GRADE 10 CATCH UP PLAN - Home - SECTION27

Curriculum Branch: Catch Up Plan for Grade 10 - 2012

GRADE 10 CATCH UP PLAN

1. Background

Curriculum 2005 (C2005) was reviewed and replaced by the Revised National Curriculum

Statement (RNCS) Grade R-9 and the National Curriculum Statement (NCS) Grade 10-12 in

2002. The RNCS and NCS were combined to form the National Curriculum Statement Grade

R-12. The National Curriculum Statement Grade R-12 does not replace the RNCS Grade R-9

and the NCS Grade 10-12. It is this National Curriculum Statement Grade R-12 that is

introduced in a phased approach starting with the Foundation Phase and Grade 10 in 2012.

The National Curriculum Statement Grade R-12 comprises of the following: a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects. b) National Policy pertaining to the programme and promotion requirements of the

National Curriculum Statement Grades R-12

c) National Protocol for Assessment Grades R-12

The Curriculum and Assessment Policy Statements (CAPS) are designed to provide clear

guidelines on what teachers ought to teach and assess on a grade-by-grade and subject

basis and what learners have to learn on a term-by-term basis.

All teachers in all the schools have received the National Curriculum Statement Grade R-

12 documents (documents stated in a, b and c above). All the schools in the province were

provided with the RNCS Grade R-9 and NCS Grade 10-12 textbooks for every Learning

Area/Subject and these are the textbooks that are currently being used in schools.

2. Analysis of Grade 10 subject content to identify gaps in the curriculum

and the extent to which the quality of teaching has been compromised

as a result of lack of textbooks.

The following is the analysis of the content of the NCS Grade 10-12 and NCS-CAPS

Grade R-12:

ACCOUNTING GRADE 10

A comparison of the content from NCS (Grade 10-12) to NCS – CAPS is detailed below for

reference:

TERMS NCS CONTENT NCS-CAPS CONTENT

TERM 1 Indigenous bookkeeping Ethics & GAAP Principles Internal control Bookkeeping for sole trader: Recording of

Cash Transactions (CRJ,CPJ,PCJ)

Indigenous bookkeeping Ethics & GAAP Principles Internal control (intro) Bookkeeping for sole trader:

Recording of Cash


General ledger, Trial Balance; Accounting equation; recording of credit transactions, (DJ, DAJ, CJ, CAJ, GJ); Ledgers; Debtors’ Ledgers & Creditors Ledgers;

Perpetual Inventory system Cost & Budget concepts, distinguish between

managerial accounting $ Financial accounting

Transactions (CRJ,CPJ,PCJ) General ledger, Trial

Balance; Accounting equation; recording of credit transactions, (DJ, DAJ, CJ, CAJ, GJ); Ledgers; Debtors’ Ledgers & Creditors Ledgers;

TERM 2 Recording information: Bookkeeping for sole trader: Recording of Cash and Credit transactions (CRJ,CPJ,PCJ,

General ledger, Trial Balance; Accounting equation; recording of credit transactions, (DJ, DAJ, CJ, CAJ, GJ); Ledgers; Debtors’ Ledgers & Creditors Ledgers;

Salaries and wages Reporting information: Financial statements

and critical evaluation

VAT Salaries and Wages Final accounts of sole trader Year-end adjustments, General Ledger including

Final Accounts Section, and Trial Balance

TERM 3 Financial statements, adjustments, closing transfers, General ledger, income statement, Balance sheet,& Notes to financial statements

Analysis and interpretation of financial statements and notes

Financial statements, adjustments, closing transfers, General ledger, income statement, Balance sheet,& Notes to financial statements

Analysis and interpretation of financial statements and notes

TERM 4 VAT Cost accounting: Manufacturing concepts

Cost & Budgeting concepts REVISION

Findings

The changes in Accounting are on the shifting of Salaries and Wages from Financial

Accounting to a topic under Managerial Accounting. The content remains the same and the

number of formal assessment tasks also remains the same. The content for term 1 and

term 2 is contained in the NCS (Grade 10-12) textbooks.

ACCOUNTING – NCS–CAPS TOPICS FOR TERM 1 AND 2

Term 1 Topics Term 2 Topics

Indigenous Bookkeeping VAT (Value Added Tax)

Ethics (Introduction) Salaries and Wages

GAAP principles Final Accounts

Internal Control (Introduction)

Bookkeeping of sole trader


LANGUAGES

Preamble:

All language policy documents in the country are designed in English and

then translated into various languages.

Languages in South Africa are standardized and have equal standing and

weighting.

Languages offered in Limpopo schools:

Afrikaans, English, Sepedi, Setswana, Xitsonga, Tshivenda, IsiZulu,

IsiNdebele, IsiXhosa

A. The content is divided into 4 aspects:

1. Listening and speaking

2. Reading and viewing

3. Writing and presenting

4. Language structures and conventions

There is no increase in the content from 2011 to 2012. An educator can teach the

content (except for Literature) using any text or textbook of the required level.

The content that was prescribed for 2011 NCS and 2012 NCS-CAPS remains

the same.

B. Curriculum changes that are there refer to terminology of activities.

1. Pre listening, listening and post listening

2. Pre- reading, reading, post-reading

The new terminology does not disadvantage educators and learners because teaching-

learning activities have always been modelled on the pre- doing, doing, and post

activity model. This new terminology will influence how the textbooks are written, and

not influence the content of the subject.

C. Literature

No literature set works are prescribed from the national or provincial departments of

education. Each school uses available set works for grades 10 & 11 from the

catalogue.

Set works differ from one school to another.


D. Assessment tasks

Number of tasks for the first two terms:

Home Languages

Writing Literature. Oral. Tests. Exam. Total tasks:

NCS 2011 2 2 2 1 1 8

NCS-CAPS 2012 2 1 2 1 1 7

First Additional. Writing Literature. Oral. Tests. Exam. Total tasks:

NCS 2011 2 2 2 1 1 8

NCS-CAPS 2012 2 1 2 1 1 7

Second Additional.

Writing Literature. Oral. Tests. Exam. Total tasks:

NCS 2011 2 1 2 1 1 7

NCS-CAPS 2012 1 1 3 1 1 7

Conclusion

1. There is no increase in the number of assessment from 2011 to 2012

2. There is actually a decrease in the number of tasks in Home Language and

First Additional Language.

3. For Afrikaans Second Additional Language no textbooks were screened at the

National/DBE level. Provinces are developing lessons to be used in the whole

country. The Free State Province was responsible for Terms 1 & 2 lessons.

The North West Province is developing lessons for Term 3 work and Limpopo

Province is responsible for Term 4 lessons/work. The other provinces will

cover Grade 11 work.

HISTORY

2011 (NCS – GENERAL) 2012 ( NCS – CAPS) Comments

TOPIC 1: What was the world like in the mod-fifteenth century?

