
It is the predominant tertiary sector. (2)
[Any TWO] (2 x 2) (4)
1.2.4 Raw materials in SA. (2)

Labour supply – large unskilled, semi- skilled and skilled labour force. (2)
Energy supply – Eskom supply energy form large cola deposits and large
wind farms along the South coast, nuclear power in the Cape at Koeberg.
Some smaller hydro electrical plants. (2)
Transport – well developed road, rail, harbour and airport infrastructure. (2)
Political intervention – incentive and rebates for industrial development and
services to them. (2)
Competition – good quality products (2)
Trade – large trade with Europe, China, Germany and rest of Africa. (2
X2) (4)
Page 74 of 91
LESSON PLAN
1.2.6 CONTRIBUTION
Generates money in the form of taxes (2)
Many industrial products are exported (2)
Foreign exchange is earned (2)
Used to pay for imported products (2)
Also used for developing the country (2)
GROWTH
Manufacturing provide/create jobs (2)
Attract foreign investments (2)
G8 and BRICS nations see potential for development (2)
Provides an important market for the raw materials of the primary sector (2)
Primary sector will grow (2) Tertiary
sector will grow (2) quaternary sector
will grow (2)
Finances available for infrastructure growth/development (2)
[Any FOUR] (4 x 2) (8)
Activity 1.3
1.3.1 To allow a country to exchange goods and services produced with those of other
countries (1 x 1) (1)
1.3.2 ꞌUse of modern production techniquesꞌ (2) ꞌHighly advanced transportation systemsꞌ (2)
ꞌOutsourcing of manufacturing and servicesꞌ (1 x 2) (2)
1.3.3 It promotes foreign investment and greater access to government funding (2)
It creates job opportunities thus improving the standard of living (2)
It improves the skills of people hence they earn a better salary (2)
Purchasing power increases due to higher income (2)
Goods can be bought at a lower price thus reducing expenses (2)
It encourages the development of more secondary industries which has a multiplier
effect (2) [ANY TWO] (2 x 2) (4)
1.3.4 South Africa is at the southern tip of Africa and the major trading partners are
located in the Northern Hemisphere (2)
Due to the distance it takes longer to deliver goods (2)
Higher transport costs increase the price of exported goods (2)
The longer travelling distance results in goods not being easily available (2)
The longer travelling distance affects the quality of perishable goods (2)
[ANY TWO] (2 x 2) (4)
1.3.5 Market is flooded with imported goods (2)
Increased competition limits the ability of local industries to expand their operations
(2)
It results in the closure of local industries (2)
Imported goods are sometimes cheaper than local goods (2)
Local production decreases due to lower demand (2)
Loss of jobs locally as industries close/high unemployment (2)
Limited growth in the economy/GDP stagnates [ANY TWO] (2 x 2) (4)
Page 75 of 91
LESSON PLAN
ACTIVITIES
FIGURE 1.1: CORE INDUSTRIAL AREAS OF SOUTH AFRICA
1.1 Study the map in FIGURE 1.1 which shows the FOUR core industrial areas of South
Africa, represented by the letters A, B, C and D.
1.1.1 Mention the term used to describe an over-concentration of industries in a
few core areas
1.1.2 Name the industrial area A that represents the economic hub of South
Africa.
1.1.3 In which industrial area is the textile industry the dominant secondary
activity in the economy?
1.1.4 What promotes export and industrial development in area B?
1.1.5 Which letter on the map represents the industrial region that deals mainly
with motor vehicles and related motor vehicle accessories?
1.1.6 Name the industrial area where water availability will most likely be a limiting factor
in industrial development.
1.1.7 Name the industrial region where fish and fruit are the raw materials for many
secondary industries. (7 x 1) (7)
Page 76 of 91
LESSON PLAN
FIGURE 1.2 MAP OF MAJOR INDUSTRIAL AREAS IN SOUTH AFRICA
[Source: Shutters Exam Notebook Geography grade 12]

