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SECONDARY SCHOOL IMPROVEMENT PROGRAMME (SSIP) 2016

GRADE 12

SUBJECT: GEOGRAPHY

TEACHER’S GUIDE

( to 19)

© Gauteng Department of Education

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PRE TEST AND POST TEST:The SSIP sessions will commence with a Pre test, which covers the subject content topics in Session 10 to 13. The tests must be handed to the learners and answers must be written on a sheet of paper with their name.

The SSIP programme will conclude with a Post Test, which will again cover the subject content in Sessions 10 to 13.

PLEASE ensure that learners adhere strictly to the time limit of 40 minutes.

Mark Sheet:You will be required to provide a mark sheet for all the learners in your SSIP class, that indicates their pre test and post test marks. This mark sheet must be submitted to the SSIP Co-Ordinator at your venue, at the end of the SSIP holiday programme.

PRE AND POST TEST MEMO:SESSION NO 10 & 11: SETTLEMENT GEOGRAPHY QUESTION 1: 1.1 F (1)1.2 A (1)1.3 C (1)1.4 E (1)1.5 D (1)1.6 B (1)1.7 H (1)1.8 G (1) 8 x 1 (8)

QUESTION 2: 2.1 C (1)2.2 H (1)2.3 D (1)2.4 G (1)2.5 B (1)2.6 E (1)2.7 A (1)2.8 F (1) 8 x 1 (8)

QUESTION 3: 3.1 Unemployment (1)

Farming areas not productive (1)Natural disasters e.g. drought/flood (1)[ANY ONE – ACCEPT OTHER PUSH FACTORS] (1)

3.2 Not economically active/ Poor people [ACCEPT OTHER LOGICAL ANSWERS] (1)

3.3 Push factor (1)


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3.4 Pull factor (1)3.5 decrease (1)3.6 rural depopulation (1)3.7 increase (1) (7 x 1) (7)

QUESTION 44.1 B (1)4.2 A (1)4.3 B (1)4.4 D (1)4.5 C (1)4.6 A (1)4.7 D (1) (7 x 1) (7)

SESSION NO 12: ECONOMIC GEOGRAPHY – PRIMARY ACTVITIES QUESTION 1: 1.1 Tertiary sector / Finance, real estate and business services (1)1.2 Services / finance / real estate and business services (1) 1.3 7.4 % (1)1.4 Mining and quarrying (1)1.5 Secondary (1)1.6 Manufacturing (1)1.7 Gross Domestic Product (1) (1 x 7) (7)

QUESTION 2:2.1 Tertiary sector (1)2.2 2012 (1)2.3 Primary sector (1)2.4 2009 (1)2.5 Strikes (1) in the Western Cape region in 2013 (1) / Violence on farms (1)

Poor farming methods (1) Low rainfall (1)ACCEPT POSSIBLE ALTERNATIVES

2.6 2 – 3 (1)2.7 Quaternary / Quaternary activities (1) (7 x 1) (7)

SESSION 13: ECONOMIC GEOGRAPHY - SECONDARY AND TERTIARY ACTIVITIES

QUESTION 3: 3.1 communal farming (1)3.2 petrochemical industry (1)3.3 by-products (1)3.4 threshold population (1)3.5 mass production (1)3.6 ubiquitous industries (1)3.7 sphere of influence (1) (7 X 1) (7)


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QUESTION 4: 4.1 large (1)4.2 footloose (1)4.3 PWV (1)4.4 Centralisation (1)4.5 positive (1) 4.6 GNP (1)4.7 IDZˈs (1)4.8 GEAR (1) (8 x 1) (8) TOTAL: 60

SESSION 12: ECONOMIC GEOGRAPHY – PRIMARY ACTIVITIES

DO NOT RETEACH THE CONTENT. There is not enough time to do that and to practice exam questions.

The SSIP classes aims to assist learners to become confident to write the NSC exams. For that reason the main focus should be on answering a number of previous exam questions so that learners know what to expect when they write exam.

In the exams, the addendum and the question paper are two separate documents. In these notes the addendum piece is placed before the questions. The idea is that learners must first understand the addendum piece before attempting the questions. The present trend in exams seems to give simplistic drawings or tables with the minimum information on. Start by explaining the FIGURE on which the questions are based. Identify the action verbs and explain to learners what this verb requires from them. The list of verbs and what is expected is given in a previous learner session on Geomorphology, but for you benefit, it is given below again.

