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Term 1: 3 tasks

• Source-based task (or essay; learners must do one of each).
• Research assignment (can also be done in the second term).
• Standardised test which includes a sourcebased section and an essay (ideally both sections will be tested at the same time).
• Essay task (or source-based task; learners must do one of each).
• Mid-year examination (2 papers of 2½ hours each) (2 topics from each paper to be covered by June; four questions set in each paper: 2 essays and 2 source-based questions; learners to answer 2 questions, 1 essay and 1 source-based question on each paper.
• Standardised test, which includes a source-based section and an essay (ideally, both sections will be tested at the same time).
• September/ Preparatory examination (2 papers)

Final external examination

Hello Grade 12 Learners. How and When has everything for you needed to pass your Grade 12 exams, tests, assessments, research tasks and assignments under the South African CAPS Curriculum . Feel free to download all useful study material for grade 12, such as Study Guides, and Previous Exam Papers with Answer Momos .

Why passing Grade 12 is a must for your Career?

Why passing Grade 12 is a must for your Career? Grade 12 ultimately makes you ready for the real world of work out there, and most importantly matric is your bridge to varsity. You really need good marks in Grade 12 in order to pass well and study what you like . Good Grade 12 marks will enable you to get a APS Score.

The calculation of an Admission Point Score (APS) is based on a candidate’s achievement in any SIX recognised National Senior Certificate 20-credit subjects (including subjects from the non-designated subject list, e.g. Computer Applications Technology , Tourism , Hospitality Studies and Civil , Electrical & Mechanical Technology , etc.), by using the NSC seven-point rating scale. Life Orientation is a 10-credit subject and may not be used for calculating the APS. Life Orientation is also not a faculty-specific subject requirement.

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Geography Grade 12 Research Tasks (Topics) and Memos (SBA)

Geography Grade 12 Research Tasks (Topics) and Memos for: term 1, Term 2, Term 3 and Term 4

Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and assist with the learners’ development to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience.

School-based assessment (SBA) is a purposive collection of learners’ work that tells the story of learners’ efforts, progress or achievement in given areas. The quality of SBA tasks is integral to learners’ preparation for the final examinations.

This booklet serves as a resource of four exemplar SBA tasks to schools and subject teachers of Geography. SBA marks are formally recorded by the teacher for progression and certification purposes. The SBA component is compulsory for all learners. Learners who cannot comply with the requirements specified according to the policy may not be eligible to enter for the subject in the final examination.

The formal assessment tasks provide the teacher with a systematic way of evaluating how well learners are progressing. This publication includes tests, a project and a case study. Formal assessment tasks form part of a year-long formal programme of assessment. These tasks should not be taken lightly and learners should be encouraged to submit their best possible efforts for final assessment.

The teachers are expected to ensure that assessment tasks are relevant to and suitable for the learners being taught. Teachers should adapt the tasks to suit learners’ level of understanding and should be context-bound; however, they should also take cognisance of the requirements as set out in the Curriculum and Assessment Policy Statement (CAPS) document.

Table of Contents

Geography Grade 12 Research Tasks

Term 2 2024 research tasks.

• Geography Grade 12 Term 2 2024 Research Tasks

Term 2 2023 Research Tasks

• Geography Grade 12 Research Task Term 2 Project 2023 Answer Guide: Limpopo

Video Guide

What Skills are Assessed for Research Tasks in Grade 12

The following skills are assessed. Some/All of these skills may be tested in any external examination:

• Gathering data
• Interpreting data
• Analysing data
• Comparing different sets of data
• Representing data in written, graphic or mapped format
• Problem-solving
• Drawing conclusions
• Hypothesis statements

Research framework for assessment (Guideline on administration of research task)

Step 1: Formulating a hypothesis/problem statement.

Guideline: geography grade 12 research tasks.

Step 1: Formulating a hypothesis/problem statement. As Geographers we seek to understand and explain the interactions amongst humans, and between humans and the environment in space and time. This is achieved by asking questions or making informed geographical decisions. This entails the development of a hypothesis or a problem statement to be tested.