1.2 Refer to FIGURE 1.2 showing a map of the main industrial areas in South Africa.
1.2.1 Name the industrial area labelled C. (1 x 1) (1)
1.2.3 Briefly discuss any THREE factors that have limited industrial development in
area C. (3 x 2) (6)
1.2.4 Explain any TWO natural factors that promoted industrial development in
region C. (2 x 2) (4)
1.2.5 How does industrial growth support the development of South Africa’s
economy? (2 x 2) (4)
Activity 1.3 FIGURE 1.3 SOUTH AFRICA’S CORE INDUSTRIAL REGIONS
[Source:slideplayer.com
]
Page 77 of 91
LESSON PLAN
1.3 FIGURE 1.3 is a map showing the core industrial regions in South Africa.
1.3.1 Name the core industrial region labelled 3. (1 x 1) (1)
1.3.2 What is the main locational difference between industrial regions 1 and 4?
(1 x 2) (2)
1.3.3 How has this locational difference (mentioned in QUESTION 1.3.2)
influenced the main type of industry that has been developed at 4?
(1 x 2) (2)
1.3.4 How has this industry (your answer to QUESTION 4.6.3) improved the skills
of workers in the region? (1 x 2) (2)
1.3.5 Discuss the physical (natural) factors that have favoured the development of
industrial region 1. (2 x 2) (4)
1.3.6 Explain the negative social impact that industrial centralisation has had at
regions 1 and 4. (2 x 2) (4)
MARKING GUIDELINE
Activity 1.1
1.1.1 industrial centralisation
1.1.2 Gauteng / PWV
1.1.3 B / KwaZulu-Natal
1.1.4 Harbour / presence of a harbour
1.1.5 C
1.1.6 South western cape / Gauteng (PWV) (any one)
1.1.7 South western cape
Activity 1.2
1.2.1 Port Elizabeth-Uitenhage/Nelson Mandela metropole (1)(1 x 1) (1)
1.2.2 The area is far from consumer areas. (2)
Labour costs are higher than Asia and Eastern Europe for car production. (2)
The labour unrests and strikes. (2)
No significant minerals in the area. (2)
Transport costs to inland markets is high. (2)
Region lies between ocean and mountains/escarpment. (2)
[ANY THREE] (3 x 2)(6)
1.2.3 There is a centrally located modern harbour. (2)

There is enough water supply in the area. (2)
The area is close to Coega Industrial Zone. (2)
Presence of Bay (2)
Availability of water (2) [ANY TWO] (2 x 2) (4)
1.2.4 More people employed (2)
Buying power increases. (2)
Gain of revenue (income tax and sales tax) strengthen the economy. (2)
Positive effect on International trade (rise in exports and fall in imports). (2)
Abundance of goods. (2)
Page 78 of 91
LESSON PLAN
Prices locally will remain constant. (2)

Quality of goods will improve. (2) [ANY TWO] (2 x 2)(4)
Activity 1.3
1.3.1 South Western Cape (1 x 1) (1)

1.3.2 Industrial region 4 has access to the sea/harbour (2)
Region 1 in landlocked in the interior (2) [ANY ONE] (1 x 2) (2)
1.3.3 The natural bay seaport (harbour) promotes bulk transport that the motor industry
requires (2)
The harbour facilitates the easier export of motor vehicles to overseas markets (2)
[ANY ONE] (1 x 2) (2)
1.3.4 They have been taught Fourth-industrial revolution skills e.g. robotics which
will increase efficiency in the workplace
They are exposed to modern/cutting edge technological skills [ANY ONE] (1 x 2)(2)
1.3.5 Wide variety of raw materials to support industrial development (2)
Access to water supply from rivers/wetter eastern half (2)
Enough flat land for the development of industries (2)
Good energy supply from nearby coalfields (2) [ANY TWO] (2 x 2)(4)
1.3.6 There would be an overconcentration of people and activities (2) This would
lead to unemployment as
there would not be enough jobs (2)
There would be widespread poverty (2)
A shortage of housing would result in the development of informal settlements (2)
Crime and other social ills (examples) would increase (2)
Road rage would be the result of traffic congestion (2)
Disruption in services like water and electricity due to the overconcentration of
people (2)
Violent protests over poor service delivery (2) [ANY TWO] (2 x 2) (4)
Page 79 of 91
LESSON PLAN
Sample Questions
November 2019
FIGURE 3.6: STRATEGIES FOR INDUSTRIAL DEVELOPMENT: RICHARDS
BAY
3.6 FIGURE 3.6 is based on strategies for industrial development: Richards Bay.
3.6.1 In which province is Richards Bay located? (1 x 1) (1)