VERB MEANING SUGGESTED RESPONSE

Account to answer for - explain the cause of - so as to explain why

Full sentences

Analyse to separate, examine and interpret critically Full sentences

Full sentences

Annotate to add explanatory notes to a sketch, map or drawing

Add labels to drawings

Appraise to form an opinion how successful/effective something is

Full sentences

Argue to put forward reasons in support of or against a proposition

Full sentences

Assess to carefully consider before making a judgment

Full sentences

Categorise to place things into groups based on their characteristics

One-word answers/phrases

Classify to divide into groups or types so that things with similar characteristics are in the same

One-word answers /phrases


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group - to arrange according to type or sortComment to write generally about Full sentencesCompare to point out or show both similarities and

differencesFull sentences

Construct to draw a shape A diagram is required

Contrast to stress the differences, dissimilarities, or unlikeness of things, qualities, events or problems

Full sentences

Create to develop a new or original idea Full sentencesCriticise to make comments showing that something is

bad or wrongFull sentences

Decide to consider something carefully and decide what should be done

Full sentences

Defend to say things to protect something Full sentencesDefine to give the concise and clear meaning Full sentencesDevise to invent a method to do something Full sentencesDemonstrate

to show or make clear - to illustrate and explain - to prove by reasoning and evidence - examples can be given

Full sentences

Describe to list the main characteristics of something - give an account of

Full sentences

Develop to successfully develop and create a new method/idea

Full sentences

Differentiate to show the difference between things Full sentencesDiscriminate to recognise the difference between things Full sentencesDiscuss to examine by means of argument, presenting

both sides and reaching a conclusionFull sentences

Distinguish to recognise the difference between things Full sentencesDraw to show by means of a sketch A diagram is

requiredEvaluate to make an appraisal or express an opinion

concerning the value - to define, analyse and discuss

Full sentences

Examine to look at something carefully - to analyse and discuss

Full sentences

Explain to make clear, interpret and spell out the material you present

Full sentences

Find to make a formal decision about something Full sentencesFormulate to express an idea/opinion in a carefully

organised wayFull sentences

Give to state facts without discussions One-word answersIdentify to give the essential characteristics of - to

nameOne-word answers

Illustrate to show what something is like - to show that Full sentences


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something is trueInterpret to give an explanation of - to give the meaning

ofFull sentences

Investigate To try to find the facts about something Full sentencesJustify List to write an itemised series of concise

statements to prove or give reasons for decisions or conclusions, using logical argument

Full sentencesOne-word answers

Locate to find the exact place where something is One-word answersMention providing relevant facts Full sentencesName to state something - give, identify or mention One-word answersOutline give a summary, using main points and

leaving out minor detailsFull sentences

Plan to think carefully about a series of actions that you need to take in order to achieve something

Full sentences

Predict to say what you think will happen - to foretell - to say in advance

Full sentences

Prioritise to place in order of importance One-word answersPropose to suggest a plan - to make a formal

suggestionFull sentences

Provide to state facts without discussions Full sentences/ one-word answers

Question to have or express doubts about something Full sentencesRate to consider that something has a particular

quality or achieved a particular quality/levelFull sentences/ one-word answers

Recall to remember something Full sentences/ one-word answers

Recognise to accept that something is true or important - to give approval to something

Full sentences/ one-word answers

Recommend to advise that something should be done Full sentencesReport to produce an official statement or

written documentFull sentences

Select to choose something from a greater whole One-word answersSketch to illustrate with a simple drawing A diagram is

requiredSolve to find a solution to something that is causing

difficultiesFull sentences

State to present information plainly without discussion

One-word answers

Suggest to propose an explanation or solution Full sentencesShow to make clear - to point out - to explain Full sentencesSupport to show that an idea/statement is true Full sentencesTabulate to group like terms or activities under specific

headingsOne-word answers/phrases


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Tell to recognise something as a result of knowledge

One-word answers

Test To examine something to find out if it is satisfactory or has a specific quality

Full sentences

Use To do something using a specific skill or method

Full sentences

Value to consider the importance/worth of something Full sentencesVerify to check/prove that something is correct Full sentencesWrite to create a formal document Full sentences

SECTION A: TYPICAL EXAM QUESTIONS

HINT TO TEACHER: Due to the choices that learners must make in the exam, it involves a lot of

reading. This cuts the actual time to answer a 15 mark questions to 10 minutes. Time learners to get them to spend the correct amount of time per questions. If they finish before the allocated time, it means that they did not answer the questions properly.

Let learners add labels and descriptions to the FIGURE before answering the questions. Start by clearly understanding the heading. Highlight important facts.

