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2023/24 ANNUAL TEACHING PLANS: RELIGION STUDIES: GRADE 10 2023/24 ANNUAL TEACHING PLANS: RELIGION STUDIES: GRADE 10 (TERM 1) TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10/11 CAPS TOPIC Common features of Common features of The variety of religions The variety of religions The variety of religions The variety of religions The variety of religions The variety of Religions Research into and Research into and religion as a generic and religion as a generic and across religions across religions unique phenomenon unique phenomenon CORE Definitions of religion: Definitions of religion: The beginnings of the The beginnings of the The beginnings of the The beginnings of the Historical overview of Statistical spread of Important principles of Consolidation and CONCEPTS, compare various Compare various religions of the world: religions of the world: religions of the world: religions of the world: the origins of religions religions: research in Religion assessment SKILLS AND definitions of religion definitions of religion • The distinction • First signs of the The nature of the origins Identify various clusters Main categories: • Religious Studies: VALUES • Religion as it is • The relationship between BCE (Before occurrence of religion: of religions in South of religions and explain • Monotheism: Belief in categorisation Definition of concepts: generally defined between the term Common Era) and CE Burial practices and Africa: the development of the one God: Foundation • Methods of obtaining • Objectivity • Definition of religion in ‘religion’ and other (Common Era) artwork • Archaeological clusters of religions: of Abrahamic religions statistics: • Subjectivity a religious context concepts such as: Calendars of various • Early archaeological evidence When and where • Polytheism: Belief in • Organisational • Neutrality, • The learners’ • Worldview religions: findings of religion in • Historical overview of Religions in Africa: many Gods • Surveys • Impartiality understanding of the • Belief systems • The Buddhist calendar Africa and other developments • African Traditional • Pantheism: Belief that continents: Burial Religions (ATR) • Polls • Insider perspectives concept religion • Reflection and impact – no fixed single • Influence of different all is God and God is calendar practices and artwork • Christianity • Census • Outsider perspectives of concepts on cultures with their own in everything religious interaction • The Christian calendar • Development of the religions visiting or • Islam • Reliability of Applications of these – Gregorian calendar clusters of religions: working in the country statistics insights to historical and When and where • Judaism – worked out by Pope across the centuries • Problem areas in social understanding of Gregory Religions in Europe: using statistics and religion • The Hindu calendar – • Indigenous European finding solutions the full moon and new religions • Problems with maps moon are of Religions in Asia: • Important statistical significance to hold • Hinduism data in connection with festivals • Buddhism religions in South • The Islamic calendar – • Jainism Africa, Africa and the is a lunar calendar Religions in America: world today: calculated according Demographic data to to the movement of • Christianity describe the situation the moon around the • Indigenous Native in various religions earth. American religions • The Jewish calendar – Religions in there are 12 lunar Australasia and the months of 29 or 30 Pacific: days each • Indigenous religions • The calendar for • Oral traditions and African religions- spiritual values follows the agricultural • Australian Aboriginal cycle belief in Dreamtime • The Taoist calendar is based on a cycle of 60 years • The Baháʼí calendar is called Wondrous – 19 months with 19 days each (361 days) REQUISITE Concepts, skills and values: PRE- • Definitions of key concepts* KNOWLEDGE • Grade 9 Religion Studies-related content and concepts • Understanding the different action/command verbs RESOURCES • Wall charts, dictionaries, textbook, magazines, newspaper articles and reports (OTHER THAN • Religion Studies graphic organisers to enhance thinking skills, e.g., KWHL chart for baseline assessment and/or consolidation after lesson. Other types: A concept definition map, a discussion map for notetaking, summaries to organise ideas, etc. TEXTBOOK) • Internet/case studies/scenarios that are current and up to date/Religion Studies newspaper articles/DVDs/role play activities/presentations by learners/video clips, PowerPoint presentations/guest speakers on a subtopic as per CAPS content per term for Religion Studies TO ENHANCE • Power posters/stimuli such as picture(s)/Google Classroom/Kahoot/Social media platforms/objects or material for demonstrations (to accommodate kinaesthetic learning style) Downloaded from hlayiso.com LEARNING 1