• You have to choose a specific area of study where a geographical problem exists.
• During this stage, a geographical question showing a problem is asked.
• Identify the problem from a local area.
• Formulate a hypothesis or a problem statement. (Hypothesis research is used to prove that certain variables are dependent on or independent of each other. Problem statement research is only to highlight that a specific problem exists in a specific community.)
• You should then follow the steps of research to ensure that the geographical question is answered.

Geography Research Project Topics for Grade 12 South Africa

• The value of property along north-facing slopes is higher than the value of property along south-facing slopes in Meyersdal, Gauteng (choose local area).
• The cause of rural-urban migration in Ndwedwe, KwaZulu-Natal (choose local area), is the lack of service delivery in the health sector.
• Climate change will impact negatively on grape farming and related industries in the Western Cape.
• The closing down of many primary schools in Lusikisiki (Eastern Cape) (choose a local area) is due to a decline of the population in the age group 7 to 15 years.
• The poor condition of roads (specify the names of the roads) leading to/in Harrismith, Free State (choose local area), is due to the lack of proper planning by the local municipality.
• The impact of building a dam along the Jukskei River in Gauteng (choose local area) upstream of Alexandra will reduce flooding and the subsequent loss of life in Alexandra.
• The e-toll system will impact negatively on the economic position of people using private transport in Gauteng.
• The e-toll system will impact positively on traffic flow to the major urban centres in Gauteng.
• Informal settlements in the Vhembe district of Limpopo have low levels of development due to the lack of provision of basic needs (choose ONE informal settlement in your local area.)
• Overcrowding of informal settlements is due to the lack of proper planning by the local government (choose local area).

Step 2: Background information about an area of study

• You must explain where in South Africa the study area is located. (This can be indicated on the map.)
• Describe the study area in terms of its exact position (degrees, minutes and seconds).
• Provide relevant information about the area, for example population of the area or climate of the area.

Step 3: Mapping

• You must provide a map of the area in question.
• During this stage you must create a buffer zone around the area where the geographical problem exists.
• The map should have a clear legend/key and must be drawn to scale. The scale must be indicated on the map.
• If the map used covers a wider area, buffer zones around the area of study should be created.
• The map used should be the most recent map of the study area

Step 4: Methods of data collection

(a) PRIMARY DATA SOURCES

• The use of questionnaires
• Observations
• Field trips

(b) SECONDARY DATA SOURCES

• Newspaper articles
• Government department statistics

Step 5: Analysis and synthesis of data

• Learners must use collected data now to formulate a discussion around the existing geographical problem. • At this stage learners should represent some of the information graphically where necessary, for example graphs and sketches. • Learners must analyse graphic information during this stage.

Step 6: Recommendations and possible solutions

• Learners should now make recommendations to solve the geographical problem in question. • Learners should present their original and realistic opinions as far as they possibly can.

Step 7: Conclusion – accept or reject the hypothesis

• Learners should now take a decision to either ACCEPT or REJECT the hypothesis.
• Learners must give reasons for either ACCEPTING or REJECTING the hypothesis

Step 8: Bibliography

• Learners must include a comprehensive bibliography.
• Learners must list websites in full.
• Learners must include annexures of questionnaires and interviews conducted

View all # Geography-Grade 12 Study Resources

We have compiled great resources for Geography Grade 12 students in one place. Find all Question Papers, Notes, Previous Tests, Annual Teaching Plans, and CAPS Documents.

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History Grade 12 Past Papers

2023 history grade 12 past papers, history past papers, 2022 history grade 12 past papers, november 2022, may/june 2022, study / learner’s guides 2022, other resources 2022, 2021 history grade 12 past papers, november 2021, may/june 2021, study guides 2021, other resources 2021, 2020 history grade 12 past papers, november 2020, study guides 2020, other resources 2020.

Author: Isabel Sanderson

Date Published: 2023/9/28

Grade 12 Geography

Geography grade 12 research tasks (topics) and memos (sba).

Geography Grade 12 Research Tasks (Topics) and Memos for: term 1, Term 2, Term 3 and Term 4

Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and assist with the learners’ development to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience.

School-based assessment (SBA) is a purposive collection of learners’ work that tells the story of learners’ efforts, progress or achievement in given areas. The quality of SBA tasks is integral to learners’ preparation for the final examinations.