Africa (Songhai)

China (Ming)

India (Mogul)

Ottoman Empire

The Americas

How were European societies organized at the time?

How were Southern African societies (including Zimbabwe)

TERM 1 TOPIC 1: What was the world like around 1600?

China (Ming dynasty)

Africa (Songhai)

India (Mogul)

European societies

There is no new content added. The difference is only the reduction of topics in NCS-CAPS.


organized in relation to the above societies

TOPIC 2: What was the impact of conquest, warfare and early colonialism in the Americas (Spain), Africa (Portugal, Holland) and India (France, Britain)?

What was the nature of shifting dominance by Europe of the world – Portugal, Spain, Holland, England?

What was the nature of the emerging attitudes to race during this period (e.g. Sarah Baartman)?

TOPIC 2: European expansion and conquest during the 15th to 18th centuries (How did European expansion change the world?)

Reasons for European expansion (overview)

CASE STUDIES: o America: Spanish

conquest o Africa: Portugal

There is no new content added. The difference is the reduction of topics in NCS-CAPS

TOPIC 3: SLAVERY

What was the connection between slavery and the accumulation of wealth during Industrial Revolution?

What was the link between the Atlantic slave trade and racism?

None

Not included in NCS-CAPS

TOPIC 4: THE QUEST FOR LIBERTY

American War of Independence

The French Revolution (ideas of liberty, equality, fraternity and individual freedom, and Haiti

The ending of slavery in British colonies

In terms of human rights, power and poverty, did American society change after the civil War?

TERM 2 TOPIC 3: THE FRENCH REVOLUTION (How did the French Revolution lay the foundations for modern democracies?

France in 1789

The causes and course of the revolution

Napoleon – the reaction against democracy and modernization of France

CASE STUDY - Haiti The legacy of the French Revolution

There is no new content added. The difference is the reduction of topics in NCS-CAPS

TOPIC 5: INDUSTRIAL REVOLUTION

How did Industrial Revolution lay the foundations for a new world economic system?

How did Industrial revolution change society?

None Not included in NCS-CAPS

TOPIC 6: WHAT TRANSFORMATION OCCURRED IN SOUTHERN AFRICA BEWTEEN 1750 AND 1850?

TERM 2 TOPIC 4: TRANSFORMATIONS IN

Topic 4 is not new. It was Topic 6 in 2011 NCS (Grade 10-12).


SOUTHERN AFRICA AFTER 1750. (What transformations took place in southern Africa after 1750?

What was South Africa like in 1750?

Political changes from 1750 to 1820

Political revolution between 1820 and 1835

Legacies - Shaka

A. ASSESSMENT

Programme of Assessment in Grades 10 and 11 NCS – GENERAL (2011)

TERM 1 TERM 2 TERM 3 TERM 4

2 tasks 2 tasks 2 tasks 1 task

Source-based and extended writing

(10%)

Test under controlled conditions (10%)

Heritage investigation

(30%)

Midyear examination (20%)

Oral history, research

or enrichment assignment (20%)

Test under controlled conditions (10%)

End-of-year

examination

25% of total year mark = 100 marks 75% of total exam mark = 300 marks

Programme of Assessment in Grades 10 NCS - CAPS (2012)

TERM 1 TERM 2 TERM 3 TERM 4

2 tasks 2 tasks 2 tasks 1 task

Source-based and/or essay

task (10%)

Standardised Test (20%)

Heritage

investigation (20%)

Midyear examination (20%)

Source-based and/or

essay task (10%)

Standardised Test (20%)

End-of-year

examination

25% of total year mark = 100 marks 75% of total exam mark = 300 marks

THE NUMBER AND NATURE OF THE TASKS ARE THE SAME. THE ONLY DIFFERENCE IS THE

WEIGHTING OF THE TASKS.

Findings

There was no new content for Term 1 and term 2.


The only changes are that there has been reduction of topics and sub-topics as

compared to the 2011 content framework.

The number and nature of Assessment Tasks did not change. It is only the weighting of

the Tasks that changed.

HISTORY - NCS–CAPS TOPICS FOR TERM 1 AND 2

ECONOMICS

Topic New Content Comment

Term 2 Topic 2: Production possibility curve (PPC)

Sub topic: effects of inefficiencies

NCS concentrated on “effects of efficiencies” whilst CAPS focuses on “effects of inefficiencies”.

ECONOMICS- NCS–CAPS TOPICS FOR TERM 1 AND 2


Introduction to Economics

Basic Concepts

Basic Economic Problem

Circular Flow

Quantitative Elements

Business Cycles

Dynamics of markets Production possibility curve Public sector intervention


Topic 1: The world around 1600

China (Ming)

Africa (Songhai)

India (Mughal)

European societies

Topic 3: The French Revolution

France in 1789

Causes and course of the revolution

Napoleon reaction against democracy and the modernization of France

Haiti

Legacy of the French Revolution

Topic 2: European expansion and conquest during the 15th to 18th centuries

America (Spanish conquest)

Africa (Portugal)

Topic 4: Transformations in Southern Africa after 1750

What was South Africa like in 1750?

Political changes from 1750 to 1820

Political Revolution 1820 - 1835


AGRICULTURAL SCIENCES GRADE 10

TERM 1

TOPIC NCS (Content) NCS-CAPS(Content) COMMENTS

AGRO-ECOLOGY Ecological regions of World

Out Need not be studied

Ecological Regions of SA Biomes of South Africa Similar

Concepts of ecology Concepts of ecology Similar but CAPS expanded it

Adaptation to ecosystems:Animals

Ecological farming methods similar

Adaptation to ecosystems:El’Nino

Effects of weather Similar

Principles of Veld management

Pasture or veld management similar

Nutrient cycles(water, carbon and Nitrogen)

New

Interaction between organisms

New

Scientific approach to pasture evaluation and monitoring

New

Long term/short term weather predictions and cyclic pattern of rainfall

New

AGRICULTURAL ECONOMICS/ AGRI-INDUSTRY

Population and growth Population and growth Same but CAPS expanded it

Land Redistribution and Land Reform

Land Redistribution and Land Reform

Similar but CAPS expanded it

Agriculture Legislation Agriculture Legislation Similar but CAPS expanded it

Indigenous knowledge systems

Indigenous knowledge systems


Agricultural Organization Agricultural Organization Similar

AGRICULTURAL SCIENCES GRADE 10

TERM 2

TOPIC NCS NCS-CAPS COMMENTS

SUSTAINABLE NATURAL RESOURCE UTILIZATION

Concepts Concepts Similar but moved from term 3 to term 2 and CAPS expanded it

types of agricultural resources,

types of agricultural resources,

Similar but moved from term 3 to term 2 and CAPS expanded it

pressure exerted on natural resources; Sustainable utilization

pressure exerted on natural resources; Sustainable utilization

Similar but moved from term 3 to term 2 and CAPS expanded it


Soil conservation and management

Soil conservation and management


Water management Water management Similar but CAPS expanded it

Agricultural pollution Agricultural pollution Similar but CAPS expanded it

SOIL SCIENCES Basic soil components Basic soil components similar

Minerals Minerals Similar but CAPS expanded it

Rocks and formation Rocks and formation Similar but CAPS expanded it

AGRICULTURAL SCIENCES

TERM 1 TOPICS TERM 2 TOPICS

Agro-ecology Sustainable Natural resource utilization

Interaction in ecosystem and ecological farming Soil conservation

Grazing ecology Water management

Pasture and field management Agricultural Pollution

Biomes of South Africa Soil Science: Basic Soil components

Climate change or effects of weather phenomena Minerals: Secondary and Primary

Agricultural Economics/ Agri-Industry Rocks and their formation

Population growth

Land redistribution and reformed

Agricultural legislation

Indigenous Knowledge

Agricultural organisations

MATHEMATICS

CONTENT TOPICS

NCS NCS-CAPS COMMENTS

ALGEBRAIC EXPRESSIONS

Not included Factorising sum and differences of two cubes.

