Senior Phase
SOCIAL SCIENCES
  General comment:

In the Senior Phase, there are eight Learning Programes based on the Learning Area Statements. Time allocations for each Learning Area are prescribed for all Grades and Phases. 		 
  Social Sciences:

Definition

The Social Sciences Learning Area studies relationships between people, and between people and the environment. These relationships vary over time and space. They are also influenced by social, political, economic and environmental contexts, and by people’s values, attitudes and beliefs.

The concepts, skills and processes of History and Geography form key elements of the Social Sciences Learning Area in the school curriculum. Environmental education and human rights education are integral to this Learning Area.

The Social Sciences Learning Area is concerned both with what learners learn and how they learn and construct knowledge. Learners are encouraged to ask questions and find answers about society and the environment in which they live.

This Learning Area contributes to the development of informed, critical and responsible citizens who are able to participate constructively in a culturally diverse and changing society. It also equips learners to contribute to the development of a just and democratic society.

HISTORY
In the Senior Phase learners can access and place historical information within historical context. For example, they can place events, people and changes in the periods of history studied within a chronological framework, reach valid conclusions based on comparisons, and relate these conclusions to their historical contexts.

Learners can identify categories of causes and effects - such as immediate and long-term, direct and indirect - and explain and analyse the reasons for and results of events in history. They demonstrate a more critical understanding of the reliability and usefulness of sources (e.g. they can identify omissions, bias and stereotypes), of historical interpretation (e.g. values and methods of investigation of the historian), and of the use and abuse of history (e.g. the influence of issues of race, class and gender on the way history has been written). In short, learners are able to explain and demonstrate why history is not neutral or objective.

They also demonstrate a critical knowledge and understanding of change and progress, and of the causes and importance of events. At the end of this Phase, and with increasing confidence, learners should be able to debate historical issues, and produce well-structured pieces of historical narrative, description and explanation, giving their own interpretations of sources within the context of the South African Constitution and the Universal Declaration of Human Rights. They can initiate and establish history projects (e.g. oral history projects and community archives), making use of various forms of information available to them.

Learning Outcome 1 has been designed to facilitate natural integration and links between History and Geography within the Social Sciences Learning Area. Natural links also occur between some of the Assessment Standards of the other Learning Outcomes and the knowledge focus areas.

GEOGRAPHY
In the Senior Phase, learners are able to discuss problems and suggest possible solutions to social and environmental issues and problems that occur at a variety of scales and in different contexts, by debating and considering various options and choices.

Learners can compose a proposal and use a range of methods in the accurate presentation of information - in graphic and tabular format, and by using a variety of maps, photographs and images to provide explanations and support generalisations. They can use more advanced mapwork skills (e.g. latitude and longitude, scale, symbols, key and direction indicators), and can make calculations to analyse data.

Moreover, learners are expected to assess critically the value and use of geographic information, to participate in projects to address social issues such as inequality and poverty, to become involved in environmental conservation, and to participate in organisations and activities that strive toward the goals of sustainability.

Learning Outcome 1 has been designed to facilitate natural integration and links between History and Geography within the Social Sciences Learning Area. Natural links also occur between some of the Assessment Standards of the other Learning Outcomes as well as in the content areas.		  
HISTORY
Learning Outcome 1: HISTORICAL ENQUIRY
The learner will be able to use enquiry skills to investigate the past and present.
Assessment Standards: (Some examples)

Grade 7

We know this when the learner identifies and selects a variety of historical and archaeological sources relevant to an inquiry [finds sources].

Grade 8

We know this when the learner continues to identify and select a variety of historical and archaeological sources relevant to an inquiry [finds sources].

Grade 9

We know this when the learner investigates a topic by asking key questions and identifies a variety of relevant sources to explore this topic [finds sources].
Learning Outcome 2: HISTORICAL KNOWLEDGE AND UNDERSTANDING
The learner will be able to demonstrate historical knowledge and understanding.
Assessment Standards: (some examples)

Grade 7

We know this when the learner develops timelines and creates diagrams to illustrate periods and events in the past [chronology and time].

Grade 8

We know this when the learner begins to make links between historical events and processes in different contexts in the same period [chronology and time].

Grade 9

We know this when the learner places events, people and changes in the periods of history studied within a chronological framework [chronology and time].
Learning Outcome 3: HISTORICAL INTERPRETATION
The learner will be able to interpret aspects of history.
Assessment Standards: (some examples)

Grade 7

We know this when the learner understands how and why some events in the past have been interpreted differently [source interpretation].

Grade 8

We know this when the learner examines historical interpretation by asking relevant questions about the author of an historical source [source interpretation].

Grade 9

We know this when the learner understands the contested nature of content, and that historians construct histories when writing about events from the past [source interpretation].


GEOGRAPHY
Learning Outcome 1: GEOGRAPHICAL ENQUIRY
The learner will be able to use enquiry skills to investigate geographical and environmental concepts and processes.
Assessment Standards: (Some examples)

Grade 7

We know this when the learner identifies a variety of geographical and environmental sources relevant to an enquiry [finds sources].

Grade 8

We know this when the learner identifies and selects a variety of geographical and environmental sources relevant to an enquiry (uses fieldwork and other enquiry methods) [finds sources].

Grade 9

We know this when the learner carries out independent enquiries about aspects of the interrelationships between people, places and the environment (uses fieldwork) [finds sources].
Learning Outcome 2: GEOGRAPHICAL KNOWLEDGE AND UNDERSTANDING
The learner will be able to demonstrate geographical and environmental knowledge and understanding.
Assessment Standards: (some examples)

Grade 7

We know this when the learner describes and explains how natural hazards such as volcanoes, earthquakes and flooding occur, and their impact on human lives and socio-economic activities [people and places].

Grade 8

We know this when the learner identifies and compares different types of settlement patterns [people and places].

Grade 9

We know this when the learner provides a reasoned explanation of some approaches to development [people and places].
Learning Outcome 3: EXPLORING ISSUES
The learner will be able to make informed decisions about social and environmental issues and problems.
Assessment Standards: (some examples)

Grade 7

We know this when the learner identifies challenges to societies and settlements, with a focus on population growth and change [identifies the issue].

Grade 8

We know this when the learner identifies challenges to societies and settlements associated with the use and abuse of people and natural resources [identifies the issue].

Grade 9

We know this when the learner identifies social and environmental conflicts in South Africa and compares with other contexts [identifies the issue].
To view the complete Social Sciences Curriculum document, click here