grade 10 geography research project term 2

GR.10 Geography Term 2 topics

Grade 10 term two, select topics.

CBHS Grade 10 Tests Projects & Assignments for Term 2 of 2019

The Tests, Projects and Assignments Calendar for Term 2 of 2019 for Grade 10 at Camps Bay High School is extracted below.

For a PDF file, click [ here ].

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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
• Geography 2019 Past Papers

Grade 12 Geography Exam Papers and Memos for 2019 September and November

• Geography Grade 12 Research Tasks (Topics) and Memos

Mid Latitude Cyclones Notes Grade 12

• March 24, 2021

Geography Grade 12 2019 Exam Papers and Memos

• February 28, 2021

Geography Grade 12 2020 Past Papers and Memos

• February 22, 2021

• September 29, 2020

Geography Mind the Gap study guide: Grade 12 Download

• August 17, 2020

Read All Posts

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

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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

Geography Grade 12 November 2020 Question Papers and for study revision

Geography Grade 12 November 2020 Question Papers and Memos pdf download

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Grade 12 Geography Research Project Examples

• May 13, 2023

Grade 12 Geography research projects provide an opportunity for students to apply their knowledge and skills in investigating and analyzing various geographical phenomena. The projects involve the use of different data sources, research methods, and analytical tools to explore different aspects of the physical and human geography of specific regions or locations. In this article, we will look at Grade 12 Geography research project examples, including their objectives, research questions, and methodologies .

Climate and Weather: An analysis of weather patterns and data over a longer period in the Pretoria CBD

The aim of this project is to analyze the weather patterns and data over a longer period in the Pretoria CBD. The research question is: What are the trends and patterns in weather conditions in Pretoria over the past decade? The methodology involves the collection and analysis of weather data from different sources, including weather stations, weather forecasts, and climate models.

An analysis of a section of the Johannesburg CBD and trends/patterns/relationships on Urban development and urban climates

This project seeks to explore the relationships between urban development and urban climates in a section of the Johannesburg CBD. The research question is: How has urban development impacted the climate of a section of the Johannesburg CBD over the past decade? The methodology involves the collection and analysis of weather and urban development data from different sources, including satellite imagery, urban planning documents, and climate models.

Strategies that help prepare for and manage natural weather disasters in Gauteng e.g. Floods/Droughts

The objective of this project is to identify and evaluate strategies that help prepare for and manage natural weather disasters in Gauteng, such as floods and droughts . The research question is: What are the most effective strategies for preparing for and managing natural weather disasters in Gauteng? The methodology involves the collection and analysis of data from different sources, including disaster management plans, climate change , and stakeholder interviews.

Local climates in Gauteng and their impact on settlements and farming activities

This project aims to investigate the impact of local climates in Gauteng on settlements and farming activities. The research question is: How do local climates in Gauteng impact settlements and farming activities? The methodology involves the collection and analysis of weather and agricultural data from different sources, including weather stations, crop yield data, and stakeholder interviews.

Geomorphology: A study of processes and factors influencing flow patterns in local stream/rivers – Vaal River

The objective of this project is to investigate the processes and factors influencing flow patterns in the Vaal River. The research question is: What are the processes and factors that influence flow patterns in the Vaal River? The methodology involves the collection and analysis of hydrological data from different sources, including river gauging stations, rainfall data, and sediment samples.

A study of the human impact on flow patterns of the Jukskei River in Alexandra

This project seeks to investigate the human impact on flow patterns of the Jukskei River in Alexandra. The research question is: How has human activity impacted the flow patterns of the Jukskei River in Alexandra? The methodology involves the collection and analysis of data from different sources, including river gauging stations, land-use maps, and stakeholder interviews.

Catchment and river management in Gauteng

The objective of this project is to evaluate the effectiveness of catchment and river management in Gauteng. The research question is: How effective is catchment and river management in Gauteng in ensuring sustainable water resources management? The methodology involves the collection and analysis of data from different sources, including water management plans, water quality data, and stakeholder interviews.

Challenges created by the Department of Water and Sanitation regarding provision of water to local communities

This project aims to investigate the challenges created by the Department of Water and Sanitation regarding the provision of water to local communities. The research question is: What are the challenges created by the Department of Water and Sanitation regarding the provision of water to local communities, and how can these challenges be addressed? The methodology involves the collection and analysis of data from different sources, including water supply and demand data, stakeholder interviews, and policy documents.

Settlement Geography: A study of transport patterns in the local community

The objective of this project is to investigate transport patterns in the local community. The research question is: What are the transport patterns in the local community, and how do these patterns impact settlement patterns and economic development? The methodology involves the collection and analysis of transport data from different sources, including traffic volume data, public transport schedules, and stakeholder interviews.