Add trend lines to the column graph in this case. Read the extra information carefully and make sense of it. Explain to learners what each question experts of them, without giving them the

direct answer. The cognitive level has been indicated in this example. Now allow learners just enough time to complete the questions. Let the learners mark the first question to correct their attempts. Allow them to ask questions to clear any misinterpretations of the questions. This process should be followed with the first two questions, but then learners

should become less dependent on the tutor and should do this by themselves. If you notice that learners do not read the entire question properly, let them

underline or highlight the last word and emphasise that they should read everything properly until the last word. This develops a habit to assist them to read the question properly.

Refer to FIGURE below showing the contribution of agricultural products to South Africa's economy.


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QUESTION 1: 12 Minutes 15 Marks (NSC Nov 2014)

1.1 Did South Africa import or export more agricultural products in (Level 2)2011/2012? (1 x 1) (1)(Read information from table above. Use a ruler for accuracy)

1.2 Under which economic sector does agricultural production fall? (Level 1)(Recall from studying – or look up in notes and remember this.) (1 x 1) (1)

1.3 By what percentage did South Africa's exports of agricultural products increase between 2010/2011 and 2011/2012? (1 x 1) (1)(Calculate from information on table.) (Level 2)

1.4 State TWO benefits for the South African economy of a strong home market in terms of agricultural production. (2 x 2) (4)(Recall from studying – or look up in notes and remember this.) (Level 1)

1.5 Suggest TWO ways in which agricultural activities contribute to the (Level 2)development of infrastructure in South Africa. (2 x 2) (4)(Use what you studied and come up with a new sensible answer for this question. This is a synthesis questions and therefore the answer will probably not be just like this in a textbook or notes. )

1.6 Evaluate how unreliable rainfall contributes to food insecurity. (2 x 2) (4)(Use what you studied and come up with a new sensible answer for this question. This is a synthesis questions and therefore the answer will probably not be just like this in a textbook or notes. Look at the two key words to answer the question properly. Make sure that learners know what the key words mean and then let them come up with answers.) (Level 3)


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HINT TO TEACHER: Due to the sensitivity of some issues in Geography, teachers, tutors and learners

must show that they are not bias and can look at complex issues from an objective point of view. The next question is based on the Marikana mining strikes and should be handled in such a way.

Read the extract given carefully and highlight important facts. STAY CLEAR FROM POLITICS!!! ALSO IN THE ANSWERS PROVIDED. Stick to Geographic concepts and contend in the discussion and the answers. Identify the action verbs and underline them in the questions. Identify key concepts in the questions and explain them if necessary. Or even

better let learners look it up in the notes, if they don’t know the terms. Make sure that the answers are sensible and practical and not just general

politicking. E.g. the government must give…, cannot be the answer to all problems in South Africa.

Take note of exclusions in the question that may not be used in the answer – e.g. question 2.3 Besides …

QUESTION 2: 15 MARKS 12 MINUTES (NSC NOV 2014)

THE FIGURE BELOW captures the instability at Lonmin's Marikana mine. The instability has had a negative impact on South Africa's GDP.

2.1 What initiated the Marikana strike? (1 x 1) (1)

2.2 State TWO safety hazards that the miners are exposed to. (2 x 1) (2)

2.3 Besides industrial activities, discuss why the instability at Lonmin's Marikana mine will impact negatively on the GDP. (3 x 2) (6)

2.4 How can the owners (Lonmin) of the Marikana mine improve working conditions at the mine? (3 x 2) (6)


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HINT TO TEACHER: Read the introductory statement properly – it refers to food security, but the

questions refer to food insecurity. Let learners take note of this. Geography is a language intensive science and therefore learners must

understand the meaning of words and terms used in the subject. This is one of the major reasons why learners do not perform well in exams. Take time to explain the English that learners must know to understand the questions.

QUESTION 3: 12 MINUTES 15 MARKS (NSC NOV 2015) On national level, 45,6% or approximately two out of four households in South Africa are food secure.

3.1 Define the term food security. (Recall form studies.) (1 x 1) (1)

3.2 Give the percentage of the South African population that is food insecure. (For this the learners need to do a calculation to get the answer from what is given in the introduction.) (1 x1) (1)

3.3 Discuss TWO natural factors that contribute to food insecurity. (2 x 2) (4)(Full sentences, explain what natural factors are.)

3.4 Write a paragraph of approximately EIGHT lines in which you propose measures that can be put in place to improve food security in South Africa.

