HISTORY

HERITAGE PROJECT

TEACHER GUIDE

GRADE 10

2025

This document comprises 20 pages

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History 2 KZN /2025
Teacher Guide

TABLE OF CONTENT
1. INTRODUCTION.............................................................................................................................3
2. PROGRAMME OF ASSESSMENT AND WEIGHTING OF TASKS.......................................................4
3. QUALITY-ASSURANCE PROCESS FOLLOWED................................................................................5
4. STRUCTURE OF THE HERITAGE PROJECT......................................................................................7
5. GRADE 10 HERITAGE PROJECT....................................................................................................11
ANNEXURE B.......................................................................................................................................15
ANNEXURE C: EXAMPLE OF A COVER PAGE FOR A HERITAGE PROJECT:.........................................16
ANNEXURE D: EXAMPLE OF A TEMPLATE FOR NOTE-TAKING DURING RESEARCH..........................17
ANNEXURE E: GUIDELINES ON HOW TO WRITE A BIBLIOGRAPHY....................................................18
ANNEXURE F: EXEMPLAR...................................................................................................................19
EXAMPLE OF A HERITAGE PROJECT....................................................................................................20

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History 3 KZN /2025
Teacher Guide

1. INTRODUCTION

The Heritage project in the Curriculum and Assessment Policy Statement (CAPS) is
weighted at 20% of the final mark, underscoring its significant role in the overall
academic performance of learners. Given this substantial weighting, learners must
invest considerable effort and dedication to complete this project to the best of their
ability. This project not only contribute to academic success but also provides an
opportunity for learners to engage deeply with South Africa’s history and cultural
heritage, developing critical research skills and a deeper understanding of historical
processes. To do justice to this project, learners must approach it with thorough
preparation, attention to detail, and a commitment to producing high-quality,
evidence-based work. The research and heritage projects require careful planning,
rigorous analysis, and the ability to connect historical knowledge with contemporary
relevance, making them a vital component of the learning journey.

THE PROJECT PROVIDES EXEMPLAR TASKS THAT ARE AIMED AT:

 Reflecting the depth of History curriculum content appropriate for Grade 10

 Reflecting the desired cognitive demands as per Bloom's revised taxonomy:
remembering, understanding, applying, analysing, evaluating and creating
 Containing questions and sub-questions that reflect appropriate degrees of
challenge: easy, medium and difficult
 Focusing on the content of the National Curriculum Statement (NCS) effective
in 2025 and contain exposure to certain aspects of new content of the
Curriculum & Assessment Policy Statement (CAPS) effective from 2021/2025

ASSESSMENT TASKS AS OUTLINED IN CAPS

The final Grade 10 mark is calculated from the examination that learners write (out of
150 marks converted to 60%) plus school-based assessment (out of 100 marks
converted to 40%). The curriculum policy document stipulates SEVEN formal tasks
that comprise school-based assessment in History.

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Teacher Guide

2. PROGRAMME OF ASSESSMENT AND WEIGHTING OF TASKS

Term 1 Term 2 Term 3 Term 4

2 tasks 2 tasks 2 tasks
 Source-based  HERITAGE  Source-based  Final
or essay Project or essay examination
question question
 Mid-year
 Standardised examination (1  Standardised
test which paper of Test
includes a 2 hours) (1 x 2-hour
source-based paper)
section and an
essay (ideally
both sections
will be tested at
the same time).

40% of total year mark = 100 marks 60% of total year

mark= 150 marks

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History 5 KZN /2025
Teacher Guide

3. QUALITY-ASSURANCE PROCESS FOLLOWED

To ensure that there is compliance with the requirements of SBA in History, an

example of how to undertake research is given below.

Introduction
The heritage project in Grade 10 accounts for 20% of the total school-based
assessment (SBA). It is, therefore, essential that this be a significant piece of work.
This project offers learners the opportunity to demonstrate their skills, knowledge
and understanding of History.