3.6.2 Give TWO examples of industries in Richards Bay found on the
map. (2 x 1) (2)
3.6.3 Why is this area a leading manufacturer of heavy machinery? (2 x 2) (4)
3.6.4 How would industrial development in Richards Bay be an advantage
to the local community? (2 x 2) (4)
3.6.5 Explain why Richards Bay would be attractive in terms of its
infrastructure for both local and international investors. (2 x 2) (4)
Marking Guideline
3.6.1 In which province is Richards Bay located?
Kwa-Zulu-Natal (add KZN(1) (1 x 1) (1)
3.6.2 Give TWO examples of industries in Richards Bay found on the map.
Bayside Aluminium (1)
Hillside Aluminium (1)
Richards Bay Minerals (RBM) (1)
Mondi paper (1)
IQF fertilizer (1)
Sugar mill (1)
[ANY TWO] (2 x 1) (2)
3.6.3 Why is this area a leading manufacturer of heavy machinery?
Many smelter factories in the area (2)
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LESSON PLAN
Raw materials needed for the manufacturing industry are nearby (2)
Availability of cheap electricity due to nearby coal fields (2)
Availability of a labour force (2)
Well-equipped harbour to export large amounts of manufactured products (2)
Good rail and road networks to the PWV and Durban-Pinetown regions (2)
Large amounts of available land for industries (2)
Access to a large supply of water (2)
Demand for heavy machinery by local industries (2)
Accessibility to international markets (2)
Break-of bulk point (2) [ANY TWO] (2 x 2)
(4)
3.6.4 How would industrial development in Richards Bay be an advantage to the
local community?
Employment opportunities created in industries, infrastructure development and
tourism (2)
Earning potential increases/multiplier effect (2)
Buying power of locals increases (2)
Poverty is reduced (2)
Accessibility to more and better services (accept examples) (2)
Standard of living improves (2)
Access to better infrastructure (accept examples) (2)
Skills uplifted (2)
Fourth industrial revolution skills- (technology computer)
Enhancing innovative ideas (2)
Research and entrepreneurial development (can give examples like vendors, tuck
shops, car guards) (2)
Better communication between companies and local technicians (2)
Social responsibility programs (e.g. study bursaries) (2)
Gives opportunities for the local community to cater for the tourist market (2)
[ANY TWO] (2 x 2)
(4)
3.6.5 Explain why Richards Bay would be attractive in terms of its infrastructure
for both local and international investors.
It has a well-developed transport network- rail, sea and road (2)
Minimum traffic congestion issues (2)
Cheaper labour costs on outskirts as compared to core industrial areas (2)
Established deep port harbour will facilitate trade (2)
High quality local municipality services provided (2)
Adequate supply of power from nearby cola fields (2)
Close to international airport (2)
Good telecommunication network (2)
Break of bulk point (2) [ANY TWO] (2 x 2)
(4)
Page 81 of 91
LESSON PLAN
November 2017
FIGURE 3.5: INDUSTRIAL DEVELOPMENT ZONES
3.5 Refer to FIGURE 3.5 based on industrial development zones (IDZ), which
create opportunities for industrial decentralisation.
3.5.1 Give an example of an IDZ in South Africa. (1 x 1) (1)

3.5.2 What is the main aim of an IDZ? (1 x 1) (1)
3.5.3 How does an IDZ create the opportunity for industrial
decentralisation? (2 x 2) (4)
3.5.4 State TWO advantages of industrial decentralisation for the core
industrial regions in South Africa. (2 x 2) (4)
3.5.5 Explain how an IDZ will improve local socio-economic conditions. (2 x 2) (4)
Marking Guideline
3.5.1 Coega (1)
East London/ELIDZ (1)
Richards Bay/RBIDZ (1)
Dube Trade Port (DTP) (1)
Saldanha Bay (1)
[ANY ONE] (1 x 1) (1)
3.5.2 To attract foreign investments and increase exports (1) (1 x 1) (1)
3.5.3 Provide attractive service rebates/government incentives (water/electricity/
transport) (2)
Tax rebates/concessions (2)
Provide well-developed infrastructure (2)
Cheaper and open land (2)
Page 82 of 91
LESSON PLAN
Access to labour supply (2)