(4 x 2) (8)HINT TO TEACHER: In this questions two concepts are combined, namely cattle farming and informal

business. This is not new in Geography and learners are expected to draw on the combination of what they learnt to be able to answer the questions. Informal in this case means not regulated and even to some extent not registered for tax and health purposes.

Read the article and highlight important facts. By now the learners must be able to do this on their own. Stop spoon feeding them and allow them to gain independence.

Underline the key concepts in the questions as well as the action verbs. Many of the answers may come from the article, but not all should. Take note of the mark allocation – one fact per mark if single marks and one fact

elaborated on in the case of double marks.

QUESTION 4: 12 MINUTES 15 MARKS (NSC NOV 2015)

Study the FIGURE below based on cattle farming and answer the questions that follow.


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4.1 Why, according to the article, is South Africa's beef production not at the same level as that of other countries? (Level 1) (1 x 1) (1)

4.2 Why is there a need to increase beef production in future? (1 x 1) (1)(Level 2)

4.3 Why does South Africa have such a large informal cattle farming sector? (Level 2) (1 x 2) (2)

4.4 Suggest TWO ways in which the South African government can assist informal cattle farmers to improve their productivity levels. (2 x 2) (4)

(Level 3)

4.5 State TWO environmental concerns associated with cattle farming.(Level 2) (2 x 2) (4)

4.6 Besides being a source of food, give ONE other reason why the beef industry is important to the South African economy. (Level 2) (1 x 2) (2)


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SESSION 13: ECONOMIC GEOGRAPHY – SECONDARY AND TERTIARY SECTOR

HINT TO TEACHER: Use the same method describe in session 12 to assist learners to do the exam questions below in the SSIP class. The homework questions must be attempted independently by the learners to gain confidence. Advise them to form study groups to work out the homework questions.

SECTION A: TYPICAL EXAM QUESTIONS

QUESTION 1: 15 Marks 12 minutes (NSC NOV 2014)

Read the extract in FIGURE below on spatial development initiatives (SDIs).

1.1 What is a spatial development initiative (SDI)? (1 x 1) (1)

1.2 Discuss the importance of SDIs for economic development in South Africa. (2 x 2) (4)

1.3 Give ONE reason why the infrastructure around the newly developed SDIs needed to be upgraded. (1 x 2) (2)

1.4 With reference to ONE SDI that you have studied, explain in a paragraph of approximately EIGHT lines how improved infrastructure supported tourism and how it has led to the upliftment of the local community. (4 x 2) (8)

HINT: There are two parts that this questions ask learners to refer to. To get the maximum marks the must refer to both improved tourism and upliftment of the community. Assist them to come up with answers for both concepts.


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HINT TO TEACHER: Read the introductory sentence properly as it sets the scene for the line of

questioning. Make sure that the learners know both the concepts and the English used in the

questions. (See underlined words in questions.) Highlight the action verbs in the questions. Let learners not dot the questions within the required time given. Mark the questions with the learners and allow for questions to clarify any

misinterpretation of questions.


South Africa's informal sector is growing at a rate of 7,7%, making it the fastest growing economic sector. This is closely linked to unemployment.

2.1 Define the concept informal sector. (1 x 1) (1)

2.2 State the percentage by which the informal sector is growing in South Africa. (1 x 1) (1)

2.3 Give ONE example of informal trading. (1 x 1) (1)

2.4 Give a possible reason why there has been such a rapid increase in the informal sector in South Africa recently. (1 x 2) (2)

2.5 Why are people in the informal sector reluctant to apply for trading permits? (1 x 2) (2)

2.6 In a paragraph of approximately EIGHT lines, prepare a response from the City Council to explain why it is necessary to have trading permits. (4 x 2) (8)

HINT TO TEACHER: Take note of the heading of the diagram as it identify the process illustrated in

the diagram. This industry (bakery) produce convenient perishable product and therefore needs to be near to its marker.

Study the diagram and make sure learners understand the labels and the process illustrated. The household and bakery represent many instances of this.

In this case the words are not necessarily geographic terms, but learners must understand that Geography is not isolated from other fields of study. Learners should use dictionaries to look up these words, printed or digital.

Make sure that the learners know both the concepts and the English used in the questions. (See underlined words in questions.)

Highlight the action verbs in the questions. Let learners not dot the questions within the required time given. Mark the questions with the learners and allow for questions to clarify any



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Refer to the FIGURE below showing a market-orientated secondary economic activity, and answer the questions that follow.