This booklet serves as a resource of four exemplar SBA tasks to schools and subject teachers of Geography. SBA marks are formally recorded by the teacher for progression and certification purposes. The SBA component is compulsory for all learners. Learners who cannot comply with the requirements specified according to the policy may not be eligible to enter for the subject in the final examination.

The formal assessment tasks provide the teacher with a systematic way of evaluating how well learners are progressing. This publication includes tests, a project and a case study. Formal assessment tasks form part of a year-long formal programme of assessment. These tasks should not be taken lightly and learners should be encouraged to submit their best possible efforts for final assessment.

The teachers are expected to ensure that assessment tasks are relevant to and suitable for the learners being taught. Teachers should adapt the tasks to suit learners’ level of understanding and should be context-bound; however, they should also take cognisance of the requirements as set out in the Curriculum and Assessment Policy Statement (CAPS) document.

• 1 What Skills are Assessed for Research Tasks in Grade 12
• 2.0.1 Guideline: Geography Grade 12 Research Tasks
• 2.1 Geography Research Project Topics for Grade 12 South Africa
• 3 Step 2: Background information about an area of study
• 4 Step 3: Mapping
• 5 Step 4: Methods of data collection
• 6 Step 5: Analysis and synthesis of data
• 7 Step 6: Recommendations and possible solutions
• 8 Step 7: Conclusion – accept or reject the hypothesis
• 9 Step 8: Bibliography
• 10 More Geography Grade 12 Resources
• 11 Mid Latitude Cyclones Notes Grade 12
• 12 Geography Grade 12 2019 Exam Papers and Memos
• 13 Geography Grade 12 2020 Past Papers and Memos
• 14 Geography Grade 12 Research Tasks (Topics) and Memos (SBA)
• 15 Grade 12 Geography Exam Papers and Memos for 2019 September and November
• 16 Geography Mind the Gap study guide: Grade 12 Download

What Skills are Assessed for Research Tasks in Grade 12

The following skills are assessed. Some/All of these skills may be tested in any external examination:

• Gathering data
• Interpreting data
• Analysing data
• Comparing different sets of data
• Representing data in written, graphic or mapped format
• Problem-solving
• Drawing conclusions
• Hypothesis statements

Research framework for assessment (Guideline on administration of research task)

Step 1: Formulating a hypothesis/problem statement.

Guideline: geography grade 12 research tasks.

Step 1: Formulating a hypothesis/problem statement. As Geographers we seek to understand and explain the interactions amongst humans, and between humans and the environment in space and time. This is achieved by asking questions or making informed geographical decisions. This entails the development of a hypothesis or a problem statement to be tested.

• You have to choose a specific area of study where a geographical problem exists.
• During this stage, a geographical question showing a problem is asked.
• Identify the problem from a local area.
• Formulate a hypothesis or a problem statement. (Hypothesis research is used to prove that certain variables are dependent on or independent of each other. Problem statement research is only to highlight that a specific problem exists in a specific community.)
• You should then follow the steps of research to ensure that the geographical question is answered.

Geography Research Project Topics for Grade 12 South Africa

• The value of property along north-facing slopes is higher than the value of property along south-facing slopes in Meyersdal, Gauteng (choose local area).
• The cause of rural-urban migration in Ndwedwe, KwaZulu-Natal (choose local area), is the lack of service delivery in the health sector.
• Climate change will impact negatively on grape farming and related industries in the Western Cape.
• The closing down of many primary schools in Lusikisiki (Eastern Cape) (choose a local area) is due to a decline of the population in the age group 7 to 15 years.
• The poor condition of roads (specify the names of the roads) leading to/in Harrismith, Free State (choose local area), is due to the lack of proper planning by the local municipality.
• The impact of building a dam along the Jukskei River in Gauteng (choose local area) upstream of Alexandra will reduce flooding and the subsequent loss of life in Alexandra.
• The e-toll system will impact negatively on the economic position of people using private transport in Gauteng.
• The e-toll system will impact positively on traffic flow to the major urban centres in Gauteng.
• Informal settlements in the Vhembe district of Limpopo have low levels of development due to the lack of provision of basic needs (choose ONE informal settlement in your local area.)
• Overcrowding of informal settlements is due to the lack of proper planning by the local government (choose local area).