Access to harbours and transport links for export (2)
It is closer to export markets (2)
Duty free benefits on importing raw materials (2)
Attracts potential investors (2)
[ANY TWO] (2 x 2) (4)
3.5.4 Relieves pressure on infrastructure (2)

Less pollution (2)
Less pressure on services/prevents over-utilising of resources (water and
electricity) (2)
Less traffic congestion (2)
Reduces rural-urban migration (2)
Reduces overcrowding (2)
[ANY TWO] (2 x 2) (4)
3.5.5 Providing job opportunities (2)
Up-skilling people (2)
Lowering of crime rates (2)
Poverty alleviation/better standard of living (2)
Improved infrastructure (2)
Improved service delivery (2)
Better housing (2)
Contributes to the local economy (2)
Industrialists are involved in social responsibility initiatives (2)
The multiplier effect/development of associated or linked industries (2)
[ANY TWO](2 x 2) (4)
March 2017
FIGURE 4.6: SPATIAL DEVELOPMENT INITIATIVES
Page 83 of 91
LESSON PLAN
.6 Study the map in FIGURE 4.6 showing the spatial development initiatives
in South Africa.
4.6.1 What is a spatial development initiative (SDI)? (1 x 1) (1)

4.6.2 Name a southern African country in the diagram which shares or
works together with South Africa on the Maputo Development
Corridor SDI. (1 x 1) (1)
4.6.3 Give ONE reason why the Wild Coast was selected to be developed
as an SDI. (1 x 2) (2)
4.6.4 Discuss TWO ways in which the development of the Maputo
Development Corridor SDI will benefit tourism. (2 x 2) (4)
4.6.5 Explain how the Maputo Development Corridor and the Wild Coast
SDI have benefited the surrounding local communities. (3 x 2) (6)
Marking Guideline
4.6.1 Promotes growth in those parts of South Africa that are underdeveloped but
where there is a potential for growth (1) [CONCEPT] (1 x 1) (1)
4.6.2 Mozambique (1)
4.6.3 To provide access between the coastal markets found from East London
towards Durban (2)
To provide jobs because of the poverty in this area (2)
Scenic beauty for ecotourism development (2)
Resources in this part of the country are bountiful and forms the basis for
industrial development (2)
[ANY ONE] (1 x 2) (2)
4.6.4 Construction of transport roads would make the area more accessible (2)
Better roads will mean greater safety for tourists when travelling (2)
Travel to remote destinations become possible (2)
Greater variety of curios from local communities (2)
Greater exposure to different cultures and traditions (2)
Access to the Kruger National Park is vastly improved (2)
Emerging rural tourism opportunities (2)
Ecotourism will encourage the development of new game lodges, and
camping facilities (2)
Development of cultural tourism (2)
Gaming tourism will increase due to the development of new casinos in each
major town (2)
Ownership of newly developed enterprises along these routes stabilises
tourism and promotes growth and educational opportunities in the tourism
sector (2) [ANY TWO] (2 x 2) (4)
4.6.5 Generates economic growth where local communities are able to sell their
wares (2)
Generates employment opportunities in local communities (2)
Promotes skills development to the community members (2)
Enables the growth of SMME (Small and Medium Micro Enterprises) (2)
Upgrades local infrastructure (2)
Encourages tourism, training of guides and selling of crafts (2)
Greater income for local communities (2)
Better standard of living (2)
Money generated is used to develop community projects (2)
Develop ethnic/cultural pride (2) [ANY THREE] (3 x 2) (6)
March 2015
Page 84 of 91
LESSON PLAN
FIGURE 3.5: INDUSTRIAL DEVELOPMENT ZONES (IDZs)
SALDANHA BAY IDZ DRAWING STRONG INTERNATIONAL SUPPORT
Due to good consultation between government and the Saldanha Bay community, this town
in the Western Cape has the potential for economic growth and job creation. There are
signs that direct foreign investment will increase in the future.
Many lease agreements have already been signed by oil and gas companies. The harbour
is being expanded to cater for the growth taking place. Two major wind energy projects are
being financed by the global energy company called GDF Suez. This area also has a
number of unique natural features that attract tourists.
[Source: West Coast Business News and