3.5.1 Define the term secondary economic activity. (Level 1) (1 x 1) (1)

3.5.2 What is a market-orientated industry? (Level 1) (1 x 1) (1)

3.5.3 Why is this bakery market orientated? (Level 2) (1 x 2) (2)

3.5.4 State TWO characteristics of the bakery that make it a light industry.(Level 2) (2 x 2) (4)

3.5.5 Discuss TWO factors that are likely to influence production costs at this bakery. (Level 3) (2 x 2) (4)

3.5.6 Explain the economic importance of light industries for the economy of South Africa. (Level 2) (2 x 2) (4)

HINT TO TEACHER: Level 1: Recalling information from class or textbook studying. (25% of paper.) Level 2: Application and understanding of new situations drawing on

knowledge. (50% of paper.) Level 3: Analysis, Synthesis and prediction – come up with solutions. (25%)


Consumer: a person who purchases goods and services for personal useExpenditure: spending fundsWages: a fixed regular payment earned for work or services, typically paid on a daily or weekly basisRent: a tenant's regular payment to a landlord for the use of property or landDividends: a sum of money paid regularly (typically annually) by a company to its shareholders out of its profits

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HINT TO TEACHER: The map and key below gives you an idea of the planned developments of the

Eastern Cape Spatial Development Initiative. Let learners go through the information in their notes, Mind the Gap or textbook, before answering these questions.

The second map give you an idea of the towns, cities, roads, dams and tourist attractions in the Eastern Cape linked to the SDI.

Highlight the action verbs in the questions. Let learners now do the questions within the required time given. Mark the questions with the learners and allow for questions to clarify any


The Spatial Development Initiative (SDI) programme is a short-term investment strategy that aims to unlock inherent economic potential in specific spatial locations in southern Africa. The programme uses public resources to promote private sector investment in regions with a high potential for economic growth. There are currently 10 SDI’s in southern Africa of which 8 are listed below.

1. The Lubombo SDI (named after the Lubombo Mountains, which run through an area of south-east Africa that includes eastern Swaziland, southern Mozambique and the northern part of South African province of KwaZulu/Natal)

2. The West Coast SDI 3. The Fish River SDI (includes the coastal cities of Port Elizabeth and East

London) 4. The Maputo Corridor (spans Gauteng and Mozambique, includes the

transport infrastructure, investments in industry, agriculture and tourism) 5. The Wild Coast SDI (a 280 kilometre stretch of stunningly beautiful Indian

Ocean coastline in South Africa's Eastern Cape province) 6. The Platinum SDI (includes South Africa (northern Gauteng province and

North-West Province) and Botswana (the town of Lobatse) 7. Phalaborwa SDI (create better access between the Port of Maputo and mining

potential in and around Phalaborwa and the agricultural projects near Xenon in South Africa's Northern Province)

8. The Richard’s Bay SDI (the Richards Bay-Empangeni area in northern KwaZulu/Natal) (SDI 2000).

These SDI’s have 518 potential investment opportunities valued at R115.4 billion and which will create 118 000 new jobs (SDI 2000).

EASTERN CAPE SDI The Integrated Wild Coast Development Programme and its constituents such as the upgrading of the Mthatha airport, the N2 Wild Coast Highway and the Umzimvubu Catchment Development will boost this Eastern Cape region’s economy by a conservative R40bn over the next decade.

This will have a massive economic impact in a region where, for the whole of the Eastern Province, the Human Sciences Research Council estimated that the poverty


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gap was R14.8bn in 2001 with 72% of the province below the poverty line. Poverty estimates are calculated using a poverty line that varies according to household size. A household of four people had a poverty income of R1 290 per month in 2001.

The poorest municipality in South Africa is Ntabankulu in the Eastern Cape (in the wild coast region), where 85% of its residents live below the poverty line. Seven of the ten poorest municipalities are located in the Eastern Cape.


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Study the FIGURE below showing a map of economic development in the Eastern Cape. Answer the questions that follow.

4.1 The industrial region of the Eastern Cape earns about 9% of the total earnings in South Africa.(a) Name any TWO industries that the Eastern Cape economic region is

famous for. (Level 1) (2 x 1) (2)

(b) State TWO factors favouring the location of the Eastern Cape industrial region. (Level 2) (2 x 2) (4)

(c) Give ONE reason why the Eastern Cape economic region contributes the least to the total earnings of South Africa. (Level 1) (1 x 2) (2)

4.2 Evaluate the role of the Wild Coast SDI in the economic upliftment of people living in the Eastern Cape. (Level 3) (4 x 2) (8)

HINT TO TEACHER: Learners must use the same method to work through the homework questions.

Advise them to start a study group with 2 or 3 friends to assist each other.


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