2023/24 ANNUAL TEACHING PLANS: RELIGION STUDIES: GRADE 10 TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10/11 INFORMAL A minimum of one informal task should be given per week ASSESSMENT An informal task should cover the various cognitive levels Types of informal tasks could include the following: • Short class essays with peer marking • Short pieces of extended writing SBA (FORMAL Source-based task ASSESSMENT) The source-based task must be completed independently under controlled conditions The teacher is required to facilitate the process in class time. However, the completion of the task should not be administered as a class test Downloaded from hlayiso.com 2

2023/24 ANNUAL TEACHING PLANS: RELIGION STUDIES: GRADE 10 2023/24 ANNUAL TEACHING PLANS: RELIGION STUDIES: GRADE 10 (TERM 2) TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 CAPS TOPIC Research into and Research into and Research into and The variety of religions The variety of religions Research into and Research into and Research into and Revision across religions across religions across religions across religions across religions across religions Controlled test CORE Rituals: An Rituals: An Rituals: An Interaction of Interaction of Inter-religious Inter-religious Inter-religious CONCEPTS, investigative process investigative process to investigative process to religions: religions: relationships: An relationships: An relationships: An SKILLS AND to develop develop observation develop observation Definition of Analyse the notions of: investigative process to investigative process to investigative process to VALUES observation skills skills skills religious concepts with • Propaganda develop interviewing develop interviewing develop interviewing Identify the religions • Establish contact with • Present an objective reference to religious skills skills skills • Indoctrination and rituals, including the relevant persons report interaction: • Develop questions Identify the people to be • Present report the rites of passage • Syncretism interviewed and • Observe due protocol • Discuss in class • Dialogue • Establish how • Discuss in class with reference to interviews should be conduct the interviews • Respect religious interaction conducted • Tolerance • Religious conflict • Propaganda • Indoctrination • Fundamentalism • Pluralism • Syncretism REQUISITE Concepts, skills and values: PRE- • Definitions of key concepts KNOWLEDGE • Grade 9 Religion Studies-related content and concepts Understanding the different action/command verbs RESOURCES • Wall charts, dictionaries, textbook, magazines, newspaper articles and reports (OTHER THAN • Religion Studies graphic organisers to enhance thinking skills, e.g., KWHL chart for baseline assessment and/or consolidation after lesson. Other types: A concept definition map, a discussion map for notetaking, summaries to organise ideas, etc. TEXTBOOK) • Internet/case studies/scenarios that are current and up to date/Religion Studies newspaper articles/DVDs/role play activities/presentations by learners/video clips, PowerPoint presentations/guest speakers on a subtopic as per CAPS content per term for Religion Studies TO ENHANCE LEARNING Power posters/stimuli such as picture(s)/Google Classroom/Kahoot/social media platforms/objects or material for demonstrations (to accommodate kinaesthetic learning style) INFORMAL A minimum of one informal task should be given per week ASSESSMENT An informal task should cover the various cognitive levels Types of informal tasks could include the following: • Short class essays with peer marking Short pieces of extended writing SBA (FORMAL Mid-year examination ASSESSMENT) Downloaded from hlayiso.com 3

2023/24 ANNUAL TEACHING PLANS: RELIGION STUDIES: GRADE 10 2023/24 ANNUAL TEACHING PLANS: RELIGION STUDIES: GRADE 10 (TERM 3) TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10/11 CAPS TOPIC Common features of Common features of Common features of Common features of Common features of Common features of Common features of Topical issues in society Topical issues in society Revision religion as a generic and religion as a generic and religion as a generic and religion as a generic and religion as a generic and religion as a generic and religion as a generic and Test unique phenomenon unique phenomenon unique phenomenon unique phenomenon unique phenomenon unique phenomenon unique phenomenon CORE Aspects of Aspects of Major dimensions Origins of religions: Origins of religions: Roles of social forms, Leadership roles Topical issues in South Topical issues in South CONCEPTS, understanding religion: understanding religion: common to all Beginnings of various Roles in the formation of institutions and roles produced in various Africa: Africa: SKILLS AND • Basic facts about • Correlations and religions: religions: religions: in religion religions: Choose a topical issue How are they understood VALUES religions patterns • Divinity • Religions without • -Founders Social forms and/or • Elder from the list: and managed from a • Understanding • Distinctions between • Cosmos founders institutions that have • Healer • Crime variety of religious • -Prophets religions from the point Religion Studies and been produced in perspectives? • Humanity • Religions with • -Reformers • Minister • Substance abuse of view of the Religious Education various religions: • Knowledge founders • Nun • Teenage pregnancy adherents (Reorganise to Term 1) (Reorganise to Term 1) • Monarchies • The good and the • Guru • Suicide • Learners’ self- • Oligarchies beautiful • Imam • Causes discovery as an • Democracies ongoing process • Sacred and normative • Monk • How do topical issues tradition • Division of power without external • Pastor manifest in society? between central expectation to conform • Narrative and myth • Consequences organisation and local • Priest • Ethics organisations • Prophet • Rituals • Scholar • Symbols • Priestess • Spiritual experience or • Pundit spirituality • Teacher • Faith • Rabbi • Organisation • Roles based on birth right REQUISITE Concepts, skills and values: PRE- • Definitions of key concepts KNOWLEDGE RESOURCES • Wall charts, dictionaries, textbook, magazines, newspaper articles and reports (OTHER THAN • Religion Studies graphic organisers to enhance thinking skill, e.g., KWHL chart for baseline assessment and/or consolidation after lesson. Other types: A concept definition map, a discussion map for notetaking, summaries to organise ideas, etc. TEXTBOOK) • Internet/case studies/scenarios that are current and up to date/Religion Studies newspaper articles/DVDs/role play activities/presentations by learners/video clips, PowerPoint presentations/guest speakers on a subtopic as per CAPS content per term for Religion Studies TO ENHANCE LEARNING • Power posters/stimuli such as picture(s)/Google Classroom/Kahoot/social media platforms/objects or material for demonstrations (to accommodate kinaesthetic learning style) INFORMAL A minimum of one informal task should be given per week ASSESSMENT An informal task should cover the various cognitive levels Types of informal tasks could include the following: • Short class essays with peer marking • Short pieces of extended writing SBA (FORMAL Project ASSESSMENT) • Learners will spend time outside of contact time to collect resources and information • The completion of the task should be facilitated by the teacher in class time Controlled test Downloaded from hlayiso.com 4

2023/24 ANNUAL TEACHING PLANS: RELIGION STUDIES: GRADE 10 2023/24 ANNUAL TEACHING PLANS: RELIGION STUDIES: GRADE 10 (TERM 4) TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6-10 CAPS TOPIC Topical issues in society Topical issues in society Topical issues in society Topical issues in society Topical issues in society EXAMINATION CORE Topical issues in Africa and Topical issues in Africa and Principles of ethical decision- Religions and economics Religions and economics Grade 10 examination CONCEPTS, the world: the world: making pertaining to public from a religious perspective: from a religious perspective: Section A is compulsory (50 marks) SKILLS AND Choose a topical issue from the How are they understood and life: Critical analysis of the • Ethical principles in religions Section B VALUES list: managed from a variety of • How people in different relationship between religions pertaining to economics Learners will answer ONE out of TWO questions: source-based, case study or short open-ended • Poverty religious perspectives? religions come to decisions and economics with reference • Influence of religions on questions. Answers will range from short responses to paragraphs (50 marks) regarding social ethics to: economic life • Discrimination Learners will answer ONE out of TWO extended writing questions, which will require learners to use their • The sources of ethical • Work • Influence of economics on • Conflict own knowledge and information to produce an essay decision-making • Reward religions • Human rights (50 marks) • The principles of harmonious • Justice • Causes social existence expounded • Wealth • How do topical issues by various religions manifest in society? • Poverty • Consequences Religious views on the relationship between religions and economics REQUISITE Concepts, skills and values: PRE- • Definitions of key concepts KNOWLEDGE • Grade 9 Religion Studies related content and concepts • Understanding the different action/command verbs RESOURCES • Wall charts, dictionaries, textbook, magazines, newspaper articles and reports (OTHER THAN • Religion Studies graphic organisers to enhance thinking skills, e.g., KWHL chart for baseline assessment and/or consolidation after lesson. Other types: A concept definition map, a discussion map for notetaking, summaries to organise ideas, etc. TEXTBOOK) • Internet/case studies/scenarios that are current and up to date Religion Studies newspaper articles/DVDs/role play activities/presentations by learners/video clips, PowerPoint presentations/guest speakers on a subtopic as per CAPS content per term for Religion Studies TO ENHANCE LEARNING • Power posters/stimuli such as picture(s)/Google Classroom/Kahoot/social media platforms/objects or material for demonstrations (to accommodate kinaesthetic learning style) INFORMAL A minimum of one informal task should be given per week ASSESSMENT An informal task should cover the various cognitive levels Types of informal tasks could include the following: • Short class essays with peer marking • Short pieces of extended writing SBA (FORMAL ASSESSMENT) Final exams Downloaded from hlayiso.com 5