Cus Answers

CUS3701-Exam (Questions &
Answers)
written by
Aimark94
www.stuvia.com
Downloaded by: clarinehlers | [email protected]

Distribution of this document is illegal
Stuvia.com - The study-notes marketplace

This document contains possible exam questions and answers

Answers were researched using the prescribed book and memos
Please note that human errors are possible in this document
TABLE OF CONTENT
True or False Page 3
Match Column A with Column B Page 5
Explaining Concepts Page 6
Straight Forward and Essay Type Questions Page 9
October/November 2020 Page 34
Assignment 2 - 2020 Page 43
Assignment 3 - 2020 Page 50

TRUE OR FALSE
1. “Norm” is derived from the word “normal”. It refers to the quality assurance process.
 False
2. A mediator is a person who makes it possible for an idea to be communicated.

 True
3. The IQMS policy supports the use of an assessment policy and uses a four-point scale.
 True
4. According to Prof. Asmal, the father of OBE in South Africa, OBE Focuses on the students and their abilities.
 True
5. The RNCS document is based on C2005, but it streamlined the curriculum and made it more educator friendly.
 False
6. The Principles of OBE are :

1) Social Justice
2) Human Rights
3) Healthy environment
4) Inclusivity
This answer is :
 False
7. Range statements, guide educators in the level of complexity that learners should achieve as stipulated in the RNCS
document.
 False
8. Assessment Standards are closely linked to learning outcome to be reached by the learner.
 True
9. Assessment can include self-assessment, peer assessment and continuous assessment.

 True
10. The word concept of “curriculum has its origin in the Latin word currere, which means “to run”, and which is also
used to refer to running tracks or chariot tracks for a race.
 True
11. The word syllabus in Latin means a statement or a list of topics of a discourse, or the table of contents of a learning
area.
 False
12. “Covert curriculum” refers to the official, explicit intended curriculum.

 False
13. An empirical or experiential curriculum approach refers to a pre-modern view spokesperson like Tyler, Gagne and
Hunkins can be associated with this approach.
 False
14. A humanistic curriculum approach refers to a pre-modern view spokesperson like Tyler, Gagne and Hunkins can be
associated with this approach.
 False
15. The Educator as life-long learner must commit himself/herself to stay informed about developments in learning and
teaching methodologies.
 True
16. White paper No. 6 explains inclusive education
Stuvia.comand
- Thetraining.
study-notes marketplace
 True
17. White paper No. 6 explains special needs education.

 True
18. The National Qualifications Framework (NQF) was created to bring together education and training, and
consequently, close the gap between the two.
 True
19. In their planning teachers might also use discovery learning where they need learners to draw on their experiences
and prior knowledge to work towards solutions.
 True
20. The National Curriculum Assessment Policy Statement (CAPS) replaced Outcomes Based Education (OBE).
 False
21. Tools to be used in designing learning programmes that lead to teacher education qualifications, such as levels,
credits and integrated and applied knowledge, are discussed in the new policy on minimum requirements for teacher
education qualifications.
 True
22. The department of Higher Education is responsible for monitoring the performance of Schools and Teachers.
 False
23. With whole-school development in mind and working towards the holistic development of the teacher, there are
four important key stages of planning :
1) Strategic School Planning,
2) Phase Planning
3) Planning per grade
4) Lesson Planning
The correct answer is :

 True
24. Walvoord (2004 2-5) and Lambert and Lines (2000 4) define the assessment process as the systemic collection of
information about the learners learning, using the time, knowledge, expertise and resources available to make informed
decisions about how to improve learning.
 True
25. Curriculum as plan is a broad plan of action for teaching-learning activities.

 True
26. Curriculum theories can be regarded as the foundation of how we develop cirricula.
 True
27. A teaching strategy shapes the boundaries and provides the minimum knowledge important for learning.
 False
28. The NQF ensures that all qualifications are registered and adhere to specific standards.
 True

MATCH COLUMN A WITH COLUMN B
COLUMN A COLUMN B
1) Grades 4,5,6 A) This has replaced learning areas
2) Manifesto on Values B) Three grades that are planned simultaneously
3) FET policy C) Equal educational opportunities
4) Learning programme developer D) Seven roles of the educator
5) Social transformation E) Learner modifies adjectives and adverbs
6) Phase planning F) Select and prepare suitable media
7) Subjects G) CAPS principles for Grades 10 to 12
8) Inclusive education H) Ten fundamental values of the Constitution
9) Lesson planning I) Intermediate phase
10) SWOT analysis J) Audio aids for the visually disabled
11) SACE K) Individual educator plan for a period
12) Discussion L) Strategic planning
13) Measuring instruments M) Grade educators focus on context
14) “Covert” curriculum N) A single national framework that would bring together all education and
training under one authority
15) Cognitively Guided Instruction O) Teaching that is implicit,but deliberate presented on the part of the teacher
in the class
16) An approach P) Test,course work,portfolio
17) NQF Q) The perspective towards something or a way of thinking
18) Shared learning R) Professional council for teachers
19) Bloom’s learning S) Obtain knowledge and develop co-operative skills
20) Curriculum development T) Learners have achieved the ultimate objectives for instruction
U) Provides a structure in which to categorise instructional (teaching) outcomes
and assessment
V) Implementing language and listening in teaching
W) Frame of reference
X) CAPS,knowledge and skills,values and attitudes,and assessment
Y) Improvement and innovation in education
Z) Providing opportunities for learners’ participation in the learning process
ANSWERS
1) I
2) H or C (both correct)
3) G
4) D or F (both correct)
5) C
6) B
7) A
8) J
9) K
10) L
11) R
12) S
13) X
14) O
15) V
16) Q
17) N
18) Z
19) U
20)by:Yclarinehlers | [email protected]
Downloaded
EXPLAINING CONCEPTS
1. Cognitively guided instruction
 CGI is a strategy for implementing language and listening and language in teaching as a social construct.
 Learners are able to solve problems without direct instruction.
 Learners rather draw on informal knowledge of everyday situations and through dialogue.
 Good approach for teaching Mathematics, whereby teacher and learners explore maths.
 problems and then share their different problem-solving strategies in an open dialogue.
 Teachers must take care not to let their knowledge and beliefs influence their instructional practice.
2. Integrated quality management system for school based educators (IQMS)
 The Integrated Quality Management System Policy integrates the different quality management programmes.
 The purpose of the IQMS is the personal development of each teacher.
 Development appraisal : teachers are assessed for strengths and weaknesses, and individual development)
 Performance management: to ascertain salary adjustments, appointment adjustments, promotions etc.
 Whole-school evaluation : effectiveness of an entire school in respect of its teaching and learning.
3. Inclusive education
 Acknowledging that all children can learn and need support.

 Accepting and respecting the fact that all learners have different learning needs,which are equally valued.
 Enabling education structures, systems and learning methodologies to meet the needs of all learners.
 Acknowledging and respecting differences between children due to age, gender, ethnicity, language, etc.
 Acknowledging that learning occurs in the home, the community, and within formal and informal structures.
4. Diagnostic assessment
 Measures a learner’s current knowledge and skills.

 Gives the teacher an understanding of the existing knowledge and skills a learner brings to the teaching/learning
environment.
 Problems identified indicate that further planning, and adapting and modifying the teaching of content are
needed.
 Conducted prior to and during teaching and learning.
 Identifies the range of learners’ individual differences in the class.
5. The South African Council for Educators (SACE)
 SACE is the professional council for educators/teachers, which aims to enhance the status of the teaching
profession through appropriate registration, management of professional development and the inculcation of a
code of ethics for all educators/teachers.
 The SACE Act (Act 31 of 2000) states that, by means of the functioning of the council, SACE is to :
 Provide for the registration of educators/teachers.
 Promote the professional development of educators/teachers.
 Set, maintain and protect ethical and professional standards for educators/teachers.
6. The steps on how knowledge and skills will be organised
 In curriculum terms, the way in which the knowledge (content) is organised is called an “organizing principle”.
 An organizing principle is the basic method of arranging content so that key ideas can be located.
 Organising the knowledge (content) selected to be included in the curriculum according to an organising
principle helps to simplify a particularly complicated domain and make it easier for the users to grasp.
 How will the knowledge and skills be organised ?
 Logical sequence
 Progression of content and conceptual development
 Teaching/learning methods
7. Phase planning Stuvia.com - The study-notes marketplace
 The implementation of the curriculum must be a phase-long process of planning, managing and organising
classroom practice.
 This means that what is planned must guide and inform what is done in the classroom – all teaching, learning
and assessment.
 Phase planning implies that all teachers in a phase should work together to create a clear plan of how they will
guide learners through that phase for a particular subject.
 Teachers must be involved in different levels of planning, each level serving a different purpose and involving a
different level of detail.
 Every teacher remains an individual and the methods used in the classrooms may differ, though all might be
equally effective in ensuring that the learners achieve the aims.
 Planning takes place across a phase (three grades). The organising tool for a phase comes from both the CAPS
documents and the characteristics of the learner in this age group.
 The following aspects are important when planning for a specific phase :
 Contexts/themes within which the teaching, learning and assessment will occur.
 Principles of the Curriculum Assessment Policy Statement (CAPS) that must be incorporated in all
teaching, learning and assessment.
 Aims and assessment criteria across the phase.
 The sequencing (conceptual progression) of the aims and assessment criteria.
 The core knowledge and concepts that will be used to attain the learning outcomes/aims and assessment
criteria for the phase. These should reflect the context of the community, school and classroom to ensure
that the teaching and learning are appropriate for the learners’ needs.
 How progression (increasing conceptual complexity) will occur within subjects and from grade to grade,
bearing in mind integration across different subjects and real-life application.
 The time allocation and weighting given to learning in the subject per phase (time frames for all teaching,
learning and assessment).
8. The assessment process
 Assessment process is the systematic collection of information about the learner’s learning, using the time,
knowledge, expertise and resources available in order to inform decisions about how to improve learning.
 Assessment must be more than gathering evidence of how well the learners have achieved objectives/outcomes;
it should also be used to improve the planning for teaching and learning in the next cycle.
 In this instance the improvement should be not only in the learners’ learning but also in the assessment process,
and the teacher should be able to adapt the planning for more effective teaching.
 It is important to find and introduce ways to plan and teach that encourage and promote the diagnostic
characteristics of assessment, namely its use for guidance and motivation.
 When interpreting and implementing the curriculum, the following questions should also be asked from
the outset :
 Which assessment technique is the best for measuring the required outcomes/aims ? Is it, for instance, a
research project, or a written assignment ?
 How will a research project or an assignment be assessed ? Will we use an observation sheet with
assessment criteria, or a rubric ? These are the tools of assessment; the tool selected should be appropriate
to the assessment criteria for the activity.
 Who will be doing the assessing ? Will it be group assessment, self-assessment or peer assessment?
These are possible methods of assessment.
9. Reason for using exemplary lesson materials
 Reasons for using exemplary materials :

 Offering an indication of what can be expected during lessons.
 Stimulating internal dialogue and reflection on questions such as :
 How does the material relate to my personal opinions and my own teaching practice ?
 Can the material be used for preparing and teaching lessons and if so, how ?
 What reactions and learning outcomes from learners can be expected ?