Urbanization Trends and Patterns in Sandton CBD

This project seeks to explore the trends and patterns of urbanization in the Sandton CBD. The research question is: What are the trends and patterns of urbanization in the Sandton CBD, and how have these patterns impacted the social and economic development of the area? The methodology involves the collection and analysis of data from different sources, including land-use maps, demographic data, and stakeholder interviews.

Lack of planning by local municipalities in the provision of basic services e.g. housing/education/electricity

The objective of this project is to investigate the lack of planning by local municipalities in the provision of basic services, such as housing, education, and electricity. The research question is: What are the causes and impacts of the lack of planning by local municipalities in the provision of basic services, and how can these issues be addressed? The methodology involves the collection and analysis of data from different sources, including municipal budgets, policy documents, and stakeholder interviews.

Infrastructure failure: roads/railways/electricity/water

This project aims to investigate infrastructure failure in Gauteng, specifically related to roads, railways, electricity, and water. The research question is: What are the causes and impacts of infrastructure failure in Gauteng, and how can these issues be addressed? The methodology involves the collection and analysis of data from different sources, including infrastructure reports, stakeholder interviews, and policy documents.

The rapid rise of informal settlements and related issues in my local community

The objective of this project is to investigate the rapid rise of informal settlements and related issues in the local community. The research question is: What are the causes and impacts of the rapid rise of informal settlements in the local community, and how can these issues be addressed? The methodology involves the collection and analysis of data from different sources, including demographic data, land-use maps, and stakeholder interviews.

Environmental, Economic, and Social Justice Issues

This project aims to investigate environmental, economic, and social justice issues in Gauteng. The research question is: What are the environmental, economic, and social justice issues in Gauteng, and how can these issues be addressed? The methodology involves the collection and analysis of data from different sources, including policy documents, stakeholder interviews, and environmental impact assessments.

Economic Geography The 4th Industrial Revolution and its impact on..

This project seeks to investigate the impacts of the 4th Industrial Revolution on Gauteng’s economy. The research question is: What are the impacts of the 4th Industrial Revolution on Gauteng’s economy, and how can these impacts be managed to ensure sustainable economic development? The methodology involves the collection and analysis of data from different sources, including economic data, technological innovation reports, and stakeholder interviews.

This project aims to investigate the causes of economic disparities in Gauteng. The research question is: What are the causes of economic disparities in Gauteng, and how can these disparities be addressed? The methodology involves the collection and analysis of data from different sources, including income and employment data, and policy documents.

Effects/Impacts

This project aims to investigate the effects and impacts of economic disparities on the people and communities of Gauteng. The research question is: What are the effects and impacts of economic disparities on the people and communities of Gauteng, and how can these issues be addressed? The methodology involves the collection and analysis of data from different sources, including demographic data, health and education indicators, and stakeholder interviews.

Solutions/Recommendations

This project seeks to identify and recommend solutions to economic disparities in Gauteng. The research question is: What are the solutions to economic disparities in Gauteng, and how can these solutions be implemented to ensure sustainable economic development? The methodology involves the collection and analysis of data from different sources, including policy documents, best practice case studies, and stakeholder interviews.

Research/Grade 12 employment in my local community/municipality

The objective of this project is to investigate Grade 12 employment in the local community/municipality. The research question is: What are the employment opportunities for Grade 12 graduates in the local community/municipality, and how can these opportunities be enhanced? The methodology involves the collection and analysis of data from different sources, including employment data, stakeholder interviews, and policy documents.

Foreign Investment is for the profits of big business and not building a stronger community in…

This project aims to investigate the impacts of foreign investment on community development in Gauteng. The research question is: What are the impacts of foreign investment on community development in Gauteng, and how can these impacts be managed to ensure sustainable development? The methodology involves the collection and analysis of data from different sources, including foreign investment data, stakeholder interviews, and policy documents.

A study of the local informal sector and its impact on the local economy/employment

The objective of this project is to investigate the impact of the local informal sector on the local economy and employment. The research question is: What is the impact of the local informal sector on the local economy and employment, and how can this sector be better supported and integrated into the formal economy? The methodology involves the collection and analysis of data from different sources, including informal sector data, stakeholder interviews, and policy documents.

The Grade 12 Geography research project examples presented in this paper cover a range of topics that are relevant to Gauteng’s economic, social, and environmental development. The projects address issues such as climate and weather, geomorphology, settlement geography, infrastructure failure, economic disparities, and community development. The research questions and methodologies used in each project are designed to provide insight into the challenges and opportunities associated with these issues and to propose solutions and recommendations for sustainable development.

It is important to note that the Grade 12 geography research project examples presented in this paper are only a small selection of the possible research topics that students can explore. Students are encouraged to select topics that are relevant to their local communities and to use methodologies that are appropriate to the research question. By doing so, students can develop critical thinking, research, and communication skills that will serve them well in their future studies and careers .

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

  join our whatsapp group. click here, geography grade 12 research tasks (topics) and memos for: term 1, term 2, term 3 and term 4.