New

It was for monomial denominators

Addition and subtraction of algebraic fractions with denominators of at most degree 3 (Limited to sum and difference of two cubes).

Extended from monomial denominators.

It was not part of NCS

Simplification of algebraic fractions using factorisation.

New


EXPONENTS

It was limited to exponential equations of the form

mka px

Use the laws of exponents to simplify expressions and solve equations, accepting that the rules also hold for nm, Q.

Extended from solving exponential equations of the form

mka px (including

examples solved by trial and error)

NUMBER AND PATTERNS

It was not limited to Patterns where there is a constant difference between consecutive terms in a number pattern, and the general term is therefore linear). They included other patterns.

Investigate number patterns leading to those where there is a constant difference between consecutive terms, and the general term (without using a formula-see content overview) is therefore linear.

Reduced from: not limited to those where there is a constant difference between consecutive terms in a number pattern, and the general term is therefore linear)

EQUATIONS AND INEQUALITIES

They were not in the NCS

*Solve word sums involving linear, quadratic or simultaneous linear equations. * Solve literal equations (changing the subject of a formula).

New

TRIGONOMETRY

Interval was from

900

Know definitions of the

trigonometric ratios sin , cos

and tan using right-angled

triangles for the domain

3600 .

Interval increased from:

900 to

3600

Was Part of NCS

Take note that there are special names for the reciprocals of the trigonometric functions these three reciprocals should be examined in grade 10 only:

sin

1se cco ;

cos

1sec

and

tan

1cot

New

It was in grade 11 Derive values of the trigonometric ratios for the special cases (without using a calculator).

}.90;60;45;30;0{

New in grade 10

It was not in grade 10

Solve simple trigonometric equations for angles between 00 and 900.

New

It was in grade 11 Use diagrams to determine the numerical values of ratios for angles from 00 to 3600.

New in grade 10

FUNCTIONS

Limited to point by point plotting

Sketch graphs, find the equations of given graphs and interpret

It include sketching based on observation of


graphs. Note: Sketching of the graphs must be based on the observation of the

effect of qa and .

the effect of qa and

EUCLIDEAN GEOMETRY

It was optional 1. Revise basic results established in earlier grades regarding lines, angles and triangles, especially the similarity and congruence of triangles.

2. Investigate the properties of line segments joining the mid-points of two sides of a triangle.

3. Define the following special quadrilaterals: the kite, parallelogram, rectangle, rhombus, square and trapezium.

4. Investigate and make conjectures about the properties of the sides, angles, diagonals and areas of these quadrilaterals. Prove these conjectures.

Was optional

MATHEMATICS- NCS–CAPS TOPICS FOR TERM 1 AND 2


Algebraic Expressions Functions

Exponents Trigonometric Functions

Number Patterns Euclidean Geometry (Lines, angles and similarities and congruency of triangles), Midpoint theorem, Quadrilaterals and their properties)

Equations and Inequalities

Trigonometry

PHYSICAL SCIENCES

Topic NCS NCS-CAPS Comments

Revise Matter & classification (from grade 9)

In NCS, and the bullet was not emphasized

Names and formulae of substances.

Revise the cat ion and anion table

In the old NCS. In addition, revision emphasized in CAPS.

States of Matter and the Kinetic Molecular

Not in NCS

Three states of matter

Verify the particulate nature of matter by investigating diffusion and Brownian motion.

List and characterize the three states of


Theory matter

Define freezing point, melting point and boiling point.

Identify the physical state of a substance at a specific temperature, given the melting point and the boiling point of the substance

Define melting, evaporation, freezing, sublimation and condensation as changes in state

Demonstrate these changes of state.

NEW topic and concepts in CAPS

Not in NCS Kinetic Molecular Theory

Describe a solid, a liquid, and a gas according to the Kinetic Molecular Theory in terms of particles of matter.

The Atom:

basic building

block of all

matter

(Atomic structure)

In the NCS:

• Models of the

atom.

Structure of the

atom: protons,

neutrons,

electrons.

• Atomic mass

and diameter

Models of the atom.

Identify five major contributions to the current atomic model used today.

What is the purpose of a model of the

atomic structure?

Atomic mass and diameter.

Show that the atom is mainly an empty space with the nucleus occupying a very small space in any atom (explain the α-particle scattering experiment).

Structure of the atom: protons, neutrons,

electrons.

Show that by removing electrons from an atom the neutrality of the atom is changed

Determine charge after removing

electrons from the atom.

Electron configuration.

Give electronic arrangement of atoms (up to Z=20) according to the orbital box diagrams (notation, (↑↓)) and the spectroscopic electron configuration notation (1s2, 2s2, 2p6, 3s2, 3p6, 4s2) (sometimes called Aufbau principle)

Describe atomic orbitals and the shapes of the s-orbitals and the p-orbitals.

In addition to the

concepts

mentioned in NCS,

CAPS included the

concepts of

Electron

Configuration


Sate Hund’s rule and Pauli’s Exclusion

Principle

Periodic Table Not in NCS The periodic table displays the elements in

increasing atomic number and shows how

periodicity of the physical and chemical

properties of the elements relates to atomic

structure.

Student should develop an understanding

about the importance of the periodic table in

Chemistry. Knowledge and concepts about

periodic trends of physical properties of some

elements are required.

The position of the elements in the periodic

table related to their electronic arrangements

Understand that elements in the PT are arranged in order of ascending atomic number

Appreciate the PT as a systematic way to arrange elements

Define the group number and the period number of an element in the PT

Relate the position of an element in the PT to its electronic structure and vice versa

Understand periodicity by looking at the following properties from the elements Li to Ar: density, melting points and boiling points, atomic radius, periodicity in formulae of halides, periodicity in formulae of oxides, and ionization energy.

What is the influence of periodicity on electron-affinity and electronegativity?