Step 2: Background information about an area of study

• You must explain where in South Africa the study area is located. (This can be indicated on the map.)
• Describe the study area in terms of its exact position (degrees, minutes and seconds).
• Provide relevant information about the area, for example population of the area or climate of the area.

Step 3: Mapping

• You must provide a map of the area in question.
• During this stage you must create a buffer zone around the area where the geographical problem exists.
• The map should have a clear legend/key and must be drawn to scale. The scale must be indicated on the map.
• If the map used covers a wider area, buffer zones around the area of study should be created.
• The map used should be the most recent map of the study area

Step 4: Methods of data collection

(a) PRIMARY DATA SOURCES

• The use of questionnaires
• Observations
• Field trips

(b) SECONDARY DATA SOURCES

• Newspaper articles
• Government department statistics

Step 5: Analysis and synthesis of data

• Learners must use collected data now to formulate a discussion around the existing geographical problem. • At this stage learners should represent some of the information graphically where necessary, for example graphs and sketches. • Learners must analyse graphic information during this stage.

Step 6: Recommendations and possible solutions

• Learners should now make recommendations to solve the geographical problem in question. • Learners should present their original and realistic opinions as far as they possibly can.

Step 7: Conclusion – accept or reject the hypothesis

• Learners should now take a decision to either ACCEPT or REJECT the hypothesis.
• Learners must give reasons for either ACCEPTING or REJECTING the hypothesis

Step 8: Bibliography

• Learners must include a comprehensive bibliography.
• Learners must list websites in full.
• Learners must include annexures of questionnaires and interviews conducted

More Geography Grade 12 Resources

• Geography 2020 Past Papers
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Grade 12 Geography Exam Papers and Memos for 2019 September and November

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Mid Latitude Cyclones Notes Grade 12

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• September 29, 2020

Geography Mind the Gap study guide: Grade 12 Download

• August 17, 2020

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Geography Grade 12 2020 Past Papers and Memos for study revision

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Download Geography Grade 12 September 2020 Past Papers and Memos

Geography Grade 12 September 2020 Past Papers and Memos paper 1 and paper 2 pdf download

List of Geography Grade 12 September 2020 Past Papers and Memos

Geography grade 10, main reasons why is south africa regarded as a developing country.

Reasons why is South Africa regarded as a developing country: South Africa has a great economic infrastructure and natural resources that characterize its economy. In South Africa, there is outstanding progress in the field of industry and manufacturing. South Africa, however, is still characterised as a developing country and not a developed country.

• 0.1 6 Characteristics of a Developed Country
• 0.2 5 Reasons why is South Africa regarded as a developing country

6 Characteristics of a Developed Country

1. Has a high income per capita.  Developed countries have high per capita incomes each year. By having a high income per capita, the country’s economic value will be boosted. Therefore, the amount of poverty can be overcome.

2. Security Is Guaranteed.  The level of security of developed countries is more secure compared to developing countries. This is also a side effect of sophisticated technology in developed countries. With the sophisticated technology, security facilities and weapons technology also develop for the better.

3. Guaranteed Health.  In addition to ensuring security, health in a developed country is also guaranteed. This is characterized by a variety of adequate health facilities, such as hospitals and medical staff who are trained and reliable.

4. Low unemployment rate.  In developed countries, the unemployment rate is relatively small because every citizen can get a job and work.

5. Mastering Science and Technology.  The inhabitants of developed countries tend to have mastered science and technology from which new useful products such as the industrial pendant lights were introduced to the market. Therefore, in their daily lives, they have also used sophisticated technology and modern tools to facilitate their daily lives.

6. The level of exports is higher than imports.  The level of exports in developed countries is higher than the level of imports because of the superior human resources and technology possessed.

5 Reasons why is South Africa regarded as a developing country

1. South Africa has a low Income per year.  Annual income in developing countries is not as high as in developed countries due to the high unemployment rate.

2. In South Africa, security is not guaranteed.  Unlike in developed countries, security in developing countries is still very minimal and inappropriate. Therefore, crime rates in developed countries such as South Africa tend to be relatively high.