The heritage project can be written on any local heritage topic in Grade 10.
Heritage can be defined as a set of values, traditions, rituals and cultural practices
that any group of people value and uphold its significance. Heritage has to do with
group identity. Heritage varies from individual, family, community, nation and
country.

Examples:
 Individual Prayer Times
 Family: Birthdays
 Community: Umkhosi Wamaganu
 Nation: Umhlanga Reed Dance
 Country: National Braai Day

Some points to consider when planning a heritage project:

 The choice of heritage topic needs to be made, taking into consideration the
context of your school and the available resources to which learners have
access.
 This project provides learners with an opportunity to embark on a process of
historical enquiry. Conducting original research involves the collection, analysis,
organization and evaluation of information, and the construction of knowledge.
 Clear, written instructions with due dates and the assessment criteria
(Assessment Rubric) must be given to learners at the beginning of the school
year to allow adequate time for the preparation and completion of the project.
 The progress of learners about the research project must be monitored on an
on-going basis.
 It is essential that learners submit original work. To reduce the likelihood of
plagiarism, the key question or research topic should be changed every year.

Requirements to be fulfilled by the Heritage Project:

 Develop a key question for your Heritage Project (within your context).
 Analyse and answer the key question.
 Identify a variety of relevant source materials to help answer the key question.
 Select relevant examples from the source material which can be used to
substantiate the line of argument.
 Organise relevant information to write a coherent, meaningful and logical answer
to the key question.

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 Write an original piece of work, using your own words.

 Reference your Heritage Project correctly and accordingly.
 Correctly contextualise all sources, including illustrations and maps, which have
been included.
 Reflect upon the process of research and consider what has been learnt.
 Include a bibliography of all the resources which have been consulted while
researching and writing the project.

Some suggestions of what can be done with the Heritage Project when it is
completed:

 The Heritage Project could be displayed at your school, community hall or local
library. Exhibiting the learners' work is very important. It gives learners a sense
of purpose and shows them that their ideas and efforts are of value to their
school and community.
 Learners could give an oral presentation of their heritage project to the class,
grade, school, or local community. This allows learners to speak about their
research and share their 'new-found' knowledge.
 Organise a class debate on the key question.
 Hold a History Evening at which learners could be allowed to present their work
to friends, family, and members of the community. This will be an ideal platform
to showcase the work of the school's History Department in an endeavour to
promote the History Subject at the FET level.

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History 7 KZN /2025
Teacher Guide

4. STRUCTURE OF THE HERITAGE PROJECT

Dates STRUCTURE OF A TICK

TASK
HERITAGE PROJECT
Step1 I have developed a
Date of issue Choose a topic, formulate a key question
key question, analyse and (focus, context,
……………….. demonstrate an time frame, etc.)
understanding of the key
question.
Step 2 Listing identified
Identify a variety of relevant relevant sources
source materials covering
different perspectives.

Step 3 Project plan

Develop a Project plan showing activities
which would include the and due dates
following:
-collect a variety of sources
like books, academic
articles, interviews, diaries,
letters and internet sources
Step 4 Formulated a
Date 2 In cases where oral sources minimum number of
are to be used, the learner open-ended
…………….. should develop questions required
questionnaires

Step 5 Consolidation and

Date 3 Consolidation of findings submission of the
(Write an original piece of first draft
………………. work, using your own
words). I Have expressed
Correctly contextualise all information in my
sources, including citations, own words and
illustrations and maps, acknowledged all
which have been included. the sources used in
this project
(avoided
plagiarism)
Step 6 I have highlighted
Date 4  Reflections and lessons learnt and
…………….. recommendations challenges

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 History 8 KZN /2025
Teacher Guide
(challenges on the encountered
Project process and
lessons learnt)

Step 7 All references have

 Include a bibliography of been
all the resources which acknowledged
have been consulted
while researching and
writing the project

Step 8 Submitted the final

Date 5  Submission of the final HERITAGE
HERITAGE PROJECT PROJECT with the
…………….. following:
-cover page, table
of content and all
aspects listed as
steps of the project.