 Exemplary materials present specificStuvia.com
guidelines
- Thefor use in practice.
 They prevent early watering down of the intended new approach to content and pedagogy; and at the same time
stimulating local adaptation of the new approach.
 They provide a basis for the exchange of experiences, feedback, discussion, and reflection
 It stimulate teachers to (re)design their own materials and to make more selective, creative, and conscious use
of existing textbooks and other resource materials.
10. The teacher as interpreter and designer of learning programmes and materials
 Teachers are expected to understand and interpret existing learning programmes, design their own learning
programmes and select and prepare suitable textual and visual resources for learning.
 They also need to sequence and pace learning in a way that shows sensitivity to the needs of the learning area or
subject and those of the learners.
 This role is perhaps the one that has been most misunderstood and abused. It has been used to justify the fact
that Curriculum 2005 in its original form did not go far enough in specifying curriculum requirements on a
grade-by-grade basis.
 Many bureaucrats argued that this did not present a problem because “each school should design its own
learning programmes, based on the needs and concerns of the community”.
 It has become clear that most teachers and schools do not yet have the skills, resources or inclination to develop
a customised curriculum, hence the reluctance to involve schools in the setting of curriculum standards.
 In the CAPS, learning programmes and in some instances work schedules are included in the documents.
 The role of the teacher is still that of interpreter, but with particular emphasis on lesson planning and effective
implementation.
11. The difference between “curriculum” and “syllabus”
 “Curriculum” - origin : Latin word “Currere”, means “to run”, refer to chariot race track.
 “Curriculum” in broader terms : all the learning that is planned and guided as a body of knowledge in order to
achieve certain ends (outcomes) in a teaching-learning process as realised in praxis.
 The curriculum document should include the rationale, aim and purpose of the particular course and refer to
related subject methodology, teaching methods and guidance regarding assessment practices, which are all
based on a particular approach.
 “Syllabus” in Greek means a concise statement or table of the topics of a discourse or the list of contents of a
subject. Such a document has a series of headings with some additional notes which set out the areas to be
examined.
 A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be
studied.

STRAIGHT Stuvia.com
FORWARD AND ESSAY TYPE QUESTIONS
- The study-notes marketplace
1. If a curriculum developer wants to prepare learners for instance for the 21st century, what should be the
knowledge and skills to be included, in particular for the diverse South African context ? Please provide an
example after each of these competencies.
 Sense-making : Being able to listen, observe, feel and emphasize.
 Social intelligence - Ability to connect to others in a deep and direct way, to sense and stimulate reactions and
desired interactions.
 Novel and adaptive thinking - Proficiency at thinking and coming up with solutions and responses beyond that
which is rote or rule-based.
 Cross-cultural competency - Able to understand, communicate, and effectively interact with people across
cultures.
 Computational thinking - Ability to translate vast amounts of data into abstract concepts and to understand
data-based reasoning.
 New media literacy - Being able to effectively access, organize, analyze, evaluate, and create messages in a
variety of forms.
 Transdisciplinarity - Being a risk taker and thinking outside the box.
 Design mindset - Thinking logically and accepting human behaviour the way it is.
 Cognitive load management - Example being able to use effective instructional strategies.
 Virtual collaboration - Being able to establish effective work communications and work processes with
individuals on your remote team.
2. It is of utmost importance to give clear instructions regarding what is expected in assessment. Learners will
not be able to complete a task successfully if they do not understand the question. Identify ten factors of effective
questioning.
 Contextualised action words

 The task should be clear how the task will be assessed.
 Clear and accessible language

 Keep sentences short and the vocabulary and terminology suitable to a level of the learners.
 Use active rather than passive voice.
 Avoid words with many syllables.
 Be careful when using pronouns that is clear what they refer to.
 Encourage learners to answer in ways in which they feel most comfortable.
 Comprehensive instructions
 Use clear language according to the level/grade of the learner.
 Use action words to describe what activities should be part of performing the task.
 Link instructions to the set outcomes and the assessment criteria in order to make sure that what is
expected is what is assessed.
 Re-read tasks after setting them to make sure that no steps are left out.

3. Define and deliberate how and in whichStuvia.com
instances- Theyou wouldmarketplace
study-notes use the following teaching strategies in a
teaching- learning environment. Discuss these strategies by referring to advantages, disadvantages and your own
practical examples to further elaborate on your answer.
 Teaching critical thinking
 Cognitively guided instruction
 Scaffolding
 Simulation
 Problem-solving
 Teaching critical thinking

 The answer to the question “Why do we teach thinking skills?” lies in understanding that we want to give
learners the ability to solve problems and make decisions that are more intelligent, to make them
open-minded, and to allow them to develop self-confidence when reasoning. It also means that learners
will become dedicated to searching for reliable information and keen to test hypotheses (Facione, 2009).
Learners have to be able to question their own understanding and compare their version of the truth with
that of the teacher and their fellow learners.
 Best time to use :

 When a process of knowledge building, making a collective inquiry into a specific topic, and coming
to a deeper understanding through interactive questioning, dialogue and the continuous improvement
of ideas is applied.
 Advantages :
 The learner takes responsibility for his/her own learning. It will help with an advanced understanding
of what the learner knows about the topic.
 Disadvantages :
 It might not be possible in large groups. Assessment tasks might be difficult for teachers.
 Examples :
 Assessment that involves problem solving skills.
 Cognitively guided instruction

 Cognitively guided instruction is a strategy for using both listening and language as part of the learning
process. The strategy uses learners’ prior knowledge and builds on that through discussion and dialogue.
By listening to learners’ thinking about the subject and topic, the educator can direct or guide their
thinking and thereby emphasize knowledge acquisition.

 It is best to use cognitively guided instruction when critical thinking is required. Learners need to have
experience and knowledge of the subject matter and be confident enough to take part actively.
 Advantages :
 This strategy helps to develop learners' insight into the problem. It allows learners to recognize
different approaches towards solving problems and the value of sharing experiences and different
perspectives.
 Disadvantages :
 Quiet learners can “hide” by not taking part. We cannot use this strategy when learners are not well
prepared or do not have adequate prior knowledge.
 It can also be a real problem when a few learners dominate the cognitively guided instruction, while
the majority of the learners are excluded and do not gain from it.
 Examples :
 Class discussion and dialogue.

 Scaffolding Stuvia.com - The study-notes marketplace
 Scaffolding is the process of creating a framework around prior experience to assist learners to build new
knowledge.

 It is best to use scaffolding when learners have personal, social or academic obstacles to learning.
 Advantages :
 The educator can gradually guide the learners and build confidence and motivation.
 Scaffolding uses teacher guidance and peer support and encourage interaction and collaboration.
 Disadvantages :
 In the case of the over simplification of tasks, learners will not reach the educational objectives.
 The differing opinions of learners could require teacher intervention.
 Language and socio-economic problems, attitudes and low levels of motivation might be problematic.
 Examples :
 Questioning, collective enquiry into a topic and dialogue.
 Simulation
 Simulation is the controlled re-enactment or imitation of situations using technology and includes real-life
enactment by learners. Learners practice problem-solving skills.

 It is best to use simulation to demonstrate real-life situations to learners.
 Advantages :
 The method helps learners to experience real-life situations without the possibility of serious
repercussions.
 Learners can experiment and find solutions in a safe manner - true to life.
 The educator can get learners emotionally involved in a situation in an interactive and enjoyable way.
 Disadvantages :
 The method takes a lot of time, and learners can get over emotional and involved in imaginary
situations.
 Examples :
 Computer-aided simulation and role-play.
 Problem-solving
 Problem-solving allows learners to build skills such as self-management and teaches them to approach
problems in a balanced way.