Directory]
3.5 Read the extract in FIGURE 3.5 about the Saldanha Bay IDZ and answer
the questions that follow.
3.5.1 In which South African province is Saldanha Bay situated? (1 x 1) (1)
3.5.2 Why are IDZs located away from major metropolitan areas? (1 x 2) (2)
3.5.3 Give TWO reasons why the Saldanha Bay IDZ has the potential for
economic growth. (2 x 2) (4)
3.5.4 As an industrialist, identify any TWO incentives which would attract
you to locate your industry within an IDZ. (2 x 2) (4)
3.5.5 State TWO advantages that this area will enjoy with the
development of the wind energy projects. (2 x 2) (4)
Marking Guideline
3.5.1 Western Cape (1) (1 x 1) (1)
3.5.2 To attract investment outside the major metropolitan areas where there is
potential for economic growth and job creation (2) (1 x 2) (2)
3.5.3 It has a rich reserve of oil and gas (2)
It is located along the West Coast and enables trade relations with North and
South America (2)
Harbour that has expanded due to availability of iron ore. (2)
Saldanha Bay has potential for development in agriculture, tourism and
manufacturing industries (2)
[ANY TWO] (2 x 2) (4)
3.5.4 Direct links to international ports and airports (2)

World class infrastructure especially designed to attract tenants (2)
Government incentive schemes (2)
Reduced taxes and exemptions for some activities or products (2)
Duty free benefits on raw materials that are imported (2)
[ANY TWO] (2 x 2) (4)
3.5.5 Reduced electricity costs (2)
Reduced pollution rates (2)
Healthy environments (2)
[ANY TWO] (2 x 2) (4)
Page 85 of 91
LESSON PLAN
Sample Questions November 2019
FIGURE 4.6: THE INFORMAL SECTOR
4.6 Refer to FIGURE 4.6, a cartoon based on the informal sector.
4.6.1 Define the term informal sector. (1 x 1) (1)

4.6.2 What evidence in the cartoon indicates that the minister is not in
favour of the informal sector? (1 x 1) (1)
4.6.3 Suggest a possible reason for the minister not wanting informal
street trading taking place. (1 x 2) (2)
4.6.4 Give TWO reasons why the informal sector is important for the
informal trader. (2 x 2) (4)
4.6.5 In a paragraph of approximately EIGHT lines, discuss reasons for
the growth of the informal sector in South Africa. (4 x 2) (8)
Marking Guideline
4.6 Refer to FIGURE 4.6, a cartoon based on the informal sector.

4.6.1 Define the term informal sector.
Small business enterprises that are not registered with SARS (1 x 1) (1)
4.6.2 What evidence in the cartoon indicates that the minister is not in favour of the
informal sector?
Ban street trading (1)
Fine offenders R5 000 without an option of jail (1)
Facial expression/Body language of the minister (2)
[ANY ONE] (1 x 1) (1)
4.6.3 Suggest a possible reason for the minister not wanting informal street trading
taking place.
Taking business away from formal businesses (1)
Clutter formal business areas (1)
Informal businesses tend to be untidy, causing litter and have potential health hazards
(1)
They are unsightly and spoil the aesthetics of the area (1)
They tend to be associated with high levels of noise (1)
Hinder movement of pedestrians on pavement (1)
Page 86 of 91
LESSON PLAN
Don’t contribute formally to the tax base (1)

Its associated with crime (2)
They discourage people from supporting format businesses (2)
They deal in counterfeit products (2)
[ANY ONE] (1 x 2) (2)
4.6.4 Give TWO reasons why the informal sector is important for the informal trader.
Gives them an income to support their families (2)