Geography Grade 12 Research Tasks (Topics) and Memos for: term 1, Term 2, Term 3 and Term 4 Utilizing a variety of assessment methods, assessment is a continual, organized process for locating, compiling, and analyzing data regarding student performance. It entails four steps: creating and gathering evidence of achievement; assessing this evidence; documenting the findings; and using this information to comprehend and support the development of the learners in order to enhance the learning and teaching process. Both informal (evaluation for learning) and formal assessments should be conducted (assessment of learning). In both situations, learners should receive regular feedback to improve the learning process.

School-based assessment (SBA) is a deliberate gathering of student work that narrates the tale of students’ attempts, development, or success in particular areas. The effectiveness of SBA tasks plays a crucial role in learners’ final test preparation.

This brochure provides schools and geography subject teachers with four sample SBA tasks. The teacher formally records SBA grades for certification and advancement needs. All students must complete the SBA component. Students who are unable to meet the conditions outlined by the policy may not be allowed to enter the subject in the final exam.

The formal evaluation activities give the teacher a methodical technique to gauge how well students are developing. There are tests, a project, and a case study in this article. A year-long formal program of assessment includes tasks for formal assessment. It is important to take these activities seriously and to urge students to submit their best work for evaluation.

The evaluation assignments should be appropriate for and relevant to the students being taught, according to the teachers’ expectations. The assignments should be context-bound and tailored to the students’ level of comprehension, but teachers must also be aware of the guidelines outlined in the Curriculum and Assessment Policy Statement (CAPS) document.

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

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Geography Grade 12 Term 2 2024 Research Tasks

Geography Grade 12 Term 2 2024 Research Tasks from different South African provinces:

The Geography Grade 12 Term 2 2024 Research Tasks from different South African provinces represent a significant component of the curriculum aimed at deepening students’ understanding of geographical concepts and the diverse environmental, social, and economic landscapes within South Africa. These tasks are designed to encourage critical thinking, research skills, and a comprehensive grasp of geography’s role in shaping societies and natural environments.

The main objective of these research tasks is to enable Grade 12 learners to apply theoretical knowledge to practical, real-world situations, thereby fostering a deeper appreciation and understanding of South African geography. By focusing on different provinces, students are exposed to the country’s rich diversity, including its varied climates, topographies, population distributions, and developmental challenges.

Table of Contents

Please upload the Geography Grade 12 Term 2 2024 Research Task document below so that we can get teachers to help you:

Gauteng 2024 Term 2 Research Task

Limpopo 2024 Term 2 Research Task – Tropical Cyclones

Topics you can choose from:

• Tropical cyclones Hagibis 
• Tropical cyclones Freddy 
• Tropical cyclones Nivar 
• Tropical cyclones Ingrid 
• Tropical cyclones Florence 
• Tropical cyclones Eloise 

Relevant Resources:

• Why do Tropical Cyclones Develop in Late Summer?
• What is the impact of coriolis force and latent heat on the development of tropical cyclones? 

Task Overview

Students are expected to select a specific theme or topic related to South African geography that aligns with the curriculum’s focus for Term 2. This theme could range from climate change impacts on agricultural practices in a particular province, to urban development and its environmental consequences, or the analysis of demographic shifts and their implications for regional development.

Research Components

The research tasks typically involve several key components, including but not limited to:

• Literature Review : Gathering information from various sources to establish a solid foundation on the chosen topic.
• Data Collection : Utilizing both primary and secondary data sources, such as surveys, interviews, government reports, and academic journals, to gather relevant data.
• Analysis : Applying geographical concepts and theories to analyze the collected data, drawing connections between the data and the research question.
• Conclusions and Recommendations : Drawing informed conclusions based on the analysis and suggesting practical recommendations or solutions to identified issues.

Submission and Assistance

Learners are instructed to upload their completed research tasks to a designated platform or submit them directly to their teachers. This submission process is crucial as it allows educators to review the work, provide valuable feedback, and offer personalized assistance where necessary. Teachers play a vital role in guiding students through their research, helping them to refine their topics, methodologies, and analyses to ensure that the tasks are both informative and reflective of high academic standards.

Participating in these research tasks offers numerous benefits to students, including:

• Enhanced Research Skills : Students refine their ability to conduct thorough research, an invaluable skill for further education and professional development.
• Critical Thinking : Analysing geographical data and issues promotes critical thinking and problem-solving skills.
• Real-World Application : By focusing on real-world issues, students learn to apply theoretical knowledge in practical scenarios, preparing them for future challenges in their academic and professional lives.
• Awareness : Researching different provinces promotes awareness and appreciation of South Africa’s diversity and the unique challenges and opportunities within each region.

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Gr. 10 T3 W2 LESSONS

This document contains all the FET (Gr 10 - 12)  TERM 3:  WEEK 2 LESSONS for grade 10 to assist teachers, learners and parents with curriculum delivery during COVID-19 and school disruption.

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