 It is best to use problem solving when learners have a clear understanding of the subject related to the
problem, are motivated to learn and have acquired a measure of problem solving ability.
 Advantages :
 The educator actively involves learners by challenging them to make judgements, applying the
knowledge they were taught and to think about their own learning processes.
 Disadvantages :
 Learners’ fear of failure may restrict participation.
 This method requires time consuming and in-depth preparation from the educator.
 Examples :
 Context-based teaching, case studies and word sums
4. Your task is to write an essay in response to the- following
Stuvia.com question
The study-notes :
marketplace
As interpreter and developer of the curriculum, it’s insufficient for the educator to give a narrow definition to
the concept “curriculum” There are different definitions and aspects of “curriculum”.
In your answer, describe the different ways of understanding curriculum and how these different
understandings relate in some ways to each other, referring to the intended and enacted curriculum. Remember
that “curriculum, both as prescription and in practice, is not neutral, but carries values and is a political issue.
On the one hand the curriculum is seen as an intention, plan or prescription, an idea of what one would like to
happen in schools. On the other hand, it is seen as the existing state of affairs in schools, what does in fact happen.
To illustrate your points, define a curriculum by referring to the different aspects to be considered.
 Introduction
There are different definitions of ‘’curriculum’’.
Definitions become very difficult, especially when it comes to abstract concepts, because people often have
different understanding of the same words. At a general level, an explanation of what ‘’curriculum’’ is can be
distinguished in terms of what is included and/or excluded in the description. The older, narrower definition
states that when we want to study a curriculum, we must look at the curriculum plan, i.e. the document or the
written intention of what, how and why something should be taught. This then actually defines ‘’curriculum’’
as a ‘’course of study’’ or ‘’study programme’’, whereas a broad definition is more inclusive concept
comprising all the opportunities for learning and viewed in a historical perspective in its socio-political context.
Narrow definitions are likely to foster a conception of curriculum change as limited and largely technical
exercise. On the other hand, broader definitions of curriculum, which acknowledge both intended and
unintended learning, and which view curriculum as a social construct, imply a stronger sense of the complexity
of the curriculum and/or processes of change. This means that a particular society’s culture will produce a
particular kind of curriculum, which in turn will also contribute to shaping that particular society and its culture.
This mutual influence is on-going, and one should therefore not think of the curriculum and the social structure
as entirely separate entities.
 If we look at the South African situation, we can accept that the following social structures have had a
powerful impact on the South African curriculum :
 The changing economic relations in the transition from an agrarian to an industrial economy.
 The shifting power relations both within and between power groups with regard to the economic changes.
 The shifts in ruling group ideology necessitated by and contributing to the changes.
 This debate about the interpretation of ‘’curriculum’’ comes a long way. The following definitions might
be useful :
 Official, explicit curriculum: this is the prescribed curriculum, which is the official, formal curriculum and
it is also described as the “blueprint” for teaching. It is also described as the curriculum or plan or the
intentions of for instance the Department of Education. This means that a single plan can be used for
different learners, although the contexts may differ vastly.
 Curriculum in practice : this curriculum is the actual practiced or lived curriculum. In other words, it refers
to how the curriculum is experienced by both the learners and the educators. It is also referred to as the
non-official implicit curriculum as implemented by the educator. It can therefore refer to what which is
actually taught and learnt. Educator A’s lesson, for instance, demonstrates that that which is actually taught,
can be very different from that which was planned. Curriculum in practice refers to the phenomena where,
apart from educator misunderstandings, resource constraints, etc interferes with the educator’s ability to
implement a curriculum plan effectively.
 Covert curriculum (as an aspect of the curriculum) : the term “covert” is intended to convey the idea of
teaching that is implicit (not spelt out), but deliberate on the part of the educator or the school. This is
especially important in the early years of schooling where aspects such as “consideration for others”,
“order and obedience”, “teamwork and co-operation” are focal points. The “play” in the early schooling is
a deliberate curriculum strategy to develop important attitudes and skills such as fine motor skills, spatial
differentiation and various Downloaded
pre-numeracy skills.
by: clarinehlers | [email protected]
 Hidden curriculum (as an aspectStuvia.com
of the curriculum) : the
- The study-notes term “hidden” refers to learning which is hidden
marketplace
from the educators as well as the learners. This is another form of implicit learning which the educators
didn’t intend or are probably not even aware of. The kinds of environment that schools and classrooms
present, indirectly allow us to learn many things about the world, or to have different perspectives of the
world.
 Assessed curriculum : this is the knowledge and skills that are measured to determine learner achievement
or what objectives or learning outcomes have been attained. Assessment is an important element of a
curriculum because it establishes how learners will be measured on performance.
5. The meaning attached to the concept “curriculum” will influence the development of a curriculum in a
specific context and time frame. Analyse how the approaches to curriculum development presented by Tyler,
Stenhouse and Freire were used in the development, interpretation and implementation of Curriculum 2005,
both its revisions and the amended NCS, referred to as the Curriculum and Assessment Policy Statement (CAPS)
in South Africa.
South Africa embarked on a radical transformation of education and training between 1989 and 1994, and
subsequently on reviews of the curriculum. One of the most challenging aspects of the initial transformation has
been the adoption of an OBE approach that underpins the introduction of C2005 has tried to capture aspects of all
three of the approaches discussed above, but just as there were tensions between the three different approaches of
Tyler, Stenhouse and Freire, so there are tensions between different aspects of policy. Tyler used the narrow
definition of curriculum, while Stenhouse argued for a broader definition and Freire just assumed a broader
definition. But that was only their starting point. The main focus of their debates was on what should go into a
curriculum and how it should be approached. For this reason these different approaches become useful tools for
sharpening our understanding and interpretation of C2005, both its revisions and the amended NCS, referred to as
the Curriculum and Assessment Policy Statement (CAPS)
Approaches to curriculum planning according to Tyler, Stenhouse and Freire : a summary

Ralph Tyler Lawrence Stenhouse Paolo Freire
Sees curriculum as a product Sees curriculum as a process with Thinks about the purpose of a
(objectives/instrumental approach). objectives not set at the start, but curriculum – it must serve to liberate
Has linear focus on the end product; changing in the teaching process. learners to make links and understand
cannot branch off in the middle. Focus on descriptiveness. Knowledge language, experiences and their daily
must be speculative struggle.
Objectives, content, methods and Guidelines and professional Intellectual, social and political
sequence questions development are important. Learners liberation-how learners feel about
should know what to do with content. knowledge and whether experiences
Understanding and criteria are central can be used in everyday life.
to the process.
Educational purposes, experiences etc Carry out research while teaching, The way in which we teach may
are important evaluate while researching, and change learners – it is always political
change the process of reaching goals. (empowers or domesticates the
learners). Negotiate understanding
with learners
Do research to find the best content to Test, adapt and evaluate the process to Learners should be able to reflect on
include in curriculum/evaluate content see if it’s enlightening. Learners the value of learning.
should ‘’change in the learning
process’’
 The following universal principles in approaches to curriculum, but also to teaching and learning are to
be found in the views of Tyler, Stenhouse and Freire.
 Experiential learning
 Clarity of focus
 Expanding opportunities
 Defining outcomes, aims or objectives
 Importance of knowledge, skills and values
 Evidence of achievement
 Individual learning Downloaded by: clarinehlers | [email protected]
 What and whether we learn is more important
Distribution of thisthan when
document we learned it
is illegal
Tyler wanted structure in the teaching and learning
Stuvia.com situation
- The and
study-notes argued that there should be clarity of focus in what
marketplace
you want to teach, how you want to teach and how you want to assessTherefore, the first step in effective teaching
is to define objectives (outcomes), keeping in mind that these objectives should be context-bound.
 The teacher should ask four basic questions :

 What educational purposes should the school seek to achieve ?
 What educational experiences can be provided that is likely to achieve these purposes ?
 How can these educational experiences be effectively organised ?
 How can we determine whether these purposes are being achieved ?
Tyler argued that individual learning will ensure that each learner achieves the set objectives (outcomes). We can
interpret this to mean that educational experiences should be derived from objectives, based on the results of an
analysis of the situation (learner, subject, society), and that objectives should have been filtered through a
philosophical/psychological screen before being finalised. It is important to develop citizens who are able to solve
problems and can engage in democratic processes.
A more detailed look at competency-based learning reveals that Stenhouse’s ideas of a teaching-learning process
prepare learners for success in fulfilling various life roles. It is important to test, adapt and evaluate the process to
see whether it is an enlightening one, and in that manner expand opportunities for application. Stenhouse stressed
the importance of doing research while teaching and of following the route of ‘’design down,deliver up’’ – a
developmental process where the teacher can change the teaching-learning environment according to context and
learners’ needs.
Mastery learning promotes the idea that all learners can achieve the desired teaching outcomes if given favourable
learning conditions such as flexibility, sufficient time and alternative ways of learning. Freire focused on the
aspects; he wanted teachers and curriculum developers to make sure that educational experiences can be used in
real life. Freire felt it was important to identify specific knowledge in order to attain a skill which could be applied
in praxis as the connection between reflection and action.
 The impact of these approaches in terms of curriculum interpretation

 If we translate the approaches described above into teaching and learning principles, methodology, the use
of learning materials and assessment, then teaching implies providing the learner with learning experiences
and guiding, supporting and mediating the learning content by facilitating understanding.
 Learning implies the development of not only the learner’s knowledge, but also his or her understanding of
concepts, skills, activities and value. All these should then be based on interaction between teacher, learner,
context and content. Learning is relevant to real-life situations and experiences of the learner, therefore
cross-curricular integration of knowledge and skills might prepare learners for reality and the world of
work.
 Teaching strategies in short imply that teaching involves critical thinking and reasoning, reflection and
action. Learners must take responsibility for their learning by being actively involved in the
teaching-learning process. This also means that the teacher should use a variety of approaches and learning
material in the learning process to accommodate different learning styles.
 Assessment is viewed as an integral part of teaching and learning, is continuous and based on a wide
variety of techniques apart from testing. Feedback in assessment is valued as part of learning.