Define atomic radius, ionization energy,

electron-affinity and electronegativity

Similarities in chemical properties among

elements in Groups 1, 2, 17 and 18

Relate the electronic arrangements to the chemical properties of group 1, 2, 17 and 18 elements.

Former grade 11

topic in the NCS

NEW Topic [initially

in Grade 11 (NCS)


Describe the differences in reactivity of group 1, 2 and 17 elements,

Predict chemical properties of unfamiliar elements in groups 1, 2, 17 and 18 of the PT.

Indicate where metals are to be found on the periodic table.

Indicate where nonmetals are to be found on the periodic table.

Indicate where transition metals are to be

found on the periodic table.

Chemical

bonding

Not in NCS Interactions between matter generated

substances with new physical and chemical

properties. Covalent bonding, ionic bonding

and metallic bonding

Draw Lewis dot diagrams of elements.

Covalent bonding: sharing of electrons in the formation of covalent bond single, double and triple bonds. electron diagrams of simple covalent molecules, names and formulae of covalent compounds

Ionic bonding: transfer of electrons in the formation of ionic bonding, cations and anions electron diagrams of simple ionic compounds ionic structure as illustrated by sodium chloride

Metallic bonding

Sharing a delocalized electron cloud among positive nuclei in the metal.

Revise the cation and the anion table done in grade 9.

Revise the names of compounds.

Revise relative molecular mass for covalent molecules.

Revise relative formula mass for ionic

compounds.

New topic [and

was in NCS Grade

11]

NEW topic [and

was in NCS Grade

11]


Transverse

pulses on a

string or spring

In the NCS : Pulse

length,

amplitude, speed

Pulse, amplitude

Define a pulse

Define a transverse pulse

Amplitude

Define amplitude as maximum disturbance of a particle from its rest (equilibrium) position

Know that for a transverse pulse the particles

of the medium move at right angles to the

direction of propagation of the pulse.

Superposition of Pulses

Explain (using diagrams) how two pulses that reach the same point in the same medium superpose constructively and destructively and then continue in the original direction of motion

Apply the principle of superposition to pulses

CAPS put more

emphasis on the

definitions of

concepts. This

was not the case

in the NCS

Transverse

waves

Wavelength, frequency, amplitude, period,

wave speed;

Define a transverse wave as a succession of transverse pulses.

Define wavelength, frequency, period, crest and trough of a wave.

Explain the wave concepts: in phase and

out of phase.

Longitudinal

waves:

Not in NCS On a spring

Generate a longitudinal wave in a spring

Draw a diagram to represent a longitudinal

wave in a spring, showing the direction of

motion of the wave relative to the

direction in which the particles move

Wavelength, frequency, amplitude, period,

New topic


wave speed.

Define the wavelength and amplitude of a longitudinal wave

Define compression and rarefaction

Define the period and frequency of a longitudinal wave and the relationship between the two quantities. 1

fT

Use the equation for wave speed, v f to

solve problems involving longitudinal waves. Sound waves

Explain that sound waves are created by vibrations in a medium in the direction of propagation. The vibrations cause a regular variation in pressure in the medium.

Describe a sound wave as a longitudinal wave

Explain the relationship between wave

speed and the properties of the

medium in which the wave travels (gas,

liquid or solid)

New topic

Sound Not in NCS Pitch, loudness, quality (tone)

Relate the pitch of a sound to the frequency of a sound wave

Relate the loudness of a sound to both the

amplitude of a sound wave and the

sensitivity of the human ear

Ultrasound

Describe sound with frequencies higher than 20 kHz as ultrasound, up to about 100 kHz.

Explain how an image can be created using ultrasound based on the fact that when a wave encounters a boundary between two media, part of the wave is reflected, part is absorbed and part is transmitted.

Describe some of the medical benefits and

uses of ultrasound, e.g. safety, diagnosis,

treatment, pregnancy

Electromagnetic

Radiation

Dual (particle/wave) nature of EM radiation

Explain that some aspects of the behaviour


Not in NCS of EM radiation can best be explained

using a wave model and some aspects can

best be explained using a particle model.

New Topic

Nature of EM radiation

Describe the source of electromagnetic waves as an accelerating charge

Use words and diagrams to explain how an EM wave propagates when an electric field oscillating in one plane produces a magnetic field oscillating in a plane at right angles to it, which produces an oscillating electric field, and so on.

State that these mutually regenerating fields travel through space at a constant speed of 3x108m/s, represented by c.

. Application exercises on cognitive levels 1 to 3. Refer Physical Sciences Assessment Taxonomy (Appendix 1 in this document).

New topic

continued

Indigenous

Knowledge System

emphasised

EM spectrum

Given a list of different types of EM radiation, arrange them in order of frequency or wavelength.

Given the wavelength of EM waves, calculate the frequency and vice versa, using the equation: c f

Give an example of the use of each type of EM radiation, i.e. gamma rays, X-rays, ultraviolet light, visible light, infrared, microwave and radio and TV waves.

Indicate the penetrating ability of the different kinds of EM radiation and relate it to energy of the radiation.

Describe the dangers of gamma rays, X-rays and the damaging effect of ultra-violet radiation on skin

Discuss radiation from cell-phones

Nature of EM as particle – energy of a photon

related to frequency and Wavelength

Define a photon

Calculate the energy of a photon using

hcE hf

Where h = 6.63 x1034 J.s is Planck’s


constant,

c=3x108 m.s1 is the speed of light in a

vacuum

and is the wavelength.

Application exercises on cognitive levels 1 to 3. Refer Physical Sciences Assessment Taxonomy (Appendix 1 in this document).

Not in NCs

Detection of waves associated with natural disasters

Indigenous knowledge systems (IKS) Discuss qualitatively animal behavior related to natural disasters across at most two different cultural groups and within current scientific studies.

New Concept

Particles substances are made of Matter is described as anything that has mass and occupies space. All matter is made up of atoms. Atoms can combine to form compounds: molecular compounds (molecules) or ionic compounds (salts) or metals (copper or iron or …)

Charge conservation

State the principle of conservation of charge as: The net charge of an isolated system remains constant during any physical process. e.g. two charges making contact and then separating.

Apply the principle of conservation of charge

Know that when two objects having charges Q1 and Q2 make contact, each will have the same final charge:

1 2

2

Q QQ

,

after separation

NOTE: This equation is only true of

identically

sized conductors on insulating stands.

Charge quantization


State the principle of charge quantization

Apply the principle of charge quantization

Electric circuits Old NCS topic

emf,

Potential

difference

(pd) was

NOT

emphasize

in

NCS

emf, Potential difference (pd)

Know that the voltage measured across the terminals of a battery when no current is flowing through the battery is called the emf.

Know that the voltage measured across the terminals of a battery when current is flowing through the battery is called potential difference (pd).