It reduces poverty (2)
Major source of employment (2)
Develop entrepreneurial skills (2)
Reduces the dependency on social grants because the vendors are independent (2)
To improve their standard of living (2)
Promotes food security (2)
Able to establish relationships with formal businesses (2)
They have flexible trading hours (2)
Convenience of working from home (2)
Do not require large amounts of capital to start the business (2)
No need to apply for permits (2)
Do not have to comply to trade regulations (2)
[ANY TWO] (2 x 2) (4)
4.6.5 In a paragraph of approximately EIGT lines, discuss reasons for the growth of the
informal sector in South Africa.
This sector is not regulated (2)
Poor legislation to guide/provide rules for this sector (2)
This sector does not pay taxes to SARS (2)
Goods that are sold are cheap and affordable (2)
Goods are not SABS approved (knock-offs) (2)
Lack of employment in the formal sector forces people to look for employment in the
informal sector (2)
Rural-urban migration leads to a decrease in employment opportunities (2)
Slump in the South African economy causes large scale retrenchments (2)
Technology has taken the place of workers in most industries (2)
Increasing cost of urban life forces people to look for extra sources of income in the
informal sector (2)
Businesses in the formal sector sub-contract people from the informal sector creating a
demand for informal trader (2)
Many foreigners cannot be permanently employed in the formal sector and the informal
sector is the only opportunity for them to find employment (2)
Social grants inadequate to meet the needs of the people therefore this supplements
income (2)
Lack of skills and finance to educate themselves (2)
Difficult in securing funding for formal business (2)
Informal businesses are easier to start up (2)
[ANY FOUR] (4 x 2) (8)
Page 87 of 91
LESSON PLAN
March 2017
FIGURE 3.5: INFORMAL TRADING IN SOUTH AFRICA
INFORMAL TRADERS PLAY A BIG ROLE IN SOUTH AFRICA'S ECONOMY

Contributed: by Farhaanah Mahomed, 12 February 2015
It is estimated that the informal sector

contributes around 29 per cent to the
country's gross domestic product (GDP).
This is according to panelists speaking at

the Consumer Goods Council of South
Africa (CGCSA) Summit 2014 on the
importance of small and medium
enterprises (SMEs) including informal
businesses. However, this industry
continues to face a number of challenges.
Education is seen to be important in order to get small-business owners to implement

better, more effective business models. 'Some small-business owners develop their
companies to a point where it is only viable to look after their families; they don't take into
account expansion strategies and creating more jobs for others.'
[Adapted from http://www.cnbcafrica.com/news/southern-

africa/2014/10/29/smes-informal-sector]
3.5 FIGURE 3.5 is an article on informal trading in South Africa.

3.5.1 State TWO general characteristics of informal trading evident in the
photograph. (2 x 1) (2)
3.5.2 State a reason why the contribution of the informal sector to the
GDP is estimated at 29%. (1 x 2) (2)
3.5.3 Why do small businesses not have effective business models and
expansion strategies as mentioned in the article? (2 x 2) (4)
3.5.4 Write a paragraph of approximately EIGHT lines to explain the
advantages and disadvantages of informal trading on the
South African economy. (4 x 2) (8)
Marking Guideline
3.5.1 Informal traders don't have a permanent structure to sell their goods or
provide their services from (1)
Informal traders are located on street corners or pavements (1) (2 x 1) (2)
3.5.2 It is not quantifiable/cannot be measured/do not declare income (2)
No legal registration of the informal business exists (2)
Panellists are not completely sure of the exact contribution to GDP that the
informal sector makes to the economy (2)
Due to the high employment rate many people are involved in the informal
sector (2)
[ANY ONE] (1 x 2) (2)
3.5.3 Lack of funding (2)
Lack of education or business development programme (2)
Page 88 of 91
LESSON PLAN
Lack of infrastructure (2)