6. The way we interpret the world aroundStuvia.com
us is determined partly
- The study-notes by our beliefs, values and norms, but mostly
marketplace
by contextual influences. The educator’s interpretation and implementation of a curriculum is also influenced by
the context. Choices regarding planning and designing a learning programme, the inclusion of particular
instructional strategies and the practical application is embedded in knowledge and the understanding of the
educational situation. Influences ranging from the political, social and economic culture to the norms and
knowledge structures of educators affect teaching and learning.
Taking the above into consideration, critically discuss the following :

 The impact of context on curriculum by referring to contextual evaluation of the whole curriculum.
 The influence of changes in the South African context on curriculum by referring briefly to the most
important economic, social and political forces.
 Your own response to and experience of curriculum change.
 The impact of context on curriculum
Lev Vygotsky, an educationist who argued for a constructionist perspective in education, lived during the
Russian Revolution, a time of great change in his culture and society. He believed that the lifelong process of
development is dependent on social interaction, and that social learning actually leads to cognitive development
(Vygotsky, 1978). Traditionally, schools have not promoted environments in which learners play an active role
in their own education as well as that of their peers. Vygotsky’s theory, however, requires teachers and learners
to play non-traditional roles as they collaborate with each other, because both are influenced by the contexts in
which they live, teach and learn. Instead of teachers dictating meaning to learners for future recitation, they
should collaborate with learners in order to create meaning in ways that learners can make their own
(Hausfather, 1996). Learning becomes a reciprocal experience for both learners and teachers. This means that a
teacher cannot ignore context in the process of developing learning programmes.
According to Vygotsky’s theory, the physical classroom should provide clustered desks or tables and work
space for peer instruction, collaboration and small-group instruction. Like the environment, the instructional
design of material to be learned should be structured to promote and encourage student interaction and
collaboration. Thus the classroom becomes a community of learning.
Because Vygotsky asserts that cognitive change occurs within the zone of proximal development, instruction
should be designed to reach a developmental level that is just above the student’s current developmental level.
“[L]earning which is oriented toward developmental levels that have already been reached is ineffective from
the view point of the child’s overall development. It does not aim for a new stage of the developmental process
but rather lags behind this process” (Vygotsky, 1978).
Appropriation is necessary for cognitive development within the zone of proximal development. Individuals
participating in peer collaboration or guided teacher instruction must share the same focus in order to access the
zone of proximal development. “Joint attention and shared problem solving is needed to create a process of
cognitive, social, and emotional interchange” (Hausfather, 1996). Furthermore, it is essential that the “partners”
in this educational environment be on different developmental levels and that the higher-level partner be aware
of the lower one’s level. If this does not occur, or if one partner dominates,the interaction is less successful
(Driscoll, 1994; Hausfather, 1996). This requires from the teacher a good understanding of contextual
influences on planning, instructional design and assessment in the teaching-learning environment.
 The influence of changes in the South African context on curriculum
The context in which we live has undergone significant economic, political and social changes in recent years.
These changes are not necessarily of South Africa’s making, but are economic imperatives driven by global
factors. They are nevertheless having an effect on the new educational policies in our country. The type of
learner we produced in the past no longer meets the requirements of our rapidly changing world, so we have to
explore a variety of forms of assessment to “fit the purpose” today.
 In the South African situation, we can accept that the following social structures have had a powerful
impact on the South African curriculum :
 The changing economic relations in the transition from an agrarian to an industrial economy.
 The shifting power relations both within and between power groups related to the economic changes.
 The shifts in ruling-group ideology necessitated by and contributing to the changes.
Why was it necessary to change the approach to teaching
Stuvia.com - The study-notesand learning and the curriculum framework
marketplace
(previously known as “the syllabus”) ? In all countries, national curriculum frameworks shape and give
direction to teaching and learning. They set out a country’s education goals.
 The key economic forces that drive our new education system :
 One of the forces that drive our new education system is globalisation.
 Does the education system focus on providing the learner with the right skills and attitudes to enter the job
market ?
 There was growing consensus about the need to transform education and training and to address the
difficult issues facing development.
 Influences from South Africa’s social context
The South African education system encourages learners to develop tolerance and understanding for people
who are different from themselves. The social aim is to break free from any prejudice and stereotyping, and to
reflect a global move towards a world in which the spiritual aspects of our existence are valued rather than
simply our rational thinking abilities. This might explain why many policies emphasise holism and educating
the whole person.
 Influences from South Africa’s political context
As history shows, those in power tend to give education a “flavour and form” that reflects their interests.
Over the past 20 years, political changes in South Africa have been focused on removing the legacies of the
past apartheid regime, in particular segregation and inequality.
Democracy has also found its way into school structures, and governance is now in the hands of the school
community: the parents, teachers and learners. This signals a move away from the highly centralised, tightly
controlled bureaucratic system of the past to a more open, flexible, democratic and participatory system.
 Your own response to and experience of curriculum change
In a South African context, the process approach and a pragmatic (purpose) approach, which is a holistic
perspective, is essential to encourage the emergence of compassion, optimal learning environments, just
relationships and ecological sustainability, which are echoed in the postmodern philosophy of curriculum
development.
This is especially true for a multicultural society like South Africa with a variety of languages, beliefs and
values which the education system seeks to integrate learners and teachers from all walks of life into a
harmonious and effective learning environment.
Learning is relevant to the real life situations and experiences of the learner; therefore cross-curricular
integration of knowledge and skills prepares for reality and the world of work, as well as living and functioning
in a developing country and integrated society.

7. “Behaviourism is an example of a theory on teaching
Stuvia.com and learning
- The study-notes that originated from the natural sciences.”
marketplace
In your own words, describe what the behaviourist perspective is all about.
The belief about learning as achieving objectives (outcomes) and therefore “behavioural change” is aligned with the
behaviourist approach; in other words, the focus is gaining knowledge or an ability through the use of experience,
with equity, access, flexibility and quality, aimed at changing the way in which learners behave. Therefore, learning
is approached as an objective (outcome) or product of processes that can be recognised or seen.
An emphasis on setting objectives might be because teachers want their learners to display particular behaviour
and/or skills, which should be measurable and therefore visible. By setting objectives, teachers can organise
learning to take place in a particular way and be able to predict and control what happens in the classroom.
Cajkler and Addelman (2000:2-3) explain that teachers can motivate learners to learn by setting them attractive,
interesting and achievable objectives (outcomes), by encouraging and praising them (positive reinforcement) and by
identifying the learning problems of underachievers rather than merely reprimanding them.
Gagné (1985:28-35) argues that learners will be motivated to repeat a behaviour when they feel they can manage a
task. So when the teacher sets particular learning objectives, the approach in planning teaching and learning
includes dividing learning assignments into smaller units to give learners enough time to complete the tasks
successfully. The learner can be further motivated by practising and repeating the newly mastered knowledge and
skills regularly.
8. While teachers may rely on a textbook,they should also develop lessons that use other media,for example
playing and discussing the influences on a piece of classical music that was written during the French
Revolution.Alternatively, learners could be asked to use the internet or visit a library to research a particular
topic or theme.When using a particular learning and teaching support material (textbooks are only one type of
support material),it is advisable to evaluate the materials before buying them to see if they are suitable.
Discuss the following :
 The reasons for using exemplary lesson materials
 What should the teacher keep in mind when choosing lesson materials that can lead to effective
implementation of the curriculum ?
 Reasons for using exemplary lesson materials may include :

 Offering an indication of what can be expected during lessons.
 Stimulating internal dialogue and reflection on questions such as: “How does the material relate to my
personal opinions and my own teaching practice ? Can the material be used for preparing and teaching
lessons and if so, how ? What reactions and learning outcomes from learners can be expected ?”
 Presenting specific guidelines for use in practice.
 Preventing early watering-down of the intended new approach to content and pedagogy and, at the same
time, stimulating local adaptation and ownership of the new approach.
 Providing a basis for the exchange of experiences, feedback, discussion and reflection.
 Stimulating teachers to (re)design their own materials and/or to make a more selective, creative and
conscious use of existing textbooks and materials.
 The teacher should keep the following in mind when choosing lesson materials that can lead to effective
implementation of the curriculum :
 The material has a modular and flexible design and structure.
 The material raises questions about essential yet vulnerable aspects of lesson preparation, subject-matter
content, the role of the teacher and the nature of assessments and tests.
 The material displays a balance between providing concrete suggestions and procedural specifications on
the one hand (including some justification for choices made), while avoiding exhaustive regulations on the
other. This will stimulate active adaptation.
At the same time, concrete and specified guidelines are necessary – especially in the early stages of
implementation – in order to actively support teachers in gaining experience, which will combat feelings of
insecurity and avoid premature modifications in planning and instructional design.

An important lesson is that no matterStuvia.com
how carefully they are
- The study-notes designed and tested, using exemplary lesson
marketplace
materials alone has its limitations. Such materials have proven more effective if applied in combination with
more comprehensive professional development schemes for teachers.
These development schemes contain activities that will stimulate collaboration with and coaching by experts
and colleagues, for example the exchange of experiences, collegial feedback and reflection-in-action and
reflection-on-action, focused on the user’s experiences with the material. In such “blended scenarios” virtual
teacher networks may also play a role. Multimedia cases with visualisations of the envisaged teaching practice
also have an added value.
When developing lesson material, teachers should acknowledge the iterative cycle of analysis, design,
development, and evaluation in working with the curriculum. The following aspects of material design
should be kept in mind :
 The first step is to determine the functions and features of the materials to be developed. This is done on
the basis of a thorough analysis of literature, context and the needs of the target group.
 Testing the effectiveness of the lesson material might include observations of lesson preparation and
implementation, as well as interviews, in order to gain insight into teachers’ and learners’ experiences.
 The teacher draws on the experience of subject / phase experts who have developed teaching material of
high quality in terms of relevance, consistency, practicality and effectiveness. Doing this contributes to the
professional development of teachers, and extends their knowledge of material design.
Teachers should assess the expected practicality and effectiveness of teaching materials; however, this can only
be done when teachers and learners have used the new materials in the learning situation.
9. Curriculum development focuses on improvement and innovation in education.During this process,which

may take may years - especially where generic curriculum development is concerned - and which extends beyond
a specific local context,desires and ideals are incorporated in a cycle process of design,implementation and
evaluation to achieve concrete results in practice.First draw and then briefly discuss the fiver core activities in
curriculum development by referring to the cyclic process.

 Curriculum development focuses on Stuvia.com
improvement and innovation
- The study-notes in education.
marketplace
 In a cyclic process, analysis, design, development, implementation and evaluation take place interactively.
 Curriculum development often starts by analysing the existing setting and formulating intentions for the
proposed changes.Important activities in this phase include problem analysis, context analysis, needs analysis
and analysis of the knowledge base.
 Next, design guidelines are drawn up.The design requirements are carefully developed , tested and refined into
a relevant and usable product.
 Evaluation plays an important role in this process, as can be seen from its central position in the
model.Evaluation activities cast light on the user's wishes.
 When the product has sufficient relevance, consistency and practical usability, it can be implemented .
 Primarily, suggestions for product improvement (formative evaluation) are heard, but during later phases this
suggestions shift towards evaluating effectiveness (summative evaluation).
10. Study the excerpt and answer the following questions :

 Write down the grade you are going to teach this lesson to.
 Compile a short test of five questions
 The test must count.
 The questions must be at least three different levels of Bloom’s taxonomy.
 Only one reproductive (lower order) question may be asked.
 Indicate every time on which of Bloom’s taxonomy the question lies.
 Don’t compile a memorandum but mark allocation for each question must be clear.