Know that emf and pd are measure in volts (V)

These

FOUR

bullets

were

emphasised

in CAPS

PHYSICAL SCIENCE- NCS–CAPS TOPICS FOR TERM 1 AND 2


Matter and classification Particles substances are made of

States of matter and the kinetic molecular theory Physical and chemical change

The atom Representing chemical change

Periodic table Magnetism

Chemical bonding Electrostatics

Transverse pulses on a string of spring Electric circuit

Transverse wave

Longitudinal waves

Sound

Electromagnetic radiation

Waves legends and folklores


INFORMATION TECHNOLOGY


Programming language is high level language - Delphi

Programming language is low level - Scratch

All fundamentals still done in CAPS

System technologies

What are Information and Communication Technologies (ICTs)?

Define Information Technology

Overview of uses and examples of information within an organisation

Why is information useful?

What is an ICT system?

Overview of a general model of an ICT system: Convey data, manipulate data, store data

Example of an ICT system (familiar context, e.g. Point-of-Sales system, cell phones)

New topics

Describe computer management

New topics

Describe electronic communication

Overview of applications/tools to facilitate e-communication – purpose and uses (What is it? What is it used for?) − Email, Web

browser, File

New topics


Transfer Protocol (FTP), instant messaging, chat rooms, video conferencing and Voice over Internet Protocol (VoIP), RSS aggregator, Weblog, text, picture and video messaging

Internet and Communications technologies

− Types of Web sites, their purpose/what they offer and examples

− Portal, news, informational, business, Weblog (blog), Wiki, online social network, educational, entertainment, advocacy, Web application, content aggregator, personal

What is the World Wide Web consortium (W3C)?

New topics

INFORMATION TECHNOLOGY


Systems Technologies: Basic concepts of computing

Systems technologies:

Basic concepts of hardware

Basic concepts of system software

Data and information management Social implications

Social implications Solution development:


Software engineering principles

Introduction to solutions development using an introductory graphical programming tool

Solution development

Introduction to algorithms

Introduction to solution development using an introductory graphical programming tool

COMPUTER APPLICATIONS TECHNOLOGY


System Technologies Keyboarding skills were handles but not with a typing tutor

Typing Tutor should be used to teach learners keyboarding skills

CAPS introduces typing tutor which is freely available. CAPS emphasizes knowledge of the keyboard.

Basic file properties File extensions Well spelt out in CAPS

New technology USB, Firewire Well spelt out in CAPS

Benefits of computers

Economic reasons for using computers well spelt out

Solution development Auto correct and typography

CAPS put emphasis on typography CF pay little attention to typography

Term 2

System technology(output) New technology Blu Ray Well spelt out in CAPS

Solution development(Spreadsheet)

Error indicators: ######, #NAME! , #DIV, #N/A, #VALUE!, #NUM!

Not addressed on CF but implied in data validation and troubleshooting


COMPUTER APPLICATION TECHNOLOGY- TERM 1 AND 2 TOPICS


Systems Technologies:

Introduction to computers

Computer management

Hardware

Software

Systems technologies:

Hardware

Software

Computer management

Social implications: Theory Network technologies: Networks

Solution development: Word processing Social implications: Theory

Solution development:

Word processing

Spread sheets

Information management

CIVIL TECHNOLOGY

TOPIC NCS NCS-CAPS Comments

TERM 1

SAFETY

OHSA

Personal safety:

Safety attire from

head to foot

General safety: Hand

tools and power tools.

Safe storage and

housekeeping of

materials on site and

in the workshop.

Explanation of the

PAT document to

learners

OHSA

Personal safety:

Safety attire from

head to foot

General safety: Hand

tools and power tools.

Safe storage and

housekeeping of

materials on site and

in the workshop.

Explanation of the

PAT document to

learners

No Changes

GRAPHICS AND

COMMUNICATION

Use and care of the

following drawing

instruments: pencils,

eraser, T-square,

Use and care of the following drawing instruments: pencils, eraser, T-square, drawing board, protractor, scale rulers, set squares,

No Changes


drawing board,

protractor, scale

rulers, set squares,

compass , dividers,

drawing clips, paper

sizes. Line types

conforming to South

African National

Standards (SANS).

Scale drawings of

three-dimensional

and orthographic

drawings of objects

used in the built

environment.

compass , dividers, drawing clips, paper sizes. Line types conforming to South African National Standards (SANS). Scale drawings of three-dimensional and orthographic drawings of objects used in the built environment.

GRAPHICS AND

COMMUNICATION

Interpretation and

application of basic

symbols as used in

the drawing of floor

plans of single-storey

dwellings. Vertical

section through the

sub-structure of a

single-storey building.

Introduction to CAD.

Interpretation and

application of basic

symbols as used in

the drawing of floor

plans of single-storey

dwellings. Vertical

section through the

sub-structure of a

single-storey building.

Introduction to CAD.

No Changes

MATERIALS

Basic properties of

materials and

ingredients of

concrete and mortar;

hard and soft wood;

bricks; ferrous and

Basic properties of materials and ingredients of concrete and mortar; hard and soft wood; bricks; ferrous and non-ferrous metals and plastics used in the built environment.

No changes


non-ferrous metals

and plastics used in

the built

environment.

EQUIPMENT

Use, care,

maintenance and safe

handling of hand

tools:

Basic site equipment:

shovels; pick;

wheelbarrow; metal

pegs.

Measuring and

setting out tools: steel

tape measure,

straight edge, building

line, chalk line, steel

square (builders),

spirit level,

transparent pipe

level, dumpy level and

plumb bob.

Bricklaying tools:

brick trowel, float,

line block, club

hammer, brick

hammer, bolster, cold

chisel, jointing tools.

Use, care,


handling of hand

tools:

Basic site equipment:

shovels; pick;

wheelbarrow; metal

pegs.

Measuring and

setting out tools: steel

tape measure,

straight edge, building

line, chalk line, steel

square (builders),

spirit level,

transparent pipe

level, dumpy level and

plumb bob.

Bricklaying tools: brick trowel, float, line block, club hammer, brick hammer, bolster, cold chisel, jointing tools.

No changes

Practical Assessment task (PAT)

COMPLETION OF FIRST PHASE OF PAT

COMPLETION OF FIRST PHASE OF PAT

No changes

TERM 2


EQUIPMENT

Use, care,


handling of small

plant equipment:

concrete mixer; plate

compactor; portable

concrete vibrator and

jack hammer.

Use, care, maintenance and safe handling of small plant equipment: concrete mixer; plate compactor; portable concrete vibrator and jack hammer.

No Changes

APPLIED MECHANICS

Knowledge and

understanding of SI

units. The difference

between mass and

weight. Bow’s

notation. Graphic

determination of

solutions to problems

using parallelogram,

triangle and polygon

of forces. Introduction

to beams.

Calculation of

reactions with

maximum TWO point

loads without

Knowledge and

understanding of SI

units. The difference

between mass and

weight. Bow’s

notation. Graphic

determination of

solutions to problems

using parallelogram,

triangle and polygon

of forces. Introduction

to beams.

Calculation of reactions with maximum TWO point loads without

No Changes

CONSTRUCTION:

CONCRETE

Concrete: Application

and mixing

proportions of

ingredients set out in

a table for low,

medium and high

strength concrete.

Concrete: Application

and mixing

proportions of

ingredients set out in

a table for low,

medium and high

strength concrete.

The mixing area,

No changes


The mixing area,

equipment and tools

for mixing and placing

concrete. Different

methods of mixing

concrete: Advantages

and disadvantages of

hand mixing, machine

mixing and ready-

mixed concrete.

equipment and tools for mixing and placing concrete. Different methods of mixing concrete: Advantages and disadvantages of hand mixing, machine mixing and ready-mixed concrete.

CONSTRUCTION:

CONCRETE

Procedure to be

followed when

placing and

compacting concrete.

Methods of placing,

levelling and floating

concrete.

The materials,

reasons for and

methods of curing

concrete.

Procedure to be

followed when

placing and

compacting concrete.

Methods of placing,

levelling and floating

concrete.

The materials, reasons for and methods of curing concrete.

No changes

CONSTRUCTION:

CONCRETE,

MORTAR AND SCREED

The purpose,

procedure and

apparatus for

conducting slump and

cube test on concrete.

Analysis of the

outcomes of slump

tests. Mortar:

Purpose, uses,

ingredients, mixing

The purpose,

procedure and

apparatus for

conducting slump and

cube test on concrete.

Analysis of the

outcomes of slump

tests. Mortar:

Purpose, uses,

ingredients, mixing

No changes


methods and types of

jointing. Screed:

Purpose, uses,

ingredients, mixing

methods and

proportions, types,

preparation of

surfaces, placing,

thickness and finishes

of different types of

screeds, as well as

differentiation

between monolithic

and bonded screeds.

methods and types of

jointing. Screed:

Purpose, uses,

ingredients, mixing

methods and

proportions, types,

preparation of

surfaces, placing,

thickness and finishes

of different types of

screeds, as well as

differentiation

between monolithic

and bonded screeds.

CIVIL TECHNOLOGY – NCS-CAPS Term 1 and 2


Safety Equipment

Graphics and communication Applied mechanics

Materials Construction Concrete, Mortar and Screed

Equipment

ENGINEERING GRAPHICS AND DESIGN

TOPIC NCS Content CAPS Content Comments

TERM 1

Classroom and administrative management

All administrative structures put in place

All administrative structures put in place

No Changes

Introduction to Engineering Graphics and Design

The scope, educational and career opportunities related to EGD. Include human rights,

The scope, educational and career opportunities related to EGD. Include human rights,

No Changes


gender, inclusivity and HIV/AIDS issues

gender, inclusivity and HIV/AIDS issues

General drawing principles relevant to all types of lines

The correct use and care of drawing instrument

General lettering requirements as contained in the SANS guideline

General dimensions requirement

The correct use and care of drawing instrument

General lettering requirements as contained in the SANS guideline

General dimensions requirement

No Changes

Free-hand drawing The basic hand movements needed to draw proportional single, multi-view and pictorial drawings on plain paper and or grid sheets

The basic hand movements needed to draw proportional single, multi-view and pictorial drawings on plain paper and or grid sheets

No changes

Geometrical construction

Geometrical constructions

Regular polygons with 3,4,5,6 and 8 sides

Ellipse

Geometrical constructions

Regular polygons with 3,4,5,6 and 8 sides

Ellipse

No changes

Practical Assessment Task (PAT)

Design process Design process No changes

TERM 2

Mechanical Drawing 3rd Angle orthographic working drawings with non-sectional and sectional views of mechanical castings and objects from

3rd Angle orthographic working drawings with non-sectional and sectional views of mechanical castings and objects from

No changes


industry industry

Isometric Drawing Simple isometric drawings with isometric and non-isometric lines as well as auxiliary views.

Simple isometric drawings with isometric and non-isometric lines as well as auxiliary views.

No changes

PAT Phase one Phase one No changes

ENGINEERING GRAPHICS AND DESIGN – NCS-CAPS Term 1 and 2


General drawing principles relevant to all types of drawing

Mechanics

Free-hand drawing Isometric drawing

Setting up of a drawing sheet Practical assessment task

Geometrical construction

Scale

Practical Assessment task

LIFE SCIENCES

TERM 1

TOPICS NCS CAPS COMMENTS

Orientation to

Life Sciences

Orientation to Life

Sciences

No change

Inorganic

compounds

Inorganic compounds No change


LIFE AT

MOLUCULAR/CELLULAR

AND TISSUE LEVEL

Organic

compounds:

Organic compounds: No change

Nucleic acids Nucleic acids No change

Cell structure and

functions

Cell structure and

functions

No change

Plant Vs animal

cell

Plant Vs animal cell No change

Mitosis and role

of chromosomes

Mitosis and role of

chromosomes

No change

Plant tissues Plant tissues No change

Animal tissues Animal tissues No change

TERM 2

TOPICS NCS NCS-CAPS COMMENTS

LIFE PROCESSES IN

PLANTS AND ANIMALS

Organs: Leaf structure Organs: Leaf

structure

No change

Anatomy of dicotyledons Anatomy of

dicotyledons

No change

Transpiration and

translocation

Transpiration and

translocation

No change

Types of skeletons Types of skeletons No change

Functions of skeletons

and joints

Functions of

skeletons and joints

No change

Locomotion Locomotion No change

Voluntary skeletal

muscles

Voluntary skeletal

muscles

No change

Transport systems:

cardiac and pulmonary

system

Transport systems:

cardiac and

pulmonary system

No change

Lymph, diseases Lymph, diseases No change


MATHEMATICAL LITERACY


TERM 1

ALGEBRA Number and Operations in context

Numbers and calculations with numbers(Basic Skills Topic)

No change

FINANCE Taxation New content

MEASUREMENT Solving 3-D problems Measuring volume Grade 10 learners are not expected to perform calculations of volumes using appropriate formulae; rather emphasis must be placed on understanding the concept of volume and measuring volumes using appropriate measuring instruments.

TERM 2


FUNCTIONS Functional Relationships

Patterns, relationships and representations (Basic Skills Topic)

No change

FINANCE Interest: Learners were using formulae to calculate simple and compound interests

Interest: learners are expected to perform simple and compound interest calculations manually using a basic calculator, pen and paper, and/or spreadsheets.

Simple and compound formulae have been excluded in CAPS.

MEASUREMENT Perimeter, area and volume: Learners were expected to solve both 2-D and 3-D problems.

Perimeter, area and volume: Primary focus is on working with 2-dimensional shapes and

Content on solving 3-D (volume) problems has been excluded from CAPS.


calculations of perimeter and area of such shapes.