Lack of property or rentable property (2)
[ANY TWO] (2 x 2) (4)
3.5.4 ADVANTAGES
More people can work and earn a living (2)
Lower unemployment rate (2)
Can become semi-skilled (2)
Alleviates poverty (2)
Fewer people will depend on social grants (2)
Reduces crime as people have income (2)
Means for people to escape poverty (2)
Contributes to the economy in other sectors (2)
Competition reduces prices in formal sector (2)
Acts as tourist attractions to see craftsmen at work (2)
DISADVANTAGES
Lowers income of formal businesses (2)
Associated with knock-off and counterfeit goods which impact on legal
business (2)
Associated with illegal importation of goods (2)
Little/No contribution to the GDP (2)
No contribution to tax or receiver of revenue (2)
Money spent on keeping the area clean (2)
Blocks entrances to formal businesses (2)
Dirty environment creates health hazard (2)
November 2016
FIGURE 3.6: INFORMAL TRADING IN SOUTH AFRICA
METRORAIL BURNS DOWN HAWKERS' STALLS

Nombulelo Damba/WCN
A hawker determinedly sets up her

sweets stand amid the burnt-out
remains of hawkers' stalls that were set
alight at Khayelitsha Station by
Metrorail security guards.
Metrorail security guards stand

accused of burning down about 50
stalls from which hawkers traded at the
Khayelitsha railway station, resulting in
many of the traders losing the stock
they had locked up there at night.
Metrorail has claimed that the hawkers were illegally trading on Metrorail property and 'rubble
and waste' were burnt. Metrorail said the lack of formal trading amenities led to excessive
littering, which posed a health hazard and had become an 'additional financial burden'
.[Adapted from www.wcn.co.za]
Page 89 of 91
LESSON PLAN
3.6 Study FIGURE 3.6 based on informal trading in South Africa.
3.6.1 Why did the Metrorail security guards burn down the hawkers'
stalls? (1 x 1) (1)
3.6.2 Give a reason why the Khayelitsha railway station is ideally located
for informal trading. (1 x 1) (1)
3.6.3 Why does Metrorail view informal trading as an 'additional financial
burden'? (2 x 1) (2)
3.6.4 What do the words, 'A hawker determinedly sets up her sweets
stand' reveal about her socio-economic condition? (1 x 2) (2)
3.6.5 Suggest TWO ways in which informal traders could be assisted.
(2 x 2) (4)
3.6.6 Evaluate why the South African government should encourage
informal trading in future. (2 x 2) (4)
Marking Guideline
3.6.1 Hawkers were illegally trading on Metrorail property (1)
Health hazard (1)
Financial burden (1)
Littering (1)
[ANY ONE] (1 x 1) (1)
3.6.2 Passengers using Metrorail provides a ready market (1) (1 x 1) (1)
3.6.3 Excessive littering (1)
Health hazard (1)
More security needed (1)
[ANY TWO] (2 x 1) (2)
3.6.4 Poor quality of life/Desperate to earn an income/Poor socio
economic conditions (2)
High unemployment rates are forcing people like her to sell goods
just to survive (2)
She lacks the necessary skills to obtain formal employment (2)
Cannot afford to provide higher end goods and services for informal trading (2)
Cannot afford proper facilities (stand) whilst selling her sweets (2)
[ANY ONE] (1 x 2) (2)
3.6.5 Provide a proper market area for informal trading to take place (2)
Reduce rental in trading areas (2)
Provide proper waste removal facilities to reduce rubble and waste
(2) Provide short term medium and small enterprise development
funding to improve their wares and improve profits (2)
Skills training with the aim of development towards the formal sector (2)
Provision of free health care to informal traders at regular intervals (2)
Interaction with private sector for assistance (2)
Create partnerships with formal business (2)
Provide them with permits (2)
Decriminalise informal trading (2)
Create safe storage facilities (2)
[ANY TWO] (2 x 2) (4)
Page 90 of 91
LESSON PLAN
3.6.6 The South African Government should encourage informal trading in the
future for the following reasons
There is a large segment of the population that lacks the necessary skills to
be employed in the formal sector (2)
The declining economy means that there are fewer opportunities to
be employed in the formal sector (2)
There is a developing informal economy in the country that makes an
indirect contribution to the GDP (2)
Many unemployed people are gaining an income through informal trading
(2) The goods and services sold through informal trading are often cheaper
and increases the purchasing power of the poor (2)
Informal trading encourages purchases by tourists of South African goods
at affordable prices (2)
Growth in the informal sector would encourage growth in the primary
economic sectors especially with regards to fishing and raw agricultural
products (2) Decreased crime/poverty/food insecurity (2)
Decrease dependence on social welfare (2)
Promotes entrepreneurship (2)
Making goods and services available to the local community (2) (2 x 2) (4)
Page 91 of 91