5. A GUIDE TO AVOIDING PLAGIARISM IN HISTORY HERITAGE PROJECT

Plagiarism in academic writing, including the Grade 10 History curriculum,

occurs when students present other people’s work as their own without acknowledging
and giving proper credit. Avoiding plagiarism is crucial for academic integrity. This guide
gives clear examples of how to avoid acts of plagiarism.

a) Understanding Plagiarism in History Writing

Plagiarism in history can include:

 Direct plagiarism: Copying entire sections from textbooks or historical essays
without acknowledgment.
 Paraphrasing plagiarism: Rewriting historical content from study guides without
citation.
 Accidental plagiarism: Failing to cite primary or secondary sources correctly.

For example, copying sentences directly from a Grade 10 history textbook on the
Colonial Expansion without crediting the source would be considered plagiarism.

b) Citing Sources in History Essays

History learners often work with various sources, including textbooks,
documentaries, and primary sources like speeches or government documents.

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Teacher Guide
To avoid plagiarism, the learners need to cite these properly using a citation
method like Harvard or Chicago style.

Example of in-text citation (Harvard):

 Textbook: "The apartheid government introduced laws like the Bantu Education Act
to control Black South Africans’ access to education" (Clark, 2017, p. 45).
 Primary source: "I have cherished the ideal of a democratic and free
society"(Mandela, 1964).

In a reference list:
 Clark, N. (2017). A History of Apartheid in South Africa. Cape Town: Oxford
University Press.
 Mandela, N. (1964). Rivonia Trial Speech, Pretoria High Court.

c) Quoting Directly from History Texts

When using exact words from a historical source, use quotation marks and cite
the source.

Example:
 Direct quote from a textbook: "The Soweto Uprising in 1976 marked a significant
turning point in the struggle against apartheid" (Thompson, 2016, p. 88).

 Always ensure that quotations are brief and relevant to the argument. If a quote is
used too much without adding an analysis, it may seem like you are over-relying on
the work of others.

d) Paraphrasing Historical Content

Even when the learner paraphrases—putting information into their own words— the
learner still needs to cite the source. Effective paraphrasing shows they understood
the historical content but doesn't eliminate the need for credit.

Original: "The apartheid government’s enforcement of the Group Areas Act forced
many non-white families to relocate to designated townships" (Smith, 2015, p. 62).

Paraphrased: During apartheid, laws like the Group Areas Act led to mass
relocations of non-white South Africans to townships (Smith, 2015, p. 62).

e) Summarizing Historical Events

Summarizing involves condensing a broader narrative into a concise overview.
Even though it is a summary, you still need to attribute the source, especially if
the summary is based on a specific interpretation.

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 History 10 KZN /2025
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Example of summarizing
 Summary: In June 1976, thousands of students in Soweto protested against the
mandatory use of Afrikaans in schools, sparking a wave of resistance across the
country (Lodge, 1999).

 Full reference: Lodge, T. (1999). Resistance and Reform: South African History.
Johannesburg: Macmillan.

f) Using Primary Sources Responsibly

When working with primary sources in history (e.g., speeches, newspaper
articles, government acts), it’s important to differentiate your analysis from the
source material. Always attribute ideas or statements from these documents.

Example:
 If analysing Nelson Mandela’s speech, you would say: "Mandela’s assertion that he
was prepared to die for equality demonstrated his unwavering commitment to the
struggle" (Mandela, 1964).

g) Tracking Your Sources

When studying events like the fall of apartheid or the Cold War, you may consult
many resources. Keep detailed notes on where your information comes from so that
you don’t accidentally plagiarize. This will also help when writing essays and
completing projects like the source-based tasks in Grade 10 History.

h) Plagiarism Detection Tools for History Writing

Tools like Turnitin or Plagscan can help check the learner's work before submitting it.
They compare their writing with various sources to ensure
originality and proper citation.

i) Respecting Intellectual Contributions

In history, you are building on previous scholars' work. Properly acknowledging
sources strengthen your argument and show respect for the intellectual contributions of
historians.

j) Common Knowledge in History

While some historical facts, like dates of major events, don’t require citation,
interpretations or analyses of these events do. For example, "Nelson Mandela
was released from prison in 1990" is common knowledge and doesn’t require
a citation, but "Mandela’s release signalled a shift in international pressure on
South Africa" needs a citation.

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History 11 KZN /2025
Teacher Guide
5. GRADE 10 HERITAGE PROJECT

Setting up a Heritage Project

Follow these steps:

1. Class and individual discussions about appropriate monuments, museums, traditions,

community, or chosen heritage example or oral history as heritage.

2. Formulate a key question.

3. Do research in the school library, local library, or on the internet, if available, about
heritage on the topic chosen, or provide learners with the sources. Learners must select
sources that are appropriate for their topic.

4. Learners should make notes during their research, and record the information in their
own words. Teachers must be particularly vigilant that learners do not simply download
and use information from the internet without reworking it. Their assignments must
include a list of references consulted. Refer learners to the note on plagiarism.

5. Teachers must provide a clearly worded task for the learners. The task must include
time frames for each stage of the assignment and the assessment criteria that will be
used for assessment. The dates within the time frames will include a date for planning
to be completed; a date for rough work to be completed; date for the final product.
Teachers will check the work at each stage.

6. The project needs to include the ideologies and debates about heritage, linked to the
monument or topic chosen. The chosen topic or example must is used to illustrate these
debates.

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PHASE: FET
Heritage assignment (compulsory)
The focus and resources for the assignment are heritage sites, museums, monuments,
oral histories, commemorative events, family and community traditions and rituals, local
history, school history, and family history.
What is heritage?
The word ‘heritage’ can be used in different ways. One use of the word emphasizes our
heritage as human beings and concerns human origins in Africa. Another use of the
word relates to the ways in which people remember the past, through heritage sites,
museums, the construction of monuments and memorials, and in families and
communities (oral history). Some suggest that heritage is everything that is handed
down to us from the past.
The content detail is not specified in order to provide the choice to study local, regional,
or national examples of heritage.
Possible themes for projects, which learners should consider, include:
• what is meant by heritage and public representations?
• memory and oral histories as heritage.
• the importance of the conservation of heritage sites, monuments and memorials.
• debates about heritage issues and how the past is represented, for example at
heritage sites, museums, monuments, memorials, families, and communities
• how memorials are constructed in different knowledge systems, for example,
monuments, ritual sites, and grave sites; and
• African origins of humankind as world heritage.
The assignment should include a research component to teach research skills in Grade
10.

GUIDE FOR ORAL INTERVIEWS

Conducting oral interviews can be a powerful method for gathering qualitative data.
Here’s a structured guide to help you through the process:

1. Preparation Before the Interview

 Define Your Objectives: Clearly outline the purpose of the interview and the specific
information you want to gather.
 Select Participants: Choose individuals who can provide valuable insights related to
your research topic.
 Design Questions: Prepare a list of open-ended questions that encourage detailed
responses. Ensure they are clear, relevant, and flexible enough to allow for follow-up
questions. (These questions will serve as the learners’ interview guide)
 Schedule the Interview: Coordinate a convenient time and place for the interview,
ensuring a quiet and comfortable environment for both parties.

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2. Conducting the Interview

 Build Rapport (understanding): Start with small talk to make the participant feel at
ease. Explain the purpose of the interview and ensure confidentiality.
 Use a Recording Device: With the participant's consent, use an audio recording
device or cell phone to capture the conversation. This allows for accurate
transcription later.
 Follow the interview guide, but Be Flexible: Stick to your questions but be open to
exploring new topics that arise during the conversation.
 Take Notes: Jot down key points, observations, and non-verbal cues during the
interview to complement the audio recording.

3. Closing the Interview

 Thank the Participant: Show appreciation for their time and insights.
 Ask for Additional Information: If applicable, inquire if there’s anything else they would
like to add that hasn’t been covered.
 Discuss Next Steps: Inform them about how their information will be used and any
potential follow-up.

RULES FOR TRANSCRIPTIONS

Transcribing interviews accurately is crucial for data analysis. Here are some guidelines
to follow:

1. Choose a Transcription Method

 Verbatim Transcription: Capture every word, including fillers (e.g., “um,” “like”),
pauses, and non-verbal sounds (e.g., laughter, sighs).
 Clean Read Transcription: Focus on the content, removing fillers and non-verbal
sounds for a more streamlined version.

2. Set Up Your Document

 Use a Standard Format: Choose a consistent font and size. Use headings,
timestamps, and speaker labels for clarity.
 Indicate Speakers: Clearly label each speaker (e.g., INTERVIEWER and
PARTICIPANT) to differentiate their contributions.

3. Start Transcribing
 Play the Recording: Listen to the recording in segments, pausing frequently to
transcribe accurately.
 Use Playback Tools: Utilize transcription software that allows for easy pausing
and rewinding to ensure accuracy.

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History 14 KZN /2025
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 Edit for Clarity: After transcribing, read through the text to correct any errors,
enhance readability and clarify ambiguous statements.

4. Review and Finalize the Transcript

 Proofread the Transcript: Check for grammatical errors, typos, and misheard
words.
 Verify Key Quotes: Ensure that important statements are accurately represented
and attributed to the correct speaker.
 Include Contextual Notes: Add any relevant notes or observations that may help
in understanding the context of the conversation.

5. Store and Secure the Transcript

 Maintain Confidentiality: Store transcripts securely, ensuring that sensitive
information is protected.
 Organize Files: Create a clear filing system for easy access and reference in
your research.

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ANNEXURE B
RUBRIC TO ASSESS THE HERITAGE PROJECT: GRADE 10___:
SCHOOL _____________________

Needs
Needs Attention
Criteria Excellent (5) Good (4) Satisfactory (3) Significant
(2)
Improvement (1)
4-5 3-4 2-3 1-2 0-1
1. Understanding
the Context and
Concepts of Deep understanding Good Basic understanding Limited Very limited
Heritage of heritage concepts understanding of some connections understanding understanding,
(5) and effective and appropriate with weak minimal concept
contextualization. connections to connections connections.
the context.
10 - 9 8-7 6-5 4-3 2-0
Extensive and in- Good research Adequate research Limited research No research or
DUE DATE 1 2. Source selection depth research, from 4-6 credible using 3-4 sources, using fewer than irrelevant
and depth of exploring multiple sources, but but lacks critical 3 sources, sources with no
Research perspectives from 5-7 some lack of depth, mostly minimal critical engagement.
credible sources. depth in descriptive. analysis.
(10) Shows critical exploration or
engagement and analysis.
integration of diverse
viewpoints.
20 - 17 16 - 13 12 - 9 8-5 4-0
Well-constructed, Good argument Adequate Weak argument, No discussion or
3. Construction of evidence-based though lacks discussion, but lacks lacking unsupported by
Discussion Based argument with critical depth in analysis depth, critical coherence and evidence,
on Evidence analysis, multiple or perspectives. analysis, or logical critical incoherent.
DUE DATE 2 perspectives, and Mostly coherent flow. engagement with
(20) logical coherence. with the use of evidence.
Strong use of evidence.
evidence to support
claims.
5 4 3 2 0
4. Reflection Thoughtful, insightful Good reflection; Basic reflection; Minimal No meaningful
reflection showing some critical limited critical reflection; lacks reflection or
(5) critical engagement. thought engagement. critical thinking. engagement.
is evident.
5 4 3 2 1
5. Plagiarism No plagiarism Minor issues but Some plagiarism Significant Major plagiarism
was detected; all work no significant is identified but does plagiarism, but detected; very
(5) is original. plagiarism. not dominate the the original work little original
DUE DATE 3
work. is still present. work.
5 4 3 2 1
6.
Acknowledgment All sources Most sources Some sources cited; Several sources Little to no
of Sources are properly cited with acknowledged; multiple formatting missing or citation of
(5) no errors in formatting. minor citation errors. incorrectly cited. sources; major
errors. errors.

FINAL SUBMISSION DATE:

Comment: ____________________________________________________________________________________
_____________________________________________________________________________________________
Breakdown:
 Understanding of Context and Concepts: 5 Marks
 Source selection and depth of Research:10 Marks

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History 16 KZN /2025
Teacher Guide
 Construction of Discussion Based on Evidence: 20 Marks
 Reflection: 5 Marks
 Plagiarism: 5 Marks
 Acknowledgment of Sources: 5 Marks Total: 50 Marks

ANNEXURE C: EXAMPLE OF A COVER PAGE FOR A HERITAGE PROJECT:

GRADE 10 HERITAGE PROJECT: HISTORY

NAME OF SCHOOL

NAME OF LEARNER

SUBJECT

RESEARCH TOPIC

KEY QUESTION

STATEMENT OF AUTHENTICITY:

I hereby declare that ALL pieces of writing contained in this HERITAGE

PROJECT, are my own original work and that if I made use of any source, I have
duly acknowledged it.

LEARNER'S SIGNATURE: ____________________________________________

DATE: _____________________________________________________________

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 History 17 KZN /2025
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ANNEXURE D: EXAMPLE OF A TEMPLATE FOR NOTE-TAKING DURING

RESEARCH

FULL REFERENCE EVIDENCE (This could be used to support your argument)

OF RESOURCE
In the Consequences of Modernity, Anthony Giddens discusses
Book Reference: how globalization alters the social fabric of societies. He argues
Giddens, A. (1990). that globalization is a process that affects various aspects of life,
The Consequences including economic, political, and cultural dimensions. Giddens
of Modernity. asserts:
Stanford University “Globalization can be understood as a process of increasing
Press. interconnectedness among societies, which includes the flow of
goods, information, and people across national boundaries, leading
to the emergence of a global economy and a global culture”
(Giddens, 1990, p. 64).
This evidence can be used to illustrate how interconnectedness
shapes contemporary societies. It can serve as a foundation for
discussing:
Economic Impacts: Analyse how the global economy influences
local markets and labour practices.
Cultural Exchange: Explore the blending of cultures and the
emergence of a global culture, considering both positive and
negative impacts.
Political Dimensions: Examine how globalization affects national
sovereignty and governance.

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ANNEXURE E: GUIDELINES ON HOW TO WRITE A BIBLIOGRAPHY

 For a book:
Author (last name, initials). Title of book (Publishers, Date of publication).

Example:
Dahl, R. The BFG. (Farrar, Straus & Giroux, 1982).

 For an encyclopaedia:
Encyclopaedia Title, Edition Date. Volume Number, 'Article Title', page numbers.

Example:
Encyclopaedia Britannica. 1997. Volume 7, 'Gorillas', pp. 50-51.

 For a magazine:
Author (last name first), 'Article Title'. Name of magazine. Volume number, (Date): page
numbers.

Example:
Jordan, Jennifer, 'Filming at the top of the World'. Museum of Science Magazine.
Volume 47, No 1, (Winter 1998): p 11.

 For a newspaper:
Author (last name first), 'Article Title'. Name of Newspaper. City, state publication.
(Date): edition if available, section, page number(s).

Example:
Powers, Ann, 'New Tune for the Material Girl'. The New York Times. New York, NY.
(3/1/98): Atlantic Region, Section 2, p 34.

 For a person:
Full name (last name first). Occupation, date of interview.

Example:
Smeckleburg, Sweets. Bus Driver. 1 April 1996.

 For a film:
Title, Director, Distributor, Year.

Example:
Braveheart, Director Mel Gibson, Icon Productions, 1995.

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History 19 KZN /2025
Teacher Guide

ANNEXURE F: EXEMPLAR

GRADE 10 HERITAGE PROJECT

Key Question:

WHAT FACTORS CONTRIBUTED TO SOUTH AFRICA'S CULTURAL HERITAGE,

AND WHAT WAS ITS LASTING IMPACT ON THE COUNTRY'S IDENTITY TODAY?

Task Description:
In this task, Grade 10 learners will research what factors contributed to South Africa’s
cultural heritage, focusing on both tangible and intangible aspects such as language,
architecture, traditions, and social structures. Learners will explore how colonial powers
shaped the country’s cultural landscape and examine the legacy of colonialism on
modern South African identity.

Task Guidelines:
1. Introduction:
 Provide a brief overview of colonialism in South Africa, highlighting key periods
and events (e.g., Dutch colonial rule, British colonial rule, the impact of the 1910
Union).

2. Body of the Task:

 Tangible Heritage: Examine changes in architecture, urban planning, and
monuments (e.g., colonial buildings, forts, and the development of cities like
Cape Town and Johannesburg).
 Intangible Heritage: Discuss the influence of colonialism on language (e.g., the
spread of Afrikaans and English), traditions (e.g., the impact of European
holidays and customs), and social structures (e.g., the creation of racial
divisions)
 Consider how the colonial era reshaped indigenous cultures and the struggles
for cultural preservation during and after colonialism.

3. Conclusion:
 Reflect on the lasting impact of colonialism on South African culture and
identity. How do contemporary South Africans view their colonial heritage
today?

4. References:
 Learners must consult at least 3 sources, including books, journal articles, and
reliable online resources. They should use citations in their work.

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 History 20 KZN /2025
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EXAMPLE OF A HERITAGE PROJECT

1. Key Question
WHAT CONTRIBUTIONS HAS AMANGWANE HIGH SCHOOL MADE TO THE
SOCIO-ECONOMIC STATUS OF EMANGWANENI COMMUNITY?

2. Five Sub-questions that could be asked to answer the key question

 Who was responsible for the building of AmaNgwane High School?
 What were the intensions of the establishment of the school?
 Why was the school named AmaNgwane high school?
 How are the subject packages in the school related to the improvement of the
socio-economic status of the school?
 How has the pass rate of the school contributed to the improvement of livelihood
around Emangwaneni community?
 How have the programmes conducted by the school assisted learners post matric?
 Comment on the success of the former students of AmaNgwane High.
 Has the school improved academically compared to when the school was
established?

1. Understanding the Context and Concepts of Heritage - a special or individual possession;

an allotted (chosen/ agreed/selected/ prearranged) portion.
"God's love remains your heritage” * -+ (5)

3. 2. Source selection and depth of Research

4. Identify the sources and explain more – give a brief overview of your research. Develop a research
plan which would include the following:
-collect a variety of sources like books, academic articles, interviews, diaries, letters and internet
sources. In case where oral sources are to be used the learner should develop questionnaires
7. (10)
8. 3. Construction of Discussion Based on Evidence:
Consolidation of findings (Write an original piece of work, using your own words).
Correctly contextualise all sources, including citations, illustrations and maps, which have been
included. (20)
4. Reflection
Reflections and recommendations (challenges on the research process and lessons learnt)
(5)
5. Plagiarism
Copying of sources without acknowledging the source is illegal (5)
6. Acknowledgment of Sources
Include a bibliography of all the resources which have been consulted while researching and writing
the project (5)

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