3. South Africa has a fast-growing population . According to the World Population Review , South Africa’s population will continue to grow until 2082, reaching just over 80 million people before plateauing and slightly declining the rest of the century. South Africa’s population growth rate is currently 1.28% per year. Developing countries have a very large average population compared to developed countries because of uncontrolled population development. This is also a result of the lack of education and health facilities.

4. The unemployment rate in South Africa is high.  South Africa has an unemployment rate of 34.4% in the second quarter  of 2021. In developing countries, the unemployment rate is still relatively high because the available job vacancies are not evenly distributed. In addition, the level of uneven education is also one of the factors causing the large unemployment rate.

5. Imports are higher than exports.  Due to the low management of natural resources and human resources in developing countries, developing countries more often buy goods from abroad. To eliminate the barriers of being a developed country, South Africa must reduce imports and must refine and develop its agricultural sector.

Characteristics of Developed and Developing Countries

Why_is_South_Africa_Still_a_Developing_Country

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GEOGRAPHY RESEARCH TASK GRADE 12 TERM ONE 2022

INSTRUCTIONS AND INFORMATION

• This task is to be administered and recorded in the first term.
• The task is allocated a time frame of 8 weeks in term one.
• Non-compliance of submissions according to the time frames set CAN result in zero mark for the candidate.
• The REASERCH TASK in grade 12 is part of the formal assessment programme in 2022
• All dates stated in Annexure A are stipulated for completion of the step.
• Candidates must adhere to the due dates stipulated in Annexure A.
• Candidates must always refer to the Research Rubric to gain more insight on the expectations for each step.
• What causes the natural event? (include a diagram)
• Where does it occur? (include a map)
• How does the natural event impact the environment?
• How does the natural event impact humans? social, political, economical?
• How can we prepare, prevent, protect against the natural event?
• How can communities' benefit from the natural event? Is this natural event a concern in my area?

Topics for Grade 12 Research Choose any ONE of the following topics to do research on Climate and weather

• An analysis of weather patterns and data over a longer period in your area.
• Strategies that help prepare for and manage natural weather disasters in the Free State.
• Local climates in your area and its impact on settlements and farming activities
• Pay close attention to the following aspects (Social, Economic, Environmental)
• Effects of Midlatitude/ Tropical cyclones on human activities,
• How cyclones affect the environment and human lives?

Geomorphology

• A study of processes and factors influencing flow patterns in local streams/rivers.
• A study on the human impact on the flow patterns of a river in your area.
• Catchment river management in the Free State.
• Choose a specific area where the geographical statement can be made.
• Where is it?
• What is it?
• How it ought to be?
• Human Impacts?
• Example: what? where? The pollution along the Vaal River is due to the increase in contaminants created by the human settlements.
• Provide a map of the area in question.
• During this stage create a buffer zone around the area of study
• The map must have a key and be drawn to scale.
• It should be a most recent map. 
• Maps can be downloaded from websites
• Identify on the map where in South Africa the study area is located. (This can be indicated on the map)
• A description of the study area in terms of its exact position (degrees, minutes and seconds)
• Provide relevant information about the area, for example population of the area or climate of the area.
• Provide media (newspaper internet/magazine) sources
• Observations
• Field trips
• Newspaper articles
• Government department statistics
• Internet NB: due to Covid 19 restrictions, learners can only use Secondary data sources to limit contact. But the information used cannot be cut and pasto.
• Collected data should now be used to formulate a discussion around the existing geographical problem.
• Represent information graphically (creatively) where necessary, for example graphs, sketches, photographs etc.
• Graphic information must be analysed during this stage. 
• Make recommendations to solve the geographical problem in question
• Present original and realistic opinions as far possible. 
• STEP SEVEN Conclusion - ACCEPT OR REJECT the hypothesis. Make a decision to either ACCEPT or REJECT the hypothesis. Provide reasons for either ACCEPTING or REJECTING the hypothesis,
• List web sites in full.
• Annexures of questionnaires and interviews conducted should be included.

GEOGRAPHY RESEARCH TASK ANNEXURE A

Geographic question/inquiry To complete this research, we must be willing and have an ability to ask and answer

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