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CURRICULUM GRADE 10 TO 12

STEP AHEAD LESSON ACTIVITIES

1.1 Define the following CONCEPTS:

1.1.1 Low pressure system:

A (Wind 1) Topical Easterlies and (wind 2) Polar Easterlies.

1.2.4 The … cell labelled C is where mid-latitude cyclone will occur.

1.2.5 The mid-latitude moves from … to … after the initial stage/cyclogenesis.

1.2.6 Which cyclone will develop in the region of number 6?

A there is no latent heat.

1.2.10 Label 4 illustrates … winds driving tropical cyclone.

1.3.1 Where do mid-latitude cyclones originates (develop)?

1.4 STAGES IN THE DEVELOPMENT OF MD-LATITUDE CYCLONES

1.5 WEATHER PATTERNS ASSOCIATED WITH MID-LATITUDE CYCLONES:

2.1.1 Which weather system is depicted in FIGURE 2.1?

2.3.1 What stage is represented by the diagram above?

2.3 Define the following CONCEPTS:

2.3.1 Tropical cyclone

Satellite Image 2.4

2.4.1 Where does a tropical cyclone form/develop?

Satellite Image 2.5

3.1.1 What do you observe about the location of Tropical Cyclones?

3.2.1 Identify the weather phenomenon that is approaching Madagascar.

4.3.1 Identify the season illustrated by these synoptic weather maps.

4.4 MID-LATITUDE AND TROPICAL CYCLONES

CLUE MID-LATITUDE CYCLONE TROPICAL CYCLONE

1.1.1 Pressure cell A is situated further (north/south) in winter.

1.1.2 Pressure cell B is named the (South Atlantic/South Indian) High-

1.1.4 The pressure reading at C is approximately (1 012 hPa /1 016 hPa).

1.1.5 The wind speed at weather station D is (20 knots/10 knots).

1.1.6 The wind direction at weather station D is (north-east/north-west).

FIGURE 2.3: LINE THUNDERSTORMS OVER SOUTH AFRICA

[Adapted from https://www.bing.com/images/search?=

2.3 2.3.1 Moisture front (1) (1 x 1) (1)

FIGURE 1.1: ANTICYCLONES OVER SOUTH AFRICA

South South Indian

[Adapted from cnx.org]

In summer this pressure cell is found at a higher altitude due to surface

1.1.5 Interaction with a coastal low results in berg wind conditions.

1.1.1 A (South Atlantic High) (1)

[Adapted from millarslocal.co.za]

2.1.2 Pressure cell A is the (Kalahari/South Atlantic) high-pressure cell.

Marking guide line

1.1.1 The above landscape represents the (Southern/Northern) hemisphere.

Activity 1.3 (Mapwork Integration)

1.2.1 Located on the valley floor/ in a valley (1)

Cooler air accumulates on the valley floor/Trapped by inversion layer (2)

1.1.1 State the climatological phenomenon represented.

1.2.1 Explain the concept pollution dome. (1 x 1) (1)

1.2.1 An accumulation of pollutants over a city

3.1.1 Name the drainage patterns labelled A and B. (2x1) (2)

4.1.1 Define the term water table. (1x1) (1)

Figure 5: Drainage Density

5.1 Define the term drainage density. (1x1) (1)

2.1 Periodic river flows only during the rainy season

4.1 total length of streams per unit area (1)

( Adapted from Teacherzpet.co.uk)

1.4 What type of erosion takes place at C 1x1 (1)

1.1 A – upper course

2.1 Rejuvenated rivers are 're-energised' (1)

• Rivers that actively erode downward again (1)