MATHEMATICAL LITERACY


Numbers and calculations with numbers Finance (financial documents and tariff systems)

Patterns, relationships and representations Measurement (measuring length, weight, volume, temperature )

Measurement (conversions and time) Maps, plans and other representations of physical world (scale and map work)

Probability

ELECTRICAL TECHNOLOGY

TOPICS NCS CAPS Comments

TERM 1 Occupational health and safety

1. Housekeeping 2. Unsafe Acts and 3. Unsafe Conditions 4. Basic First Aid

General Workshop Rules

Walkways, Store Areas, Other designated areas

Colour Codes Emergency Procedures

Evacuation Procedures

Principles of fire fighting

Reduction of content in NCS-CAPS

Tools and measuring instruments.

Describe the use and care of measuring instrument, tools and correct application.

Screwdrivers

Files

Pliers

Wire Stripper

Utility Knife

Soldering Iron

Solder Sucker

Electric Hand Drill

Describe the use and care of measuring instrument, tools and correct application.

Screwdrivers

Files

Pliers

Wire Stripper

Utility Knife

Soldering Iron

Solder Sucker

Electric Hand

No Change


Hack Saw and other relevant electrical technology equipment.

Drill

Breadboard

Hack Saw and other relevant electrical technology equipment

Basic principles of electricity

Principle of Electricity

Atomic Theory :

Theory of current flow.

Ohm's law and calculations

Series circuit as voltage divider.

Parallel circuit as a current divider.

Combination circuits. (4 components)

Specific resistance(no calculation)

Temperature coefficient.(negative and positive)

Verify ohms’ law, specific resistance , with reference to change in temperature

testing insulation and continuity

integration of safety and OHS act

None Content completely removed

Power sources Power source

batteries and cells and their internal resistance

Capacity and power (VA) rating

Basic Power Supply from Mains (Block Diagram)

No change, except that the basic power supply is from

the mains

Electronic components

Resistor

light dependent resistor

Capacitor

Inductor

Transformer

Calculation of:

Capacitors in series and parallel

Charges Transistor composition, symbol

New content


Diode

TERM 2

Electric circuit Single phase circuit

Electrical energy distribution

Fuses and circuit breaker

Earth leakage devices

lighting , plugs and switching circuit

Stove wiring

None Content completely removed

ELECTRICAL TECHNOLOGY


Occupational Health and Safety Electronic components

Tools and measuring instruments Electric circuit

Basic principles of electricity

Power sources

MECHANICAL TECHNOLOGY

TOPICS NCS NCS-CAPS Comments TERM 1

Occupational health and safety

Safety on the used of:

Different hand tools

Pedestal drill

Lathe

Milling machine

Bench grinder

Guillotine

Bending machine

Safety on the use of:

Power Saw: All machines and tools which are eletrical powerded

Electrical extentions

No change, except that electrical appliances are used

Tools Use and care of tools and measuring instruments

Spanners:

Sockets and

accessories

Pliers:

Chisels, hammers,

hacksaws, scribers,

punches, steel rulers,

Power saw Addition of Power Saw


engineering squares,

measuring tapes and

combination set

Screwdrivers:

Files,

Verniers

Outside micrometers –

50 mm

Materials Characteristics,

composition and use of:

Ferrous metals and

alloys:

Low, medium and

high carbon steel

Cast iron, grey cast

iron, white cast

iron

Stainless steel

(chromium),

manganese,

vanadium, titanium

and tungsten

Non-ferrous elements:

Copper, tin, lead,

zinc and

aluminium

Non-ferrous alloy

Yellow copper,

bronze, phosphor

bronze, white

metal, duralumin

Thermo-plastic

composites

Nylon; Teflon

None Content is completely removed

Terminology Cutting procedures for

the following:

Lathe

Parts and functions

Facing, parallel

turning and centre

drilling

Diameter turning

Applying facing and parallel cutting methods on a lathe to make a basic artefact according to instructions and/or basic drawings.

No change except that emphasis is on practical skills.


Milling machine

Parts and functions

Movements of

table

Identification of

the different types

of cutters (end

mills, flute cutters,

side and face

cutters, helical

cutters)

Drilling machine

Parts and functions

Applying manufacturing

processes such as facing

and parallel cutting

methods on a lathe to

make a basic artefact

according to instructions

and/or basic drawings.

TERM 2

Joining Method Using working

instructions and applying

to basic relevant joining

methods

Simple calculations on the size of drills and keyway sizes

New content.

Forces Different types of forces

found in engineering

components: Pulling force (tensile)

Compressive force

Shearing force

Basic calculations of

forces: Mathematical

calculations and graphical

solutions to determine (for

a maximum of two

forces):

Horizontal and

vertical components

of a force acting at an

angle

Triangle and

parallelogram of

forces

Resultant forces

Stress calculations

New content.


Moments found in

engineering components:

Definition - Moment =

force x perpendicular

distance

Basic calculations on

simple acting levers such

as a spanner used to

tighten a nut or bolt

Basic principle and calculations of stress: Definition: Stress = force per square

unit of surface

Stress in a:

Square bar

Round bar

Performing basic tests on various mechanical principles Testing of concepts: Forces, pressure and

torque using gauges,

meters and instruments

MECHANICAL TECHNOLOGY – NCS Term 1 and 2


Safety Joining method

Tools Forces

Materials

Terminology

BUSINESS STUDIES


Micro environment

In NCS

The nature /purpose/rights and

Same as in NCS, but expanded in CAPS.


responsibilities of the National credit Act 34 of 2005 and the National Consumer Protection Act 68 of 2008 and how they impact on the purchasing and marketing functions.

o Quality in the Human Resource function.

o Quality products. o Quality administration

processes. o Quality and healthy

financial function. o Quality management. o Quality promotion of

business image and its impact on various business structures.

Business sectors In NCS

The difference between public and private sectors The difference between formal and informal sectors


Contemporary socioeconomic issues

In NCS

Social Responsibility

Corporate social responsibility


Entrepreneurial qualities

Not in NCS Desire for responsibility, risk taker, perseverance ,good management and leadership , confidence in one’s ability to succeed ,high levels of energy ,passion ,big dreams with clear vision ,exceptional organizational skills ,high degree of commitment ,flexibility and willpower to overcome obstacles

New Content

Forms of Not in NCS Definition of various New content


Ownership forms of ownership.

Characteristics of forms of ownership

Advantages and disadvantages of forms of ownership.

Differences between the following forms of ownership:

─ Sole Proprietor ─ Partnership ─ Close Corporation ─ Non-Profit

Company ─ Profit Companies

o Private company

o Personal Liability Company

o Public Company

o State- owned Company

Co-operatives

Summary:

Under the topic Micro Environment taught in term 1 which is not new there is new

additional information in NCS-CAPS. Under the topic Business sector, to be taught in term1

there is new information added in NCS-CAPS.