Climate
Stuvia.com - The Assessment
Grade : 9
Instructions : Questions below are based on the article : Climate. Answer all questions.
1. Name two ways in which our ancestors learned to live in colder climates [1 Mark]
(Cognitive Category : Remembering/Knowledge)
2. Using the map provided,plot a course showing the movement of our ancestors from Africa to Europe.Include simple
sketches in the relevant areas to show what enabled the population to survive in each place. [4 Marks]
(Cognitive Category : Application)
3. Investigate the two options available to our ancestors when there were too many people who wanted to live in the
warm and wet areas.Provide one advantage and one disadvantage of each option. [4 Marks]
(Cognitive Category : Analysis)
4. Give your opinion on factors influencing the climate of the area you live in.Provide two factors that relate to your
climate and say how you think they affected the climate you live in. [2 Marks]
(Cognitive Category : Evaluation)
5. Imagine you’re an environmentalist in the Middle East.What man/made structures would you build in order to create
a
suitable climate to allow for dense population.Name at least two structures and say how each would affect the climate
favorably. [4 Marks]
(Cognitive Category : Creation/Synthesis)
[TOTAL : 15 MARKS]
11. It is utmost importance to give/clear instructions regarding what is required or expected in an assessment
task. Learners will not be able to complete a task successfully if they do not understand the question or the
instructions. Name five factors to keep in mind when writing instructions.
 Use clear language according to the level/grade of the learner.

 Use action words to describe what activities should be part of.
 Performing the task.
 Link instructions to the set outcomes and the assessment criteria in order to make sure that what is expected is
what is assessed.
 Re-read tasks after setting them to make sure that no steps are left out.
12. A particular feature of the talk between teacher and learners is the questions asked by the teacher. Changing
the formulation of the question to include another level of demand, may provoke much deeper thinking and
discussion in the classroom. Indicate the cognitive category according to Bloom’s taxonomy after each of the
questions below. Choose the correct term, and only write down the term next to the question. Choose from
Remembering (Knowledge), Understanding (comprehension), Applying (Application), Analysing (Analysis),
Evaluating (Evaluation) or Synthesising (Synthesis /Creation).
 Formulate new equations.
 Develop a learning programme.
 Identify principles that apply to a novel context.
 Design basic fact.
 Draw a graph for data provided.
 Solve problems with two or more steps.
 Critique solutions to problems and statements made by others.
 Write a complex review.
 Explain what synonyms are.
 Draw inferences from a text.

Question Term
Formulate new equations Sythesising (Synthesis/Creation)

Develop a learning programme Sythesising (Synthesis/Creation)
Identify principles that apply to a novel context Understanding (Comprehension)
Design basic fact Remembering (Knowledge)
Draw a graph for data provided Application (Applying)
Solve problems with two or more steps Analysing (Analysis)
Critique solutions to problems and statements made by others Evaluating (Evaluation)
Write a complex review Sythesising (Synthesis/Creation)
Explain what synonyms are Remembering (Knowledge)
Draw inferences from a text Understanding (Comprehension)
13. Effective questioning and feedback are a key feature in any teaching situation. It is based on a dialogue
between the teacher and learner. Describe the features of effective questioning.
 Contextualised action
Learners should understand what is expected of them. So, when teachers set a task, it should be in writing and it
should be clear how the task will be assessed. The best way of doing this is to put the main assessment criteria
and indicators into the instructions for the task. More detailed performance indicators can go into the marking
criteria/memorandum. The teacher must fit the action word in the task to the context. For instance, to list known
items requires recalling facts (knowledge), but to list a sequence of events requires the learner to choose, collect
and do a basic classification of information and is therefore rated as application.
 Clear and accessible language
Most South African learners are assessed in a language that is not their mother tongue. When learners’ main
language is not English, it is very important to phrase assessment tasks clearly and in language that is easy to
understand. Writing questions in complicated English is unfair and discriminates against second-language
speakers. Learners might well know the answer, but if they don’t understand the question, they don’t have a
chance to demonstrate their knowledge.
Here are some tips for writing simpler and more accessible English :
 Keep sentences short and the vocabulary and terminology suitable to the level of the learners.
 Use active rather than passive voice. For example, “add sugar to the cup of tea” is better than “sugar is
added to the cup of tea”.
 Avoid words with many syllables. For example, “use the remedy” is better than “implement the remedy”.
 Be careful when using pronouns that it is clear what they refer to. For example, who are “they” and “them”
in the following sentence ? “When teachers explain things, they often forget that they should ask them
diagnostic questions first.”
 Encourage learners to answer in ways with which they feel most comfortable. For example, let learners use
words in languages other than English (code-switch) if that is how they can best express an idea, or allow
several different ways of answering, such as giving a definition by using words or a labeled diagram.
 Comprehensive instructions
It is of utmost importance to give clear instructions of what is required/expected in a task. Learners would not
be able to complete a task successfully if they do not understand the question or the instructions.
Keep the following in mind when writing instructions :

 Use clear language according to the level/grade of the learner.
 Use action words to describe what activities should be part of performing the task.
 Link instructions to the set outcomes and the assessment criteria in order to make sure that what is
expected is what is assessed.
 Re-read tasks after setting them to make sure that no steps are left out.

14. Discuss the steps that you will follow to interpret
Stuvia.com - Theand implement
study-notes a curriculum for your specific subject.
marketplace
In order to relate education to the socioeconomic, technological, political and environmental demands of the society,
the teacher should be able to define what a curriculum is. A curriculum is a plan or program of all experiences
which the learner encounters under the direction of a school. It can also be defined as the totality of the experiences
of children for which schools are responsible, it outlines a prescribed series of courses to take.
A curriculum’s effectiveness depends on its practicality as to whether it can be implemented as intended or not and
also how it is interpreted and implemented and on the role of the teacher implementing it. Curriculum interpretation
entail putting into practice the officially prescribed courses of study,syllabuses and subjects by helping the learner
acquire knowledge or experience. The teacher should then :
 Interpret and adapt the planning for teaching to ensure it is applied appropriately.
 Design teaching and choose teaching strategies that meet the desired outcomes.
 Use policy documents from DOE.
 Adapt or select learning resources that are appropriate in all aspects
 Factors that influence curriculum interpretation and implementation and the steps to follow :
 Teacher
 The teacher selects and decides what to teach from a prescribed curriculum. The teacher should be
able to translate curriculum intentions into reality and it is imperative that they understand the
curriculum document in order to implement it effectively. Teachers must be involved in the
curriculum planning and development so that they can implement and modify the curriculum for the
benefit of their learners.
 Learners
 They hold the key to what is actually transmitted and adopted from the official curriculum. Their
diverse characteristics should be considered, things such as their background, learning abilities,
learning styles etc. The language of learning and teaching should also be accessible to them.
 Resource materials and facilities

 Government must supply schools with adequate resources such as textbooks, teaching aids and
stationery in order to enable teachers and learners to play their role satisfactorily in the curriculum
implementation process. Physical resources such as classrooms, laboratories, workshops, libraries and
sports field are also necessary to create an environment in which implementation can take place. The
availability and the quality of resource material and facilities have a great influence on the
implementation process.
 Interest groups/stakeholders
 Parent, Department of Education, Clusters, SGB’s, religious organizations, local authorities and
companies have an influence on the process as they :
 Provide schools with financial resources to purchase required material.
 Demand the inclusion of certain subjects in the curriculum.
 Influence learners to reject courses they consider detrimental to the interests of the groups.
 It is therefore important to involve these groups as early as on the planning stage of the curriculum.
 School environment
 Schools located in rich socio-economic environments and those that have adequate human and
material resources can implement the curriculum to an extent that would be difficult or impossible for
schools in poor economic environments.
 Culture and ideology

 Cultural and ideological differences within a society can influence implementation of curriculum as
some communities may resist a domineering culture or government ideology.
 Assessment
 Assessment can be done in the form of examinations and they influence the implementation
tremendously. Teachers should not only concentrate on academic achievements but on all broad goals
and objectives of the curriculum.
The implementation of the curriculum isStuvia.com
not only- aThe
task that involves
study-notes the teacher but even the learner is central to it
marketplace
as they are the ones receiving the knowledge. It is therefore important to also go through the 4 stages of curriculum
interpretation and implementation which are strategic school planning, phase planning, across grade planning and
lesson plans. This phases will ensure that the long term tear goals of the school are set, the SWOT analysis is done
and core areas are identified, all grade’s work are planned for the year and lastly that every teacher design lesson
plans based on the curriculum topics which outlines outcomes.
15. Identify the cognitive category according to Bloom’s taxonomy for different questions.
Cognitive category Explanation of demand in different subject fields Example of action

words
Remembering Mathematics and Science :  Tell
(knowledge)  Recite
 Mention a simple law or equation.  List
 Remember something  Recognise content in multiple-choice questions (MCQs), for  Memorise
previously learnt, instance : read information directly from a table (e.g. the  Remember
recognise, recall time that bus number 1234 departs from the terminal).  Define
relevant information  Know appropriate vocabulary such as equation, formula,  Locate
 Recite facts bar graph, pie chart, Cartesian plane, table of values, mean,  Name
 Define and describe median, and mode.  Match
basic facts  Know formulae such as the area of a rectangle, a triangle.  Recall
 Identify, label, select, and a circle, where each of the required dimensions is  Repeat
and locate information available.  State
 Estimate, appropriate  Outline
rounding of numbers Languages :
 Theorems
 Straight recall  Tell, recite and list, e.g. identify parts of speech, match
 Identify from data sheet known words with definitions. Identify answers to wh-
 Know appropriate (equivalent) questions from a text (what, where, when.
vocabulary which, etc.).
 Know formulae  Explain what synonyms are.
 Retrieve information, locate and find required
data/information.
 Use correct spelling and vocabulary. Write down an
unfamiliar text that is dictated.
 Find synonyms or antonyms for words used in a text.
Practical subjects :
 Recognise obvious facts/content in MCQs; very simple

recall.
 Identify specific data; name, tell, recite, list, e.g. identify
parts of a whole; match known concepts/words with
definitions.
 Mention a simple law or method/general perception.
 Identify content in a table.
 Identify answers to wh- (equivalent) questions from a
text/case study.
 Explain particular terminology.
 Identify. e.g. metals. lubricants.
 Know and correctly use vocabulary related to a particular
field, such as equation, formula, bar graph, table of values,
tolerance range, fatigue point, flashpoint, etc.
 Recall complex content.
 Give correct explanations of terminology and vocabulary,
e.g. encapsulation, polymorphism.
 Find similar or different uses for terminology.
 Know formulae.
 Give indications of dimensions.
 Recall complex content.
Understanding Mathematics and Science :  Give examples