Three topics namely: Social responsibility, Entrepreneurship qualities and Forms of

ownership are new topics planned to be taught during Term 2

BUSINESS STUDIES -– NCS Term 1 and 2


Micro environment Contemporary socio-economic issues

Market environment Social responsibility

Macro environment Entrepreneurship qu8alities


HOSPITALITY STUDIES

NCS NCS-CAPS

TERM 1 Sectors and careers Sectors and careers (extra information included)

TERM 1 Nutrition and menu planning

Nutrition and menu planning (extra information included)

TERM 2 (PAT) Food commodities

Pancakes

Waffles

Crumpets

TERM 2 Food and beverage Food and beverage services

HOSPITALITY STUDIES

Interrelationship between environments Forms of ownership

Business sectors


Sectors and Careers

What is Hospitality Studies?

Food and beverage establishments

Food and beverage service

Mise-en-place in the restaurant

Table setting

Service and clearing techniques

Kitchen and Restaurant operations

Appliances, equipment and utensils in the kitchen and restaurant

Commodities

Pancakes, waffles and crumpets

Eggs

Cereal

Dairy products

Tea and Coffee

Hygiene

Personal hygiene

Hygiene on food premises

Waste management

Kitchen pests.


Recipes

Mise-en-place in kitchen

Nutrition and menu planning

South African Food Pyramid


Cooking methods

Commodities


TOURISM

Learning Outcomes (NCS) versus Topics (CAPS) NB: There is no content in the CAPS document that has not been referred to in some way or another in the NCS. The NCS document is somehow vague, open to different interpretations, and often unspecific with regards to teachable content. The CAPS document has attempted to remedy this by being explicitly specific about teachable content.The content has, however, been modernised. Many new tourism trends and technology used in tourism has been included. Outdated and unnecessary content has been omitted.

(NEW) CONTENT

TERM 1 1. Different modes of transport (content modernized/improved) 2. Different types of accommodation establishments (content

modernised/improved) 3. Concepts and terminology used in accommodation establishments

(Concepts & In-room technology ) (New) 4. Food and beverage establishments 5. Attraction sector (content modernised/improved) 6. The structure of the South African tourism industry (not in depth) 7. Technology used for payment in South Africa (New)

TERM 2

1. Map terminology and map symbols (content modernised/improved) 2. Different types of maps in tourism contexts 3. South Africa and the SADC countries (content

modernised/improved) 4. Domestic tourism (New) 5. Domestic tourism statistics ( Not in depth)

TOURISM

Scones and muffins

Fruits


Tourism sector

Introduction to tourism

Types of tourists and tourist’ profiles

Different modes of transport

Different types of accommodation establishments

The South African grading system for accommodation establishments

Map work and Tour planning

Map terminology and Map symbols

Different types of maps in a tourism context

Location tourists’ attractions on a map of South Africa

Distance indicators and


GEOGRAPHY

TERM NCS NCS - CAPS COMMENTS

ONE THE ATMOSPHERE Composition and structure Heating of the atmosphere Moisture in the atmosphere Macro/meso weather systems over Africa The impact of weather systems on vegetation and human activities. The impact of humans on the atmosphere and weather Deserts. Application of Geographical skills and techniques.

THE ATMOSPHERE Composition and structure of the atmosphere. Heating of the atmosphere Moisture in the atmosphere Reading and interpreting synoptic weather maps. Application of geographical skills and techniques, e.g. GIS, fieldwork and practical work and using Atlases.

The content has been greatly reduced in the current CAPS, the bolded content in the NCS CONTENT column indicates the sections that have been left out. There has been no additional new content.

TWO The structure and changing landforms of the Earth. Internal forces: plate tectonics, faulting, earthquakes and volcanism. External forces: weathering and erosion Influence of weathering and erosion on human activities. Significance of resultant landforms. Rock types, formations, characteristics, uses and associated landforms. Application of geographical skills and techniques.

The structure of the earth. Plate tectonics. Folding and faulting. Earthquakes. Volcanoes Application of Geographical skills and techniques to the content above.

The external forces that shape the face of the Earth have been removed. The only additional content is the sub topic, ‘Folding’

GEOGRAPHY -– NCS Term 1 and 2

Concepts and terminology used in accommodation establishments

Food and beverage establishments

Attraction sector

Structure of South African Tourism Industry

o Public Sector o Private Sector

Domestic, Regional and International Tourism

tables Domestic, Regional and International Tourism

Domestic tourism

Domestic tourism statistics


GENERAL FINDINGS

The content contained in the NCS (Grade 10-12) and NCS-CAPS Grade (R-12) is the same in

most of the subjects except in Business Studies and Physical Sciences. In Business Studies

most of Grade 12 content has been shifted to Grade 10 Terms 1 and 2. In Physical Sciences

new content has been introduced. It should be noted that in 2012, schools were supplied

with Mathematics and Physical Sciences CAPS compliant Textbooks.

Since there is no substantial differences between the NCS (Grade 10-12) and NCS-CAPS

Grade (R-12) content most schools used the NCS (Grade 10-12) Textbooks which were

supplied to them by the Department and which they have been using in Grade 10 since the

phasing in of NCS (Grade 10-12).

The analysis of the responses on the curriculum gap provided by schools indicates that the

majority of schools were able to cover term 1 and 2 NCS-CAPS content. However, there are

schools which have indicated topics in terms 1 and 2 which are contained in both NCS

(Grade 10-12) and NCS-CAPS (Grade R-12) that they were not able to cover. Their inability to

cover these topics is not due to lack of CAPS compliant Textbooks as these topics are

contained in the NCS (Grade 10-12) Textbooks but largely due the teachers’ own content

gaps.

The catch-up plan will focus mainly on new content identified in each subject. In addition

the Department will also factor in content from term 1 and 2 that teachers identified as

difficult.

CATCH-UP IMPLEMENTATION PLAN


The Atmosphere

Composition and structure

Heating

Moisture

Reading and interpreting Geographical skills and techniques

Using Atlases

Field work and practical work

Geomorphology

Structure

Plate tectonics

Folding faulting

Earthquakes

Volcanoes Geographical skills and techniques

Using Atlases

Map work skills

1:50 000 topographic maps


The Grade 10 catch-up implementation plan is based on the information received from

schools and an analysis of the NCS (Grade 10-12) and the NCS-CAPS (Grade R-12) content

done by Subject Specialists. The catch-up plan will consist of subject guides for both learners

and teachers.

This approach was adopted because face to face teaching during the winter recess is not

viable as Grade 11 teachers will be receiving training on CAPS which they have to introduce

in 2013. A substantial number of Grade 10 teachers also teach Grade 11 and 12 classes. The

subject guides will cost approximately R61m for development and printing. The

implementation will begin from 01 to 31st August 2012. Schools that have not completed

term 1 and 2 content will be expected to infuse the content from the guides in their

teaching. The Department will monitor and support the implementation of this catch-up

plan in those schools that have not completed term 1 and 2 work/ content.

GRADE 10 CATCH UP PLAN - Home - SECTION27

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Transcript of GRADE 10 CATCH UP PLAN - Home - SECTION27