(comprehension)  Explain
 Understand simple relationships and simple explanations;  Summarise
 Demonstrate a basic give one-step answers; derive units.  Translate
understanding  Give two-step answers and simple applications, interpret  Show symbols
(comprehension) of realistic diagrams; draw inferences.  Edit
concepts and  Identify principles that apply in a novel context.  Define
curriculum  Explain; demonstrate more complex reasoning with regard  Discuss
 Express in other words, to understanding and explanation.  Identify
make own meaning  Follow directions
 Know and use Languages :
appropriate vocabulary
 Understand previously  Convert active to passive forms.
acquired information in  Identify main ideas (and supporting ones) in paragraphs.
a familiar context  Identify cause, effect. and reason from a text.
 In information  Explain, briefly summarise. translate, and interpret realistic
gathering, change or visuals.
match information  Summarise a text.
 In use of knowledge.  Use two steps to arrive at an answer.
distinguish between  Draw inferences.
aspects, compare and
explain Practical subjects :
 Explain simple relationships, e.g. classes and subclasses.

 Give simple explanations.
 Give one-step answers.
 Derive units. Identify cause, result, or reason.
 Understand and be able to react to responses and actions.
 Explain processes, e.g. cutting/machining.
 Interpret realistic visuals.
 Draw inferences from a text.
 Explain terminology, e.g. converting.
 Describe an approach. development process, etc.
 Explain the meaning of particular terms, e.g. nutritional
values, saturated /unsaturated /polyunsaturated,
accumulating.
 Understand conventions and give an explanation thereof.
 Describe an approach, product, etc.
 Identify principles that apply in a novel context. Show more
complex reasoning to demonstrate understanding and
explanation.
Application (applying) Mathematics and Science :  Demonstrate
 Use
 Interpret and apply  Perform well-known procedures in familiar contexts.  Guide
knowledge  Know what procedure is required to solve the problem from  Interpret
 Choose, collect and the way the problem is posed (all the information required is map/chart
conduct basic immediately available to the candidate).  Interpret
classification of  Draw data graphs for provided data; algebraic graphs for procedures and
information given equations. use
 Modify and use existing  Measure dimensions such as length, time, and weight using  Decide and apply
knowledge appropriate measuring instruments.  Convert
 Use well-known  Illustrate
procedures (the Languages :  Locate and
required procedure is, describe
however. not  Write texts related to familiar contexts.  Identify and
immediately obvious  Draft a friendly letter, basic business letter, and invitation. describe
from the way the  GivenDownloaded
the necessary information, organise it into a
by: clarinehlers | [email protected]
sequencing
problem is posed) presentableDistribution
poster orofathis
table to promote ease of
document is illegal
 Sketch
 Decide on. for instance. comprehension.
 Choose particular
the most appropriate  Draw information from a given text, illustrate in words, action sort
procedure to answer a construct ideas. information
question and perform  Propose a course of action based on a straightforward case  Use instruments
one or more study. or equipment
preliminary calculations  Collect information from available texts to support a  Build
before determining a particular position/opinion and represent this position in  Cook
solution own words.  Arrange
 Select the most  Undertake guided research to collect information necessary  Solve
appropriate data from for a task.
options and decide on  Organise information into a suitable form, e.g. report.
the best application memorandum, visual presentation.
 Perform well-known procedures in familiar contexts.

 Know what procedure is required to solve a problem from
the way the problem is posed (all the information required is
immediately available to the candidate).
 Simplify procedures.
 Draw information from a given text and illustrate.
 Propose a course of action based on a straightforward case
study.
 Use, run, or operate web-based applications.
 Select tools.
 Identify and use procedures.
 Suggest practical applications.
 Measure dimensions such as length, time, and weight using
appropriate measuring instruments.
 Assemble equipment in sequence.
 Sort information, for instance in descending order,
according to a particular description field.
 List processes in sequence.
 Make conversions in currencies, weights, temperatures.
 Extrapolate, e.g. multiply a recipe to cater for a much larger
number.
 Understand and change applications, e.g. adapt a quotation.
Give indications of dimensions.
 Use procedures to solve the problem based on the way the
problem is posed (all the information required is
immediately available to the candidate).
 Apply actions such as formulating checklists; show and

display as single application.
Analysis (analysing) Mathematics and Science :  Investigate
 Classify
 Understand how parts  Plug into a formula with only one unknown.  Categorise
relate to a whole  Analyse a chemical equation.  Analyse and
 Understand structure  Solve non-routine, unseen problems by demonstrating compare
and motive; note higher-level understanding and cognitive processes.  Solve
fallacies  Demonstrate qualitative proportional reasoning.  Relate
 Analyse information in  Explain more complex relationships between concepts, data,  Distinguish
a new or unfamiliar or graphs.  Identify and
context  Construct or interpret schematic diagrams. describe
 Examine and  Solve problems with two or more steps. similarities and
differentiate  Make basic logical leaps and demonstrate proportional differences
 Distinguish to find the reasoning.  Interpret
most appropriate  Interpret tables of data. Create complex abstract diagrams
Research and representations. Interpret case
 
investigate information  Combine Stuvia.com
concepts- The
across subfields.
study
 Interpret and  Interpret and extrapolate from solutions already obtained by  Report on
extrapolate from solving problems in unfamiliar contexts.  Sort
solutions obtained by  Use reasoning to solve non-routine problems. Break down a  Debate
solving problems based problem into its constituent parts - identify what is required
in unfamiliar contexts and then use appropriate methods to solve the problem.
 Use reasoning to solve
non-routine problems Languages :
and unseen problems
 Break down a problem  Create texts in known or practised context: draft an
into its constituent parts invitation, write a letter of thanks or condolence, but with
- identify the problem some variation that prevents the text from being strictly
and then use formulaic.
appropriate methods to  Write a persuasive essay.
solve it  Record minutes of a meeting.
 Solve non-routine  Deal with more complex case studies and propose a course
problems based on real of action, e.g. in report form.
contexts  Interpret, report on, sort, debate, e.g. by preparing a speech
and/or presentation.
 Use reasoning to develop a proposal to solve a problem.
 Analyse a problem in its constituent parts; pinpoint the core
issue and use appropriate methods to solve the problem.
 Demonstrate procedures; work with chemical

equations/mixtures to enable procedures.
 Read and interpret scenarios and case studies, identify the
problem and suggest changes /rectifications.
 Determine feasibility, e.g. of a business proposal.
 Conduct analysis of procedures, identify strengths and
weaknesses.
 Interpret, adjust, provide suggestions /recommendations,
and give reasons.
 Solve non-routine. unseen problems by demonstrating
understanding.
 Demonstrate qualitative proportional reasoning and more
complex relationships or explanations.
 Construct or interpret schematic diagrams.
 Solve problems with two or more steps and basic logical
leaps.
 Interpret tables of data.
 Deal with more complex case studies and propose courses
of action.
 Demonstrate complex abstract representation. Combine
concepts across sub-fields.
 Extrapolate from solutions already obtained by solving
problems in unfamiliar contexts.
 Use reasoning to solve non-routine problems; break down a
problem into its constituent parts, identify what is required
and then use appropriate methods to solve the problem.
 Analyse a problem in its constituent parts; pinpoint the core
issue and use appropriate methods to solve the problem.
 Give answers to “what if” questions.
Evaluation (evaluating) Mathematics and Science :  Judge
 Evaluate
 Make judgements  Substantiate opinions.  Give an opinion
(evaluate), critique and  Critically evaluate solutions to problems and statements  Give a viewpoint
make recommendations about situations made by others. Critically

after considering all Stuvia.com - The study-notes marketplace
evaluate
material available Languages :  Decide what
 Weigh possibilities and would be the best
make recommendations  Substantiate an opinion. route/provide a
 Judge the value of  Evaluate statements about situations made by others solution and
something using criteria involving critical argument, novel or abstract contexts. explain why
and support the Practical subjects :  Estimate cost
judgement; challenge it  Rate/score
for deeper meaning  Substantiate opinions.  Support
 Critically evaluate solutions to problems.  Justify
 Evaluate statements about situations made by others: defend  Find some
a critical argument. substantiation
 Refactor and test a programme and write feedback.  Argue
 Defend and provide substantiation for an opinion.  Defend an
 Provide data-related feedback. opinion
 Design quotation forms and work out an event quotation.
 Work out an itinerary according to particular requirements.
Creation/synthesis Mathematics and Science :  Compose
(creating; synthesising)  Design
 Use complex reasoning involving synthesis, critical  Create
 Construct new material argument linked to novel or abstract contexts, etc.  Invent
 Synthesise, create or  Generalise patterns observed in situations, make predictions  Construct
find innovative based on these patterns and/or other evidence, and  Forecast
solutions determine conditions that will lead to desired outcomes.  Rearrange
 Formulate new ideas  Work with complex problems involving insight and logical  Rewrite
 Re-form individual leaps.  Imagine
parts to make a new  Formulate new equations (using all unknowns).  Adapt
whole  Create new solutions to problems.  Modify the
 Create tasks. generate,  Redesign. existing
produce and redesign  Formulate
Languages : Hypotheses
 Generate
 Generalise patterns observed in situations.  Compose
 Work with complex problems involving insight and logical  Develop
leaps.
 Create new solutions to problems.
 Write a poem, a short story, or a play.
 Write a complex review/critique.
 Rewrite information/a story with a new context and setting.
 Generalise patterns observed in situations. make predictions

based on these patterns and/or other evidence, and
determine conditions that will lead to desired outcomes.
 Work with complex problems involving insight and logical
leaps.
 Formulate new equations using all unknowns; create new
solutions to problems.
 Redesign/rewrite and adapt an existing programme.
 Modify particular procedures or methods.
 Demonstrate complex reasoning involving synthesis.
 Provide imaginative answers to/fully substantiate answers
to “what if” questions.
 Use critical argument linked to abstract contexts.

16. The implementation of the curriculumStuvia.com
needs to bestudy-notes
- The a phase-long process for planning, managing and
marketplace
organising classroom practice. This means that what is planned must guide and inform what is done in the
classroom, all teaching, learning and assessment. As teachers, what do we have to take into consideration when
we plan for teaching and learning to take place and who should be involved in curriculum planning ?
Your focus should be on one phase in the school.In your case study you should include, as a minimum, the
following :
 Stages of planning for curriculum interpretation and implementation (process).
 Who should be involved ?
 Which documents do you need ?
 Example of a lesson plan for one subject in one grade in the phase (product), including an activity.
 Your own SWOT analysis of any school.
 Stages of planning for curriculum interpretation and implementation (process)

 Strategic school planning
 Phase planning
 Grade planning
 Lesson plan
 Strategic school planning
The entire school development planning can form part of this section, but is not compulsory.
All stakeholders must consider all the activities and interests of the school and then decide on the goals for a
specific period. The purpose is to make sure the school is ready for the learners and that teaching and learning
suit the needs of the community, school and classroom.
Whole school development includes the following: vision, mission, budget, staff and curriculum. Planning
concerning how teaching and learning should take place should be linked to the whole school development plan.
The curriculum forms the core of the school, and its implementation must support the school's vision and
mission.
The school management team and professional staff must do a SWOT analysis to determine the needs they
should focus on in a particular phase. Other stakeholders, such as the learners, parents and community should
also give their input in the process of selection. The broader context helps teachers to make selections based on
identified needs and ensure that they do not ignore conceptual progression.
 Phase planning
A learning programme or curriculum is developed for three grades. The implementation of the curriculum must
be a phase-long process of planning, managing and organizing classroom practice. The planning must serve as
a guide for the teaching, learning and assessment that take place in the classroom. For example, in the FET
phase (grades10 to 12) there are four compulsory subjects (i.e. the home language, the first additional language,
Mathematics/Mathematical Literacy and Life Orientation) and three elective subjects.
Aspects to consider during phase planning include the following :

 The contexts or themes of teaching, learning and assessment.
 Incorporating the principles of the CAPS document in all teaching, learning and assessment.
 The aims and assessment criteria across the phase,
 The sequencing of the aims and assessment criteria
 The core knowledge and concepts needed to attain the learning outcomes and assessment criteria (should
reflect the context).
 How to ensure progression within subjects and from grade to grade
 The time allocation and weighting awarded to learning in the subject for each phase
All teachers in a phase should work together to create a clear plan of how they will guide learners. Individual
planning is not advisable, because all teachers must ensure that learners achieve the national learning outcomes
by the end of the phase (grades 3, 6, 9 and 12). Teachers must be involved in different levels of planning. The
teacher must refer to the teacher's guide and CAPS
Stuvia.com document.
- The study-notes The CAPS document and the characteristics of
marketplace
the learner are the organizing principle.
 Grade planning
Planning per year and grade : The work schedule for each grade is based on CAPS. Teachers will have to
consider the realities of the school and the learner context when planning.
 Lesson planning
Lesson planning : Individual teachers have to plan lessons for each grade based on curriculum topics and have
to ensure that they plan for particular learners in their classes.
Example of a lesson plan for one subject in one grade in the phase (product), including an activity
Learning Area : English - Term 3 Grade 11
Topic : Language
Lesson Theme : Emotive Language and Advertising
Time : 50 minutes
Number of learners : 28
Learning Outcomes :
 To develop learners’ existing knowledge about visual literacy and how emotive language is used to manipulate
people. To give learners practice distinguishing between fact and opinion and to recognise subjective and objective
language.
Assessment Standards :
 Learners identify and explain emotive language used in an advert, and analyse how it influences the reader.
Learners complete a worksheet about an advert.
Integration within Subject :
 Language.
 Define and explain emotive language.
 Identify subjective and objective language.
Previous Lesson : Direct and indirect speech
Following Lesson : Visual literacy (cartoons)
Resources : Learner textbooks and workbooks, examples of adverts, worksheets
Introduction :
 I introduced the topic by showing pictures of different adverts and asking learners if they would buy the products or
not and to give reasons.
Prior Knowledge :
 Learners have covered emotive language in previous grades.Educator may determine learners' prior knowledge by
asking them questions about the adverts.
Core Knowledge :
 Definitions of emotive language, fact, opinion, subjective and objective and how they are used in advertising.
Learning Activities and Assessment :
 Activity 1 - Learners complete worksheet about emotive language (individually)

 Activity 2 - Learners create an emotive advert (groups of 4)
 Activity 3 - For homework learners find an advert and write a paragraph explaining which emotive techniques were
used and why they are effective (or not).
Conclusion :
 Educator recapped by asking learners about their own favourite adverts and to motivate why they are effective,
using the terms and techniques covered in the lesson.
SWOT analysis of a school
Strengths (Internal) Weaknesses (Internal)

 Good work ethic in learners  Literacy for Grade 6 - learners need to have access to
 Willingness to learn and read more texts
 Majority of learners have progressed with age cohort  Life skills for Grade 6 and 7 learners
 Teachers have received extensive curriculum training  The majority of learners are not learning in their home
on the most recent curriculum language
 Strong school governing body that supports  Poor involvement and attitude of parents towards the
curriculum innovation school
 Lack of good facilities
Threats (External) Opportunities (External)
 There is some movement of staff since promotional  Parents in the community are willing to help raise
posts have been advertised funds for the school library
 Poaching of learners by other schools in the area  Multicultural schools - prepare learners for the real
 Influx of drugs world
 Deterioration of moral values  Find ways to accommodate disabled learners at school
17. What is the IQMS ?
Teachers must constantly appraise themselves critically; reflecting on how they are teaching must be part of their
daily routine. The National Department of Education issued policies that address the appraisal of teachers. This is a
collective agreement (No. 8 of 2003 in the Education Labour Relations Council); that is, the employer (government)
and employee (represented by teacher unions) have agreed to the policy. It is important for teachers to take note of
this document.
The IQMS Policy combines the different quality management programmes that have been developed in the past
into an integrated quality management system. This system includes :
 Development appraisal, which is the process whereby individual teachers are assessed to define areas of
strength and weakness and to put systems in place for individual development.
 Performance management, which is the assessment of individual teachers to ascertain salary adjustments,
appointment adjustments, promotions etc.
 Whole-school evaluation, which evaluates the effectiveness of an entire school in respect of its teaching and
learning.
The document is divided into three sections :
 Section A
Describes the IQMS and why it needs to be used. It defines the structures that must be put in place in order to
ensure the efficient running of the school.These structures are :
 A senior management team (SMT).
 A staff development team (SDT).
 A development support group (DSG).
This section also states the guiding principles that inform the IQMS. The procedure to be followed is then
outlined in six steps, stating very clearly how the whole process works. The section concludes with an outline
of the roles and responsibilities of each of the school structures, i.e. the SMT, SDT and DSG.
 Section B
Consists of an implementation plan. This is presented as a flow chart that details the procedure, culminating in
the whole-school assessment. It specifies at what stage of the year each part of the process takes place and who
is responsible; for example, the teachers must have a personal growth plan in place by the end of March. It
gives a clear picture of the flow of information between the various stakeholders.
 Section C
Consists of the assessment tool to be used in the various sections of the assessment process. Each assessment is
rated on a four-level scale with a rubric that describes what must be achieved at each level. Forms that can be
used to summarise the measurement and assessment of staff performance are provided. The purpose of the
IQMS is the personal development of eachby:teacher.
Downloaded clarinehlers | [email protected]
18. What is curriculum development ? Stuvia.com - The study-notes marketplace
Curriculum development focuses on improvement and innovation in education. During this process, which may
take many years – especially where generic curriculum development is concerned – and which extends beyond a
specific local context, desires and ideals are incorporated in a cyclic process of design, implementation and
evaluation to achieve concrete results in practice. The literature contains a variety of models for curriculum
development, in which especially 5 core activities are distinguished.In a cyclic process, analysis, design,
development, implementation and evaluation take place interactively.
Curriculum development often starts by analyzing the existing setting and formulating intentions for the proposed
change or innovation. Important activities in this phase include problem analysis, context analysis, needs analysis
and analysis of the knowledge base. Based on these activities, first design guidelines are drawn up. The design
requirements are carefully developed, tested and refined into a relevant and usable product. Evaluation plays an
important role in this process, it is in the central position of the model and it casts light on the user’s wishes and the
possibilities that exist in their practical context, and reveal the best way to attune the product to the practical setting.
When the product has sufficient relevance, consistency and practical usability, its impact can be investigated. The
primary emphasis is on generating suggestions for product improvement but during the later phase, the emphasis
shifts towards evaluating effectiveness.
19. Illustrate the relationship between curriculum, context and the teacher
Curriculum is viewed as a social construct meaning that a particular society’s culture will influence the
development of a particular sort of curriculum, just as that curriculum will in, in its turn, contribute to shaping and
forming that society and its culture. Education is a dialogic process, formative and transformative and it involves
contact, transmitting and acquiring knowledge and developing skills, habits and values. The mutual influence of
education and context is ongoing hence curricula and social structures should not be thought of as separate.
Situating education in the space of local communities, and connecting the curriculum to the everyday life of
learners, situated pedagogy allows learners to be involved in a conversation that creates new understanding of the
world and their place in it. The enactment of the curriculum explains that it should meet the needs of all the learners
and be oriented to the learner’s development, embody the nature of science, be focused on scientific inquiry, and
even reflect the advance of modern science and technology.
Aspects like space, time, resources available, community integration, organizational aspects, economic
development, political changes and historical background, theories (for instance communication and system theory),
philosophical ideas and developments in technology will influence the approach to and interpretation of a
curriculum. It is inevitable that curriculum development is a never ending process of reflection and change.
An individual’s view of the curriculum reflects that person’s view of the world, including what the person perceives
as reality, the values he or she deems important, and the amount of knowledge he or she possesses. By
understanding a teachers approach to or view of the curriculum, and the prevailing curriculum approach of the
school or school district, it is possible to tell whether the teacher’s professional view conflicts with the formal
organizational view. A view of the curriculum is about the understanding of how a curriculum is designed and
developed, the role of the learner, teacher and curriculum specialists in planning a curriculum, the goals and
objectives of the curriculum, and the content, concepts and skills that needs to be assessed. The teacher mediates
between curriculum and learners- works between official and lived curriculum.
20. “Curriculum policy makers and developers need to think very carefully about what knowledge they are
including and excluding from a curriculum, and why in interpreting the content and preparing to teach, it is a
teacher’s view of how learners learn will influence the teaching design”. With the statement in mind, discuss the
value setting of objectives and the importance as learning as a process in an essay.
 Introduction
The perception of learning as achieving objectives (outcomes) focuses on gaining knowledge or an ability
through
the use of experience, with equity, access, flexibility and quality, aimed at changing the way in which learners
behave. Therefore, lemming is approached as an objective (outcome) or product of processes that can be
recognised or seen. Downloaded by: clarinehlers | [email protected]
An emphasis on setting objectives might be due
Stuvia.com - Theto teachersmarketplace
study-notes wanting their learners to display particular
behaviours and/or skills, which should be measurable and therefore visible. By setting objectives, teachers can
organise learning to take place in a particular way, and are able to predict and control what happens in the
classroom.
Cajkler and Addelman (2000: 2-3) explain that learners can be motivated to learn by attractive, interesting, and
achievable objectives (outcomes); and being involved in learning by means of positive reinforcement - being
encouraged and praised; and by teachers identifying and tackling the leaning problems of underachievers, rather
than just reprimanding these learners.Gagne (1985: 28-35) argues that learners will be motivated to repeat a
behaviour when they feel that they can manage a task. So, when the teacher sets particular learning objectives,
the approach in planning teaching and learning includes dividing learning assignments into smaller units to give
learners enough time to complete the tasks successfully. The learner can be further motivated by practising and
regularly repeating the newly mastered knowledge and skills.
It is important, however, with a holistic view of curriculum development and its interpretation and
implementation, that one should contextualise the aims, objectives or intended outcomes to suit the learning
environment and the purpose of the subject field.
Shepard (1939: 5-6) describes the process of creating understanding as learners' constructions of their own
cognitive maps of the interconnections between concepts and facts.With learning as process in mind, the
teacher will consider the following regarding constructing understanding and creating new knowledge when
interpreting the curriculum and planning teaching :
 The learner has prior knowledge and therefore does not come to school or the classroom as a “blank slate”.
Conceptual knowledge cannot be transferred ready-made and intact from one person (the teacher) to
another person (the learner).
 A learner makes sense of a new situation by making use of his or her on existing ideas, i.e. existing
schemata;learning will modify/extend these schemata. Learning thus entails the learner re-organising and
restructuring his or her existing knowledge, and this can only be done by the learner him- or herself
(Bransford, Brow' & Cocking, 2000: 222). G.S. Hall pre-empted this notion as early as 1907 (1-38) :
 All now agree that the mind can learn only what is related to other things learned before, and that we
must start from the knowledge that the children really have and develop this as germs, otherwise we
are ... talking to the blind about colour. Alas for the teacher who does not learn more from his children
than he can ever hope to teach them.
 The learner must be given a chance to explain and to provide reasons for his or her answers.
 Discussions and social structure are important because teaching and learning take place in a cultural and
socially linked environment (Borich & Tombari, 1997: 177). In this social process learners learn from each
other (and the teacher) through discussion, communicating and sharing ideas, actively comparing different
ideas, reflecting on their own thinking, and tying to understand other people’s thinking by negotiating a
shared meaning (Cobb, Yackel & Wood, 1992: 331).
 Learners put thoughts into words; there is a very important link between language learning and
understanding; therefore experience and learning are mediated through language (Nieman & Monyai, 2006:
34-39).
For the teacher, approaching learning as a process might include variations of constructivist thinking such as
active learning (Piaget and Vygotsky), discovery learning (Bruner) and knowledge-building (Feuentein).
According to Vygotsky, culture, and therefore the context in which the learner finds him - or herself, can
provide all the tools of intellectual adaptation needed for both what to think and how to think. Vygotsky argues
that learners can internalise new knowledge and tools of thought primarily through language in a social setting.
Internalisation can be understood in one respect as “knowing how”. Gilbert Ryle indicated as early as 1949 that
“learning how” or improving ability does not only mean acquiring information, because when working with
truths that can be imparted, the learning can be relatively sudden. On the other hand, when dealing with
procedures that need to be inculcated, the process of learning (inculcation) may be gradual. It makes sense to
ask at what moment someone becomes apprised
Stuvia.com - Theof a truth,marketplace
study-notes but not to ask at what moment someone acquires a
skill (Ryle, 1949: 53).
Language was the form of mediation that preoccupied Vygotsky above all others, but when speaking of signs,
or psychological tools, he had a more extensive set of mediational means in mind; a set that included “various
systems for counting; mnemonic techniques; algebraic symbol systems; works of art; writing; schemes,
diagrams. maps, and mechanical drawings; all sorts of conventional signs, and so on” (Vgotsky, 1931: 137).
Higher mental functions are, by definition, culturally mediated; they involve not a “direct” action on the world,
but an indirect action, one that takes previous knowledge and incorporates it as an aspect of action. Ways in
which the mental work is adapted and changed to suit the present may include alteration, replacing of functions,
a re-creation or even an abolishment of what is not necessary (Vygotsky, 1981: 19-140). This means that
mental processes can be shaped and transformed by language and social interaction.
The teacher has to consider what the impact of context and social setting and the interactions with learners will
be, in terms of teaching plans. Furthermore, the way a teacher plans to mediate the knowledge (content)
included in the curriculum will be determined by social settings and language abilities.
According to both Piaget and Vygotsky, knowledge must be discovered and constructed through the learner's
activities. They argue that learners learn from concrete experience, because by nature learners are continually
active, and therefore must find out about and make sense of the world. As they do so, they construct the mental
structures that permit them to deal with ever more complex information.Following Piaget's ideas, in planning
for teaching, a teacher would concern him- or herself with gaining an understanding of thinking processes
behind particular responses (Labinowicz, 1980: 20-28). In other words, the teacher is interested not only in
what learners know, but also how they come to know, and how they retain the ability to represent the world
accurately and perform logical operations on representations of concepts, grounded in interactions with the
world.
Bruner (1966: 26) argues that “practice in discovering for oneself (learning by doing) teaches one to acquire
information in a say that makes that information more readily viable in problem solving”. The
learning-by-doing idea requires learners to, for instance, deal with questions, perform experiments, conduct
research, and work out a project to arrive at solutions. Teachers might plan to use discovery learning where
they require learners to draw on their experiences and prior knowledge to work towards solutions. Thinking
about learning as “discovery” is inquiry-based.
The teacher can thus anticipate that this kind of learning will take place in problem-solving situations where the
learner draws on his or her own experience and existing knowledge; learners are encouraged to discover acts
and relationships and to learn new truths on their own through action and experience. Learners interact with the
world by exploring and manipulating objects, wrestling with questions and controversies, or performing
experiments. As a result, learners may be more likely to remember concepts and knowledge discovered on their
own (in contrast to a transmission-based model).Including activities that are linked to the idea of learning a
a process in teaching plans might have the following advantages :
 Encourages active engagement
 Promotes motivation
 Promotes autonomy, responsibility, and independence
 Stimulates the development of creativity and problem-solving skills
 Provides a tailored learning experience (Bruner, 1936: 26 in Du Tort, 2000: 76)
Reuven Feuerstein (born 1921), a cognitive psychologist, considers the teacher’s main role to be that of
mediator, whose task is to assist learners in building or modifying knowledge through learning. The mediator
has to work with the learner in such a way that both of them discover how the learner learns and how to
improve the learner’s learning process. According to Feuerstein (1990; 1995), lack of such a mediated learning
experience results in deficient cognitive functions in the individual. Feuerstein (1990) argues that mediation of
meaning occurs when the mediator communicates the importance of and reason for an activity - only then does
a learner receive a holistic view on why he or she has to learn particular content. Other qualities of mediation
that might be present include mediation of the feeling of competence; mediation of regulation and control of
behaviour; mediation of sharing behaviour, mediation of the feeling of belonging; mediation of challenge;
mediation of goal-seeking, goal-setting and goal-planning behaviour, and mediation of an optimistic alternative.
OCTOBER/NOVEMBER 2020
Question 1 - True or False
1. The concept of “curriculum” has its origin in the Latin word currere, which means “to run”, and is also used to refer
to running tracks or chariot tracks for a race.
 True
2. A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be
studied.
 True
3. Enacted curriculum is the curriculum as it is experienced and learned. It is also referred to as the non-official or
implicit curriculum as implemented by a teacher.
 True
4. A humanistic curriculum approach refers to a pre-modern view. Spokespersons like Tyler, Gagné and Hunkins can
be associated with this approach.
 False
5. The rationale of a curriculum presents the socio-political view of the learning process; it explains the necessity for
the proposed learning.
 True
6. A technological approach to curriculum development involves the whole person; and the centre is social activities.
 False
7. Curriculum as process refers to the interaction of teachers, students and knowledge; but excluding the set of physical
resources or facts to be taught and learned.
 True
8. The notion of Ubuntu embodies the concept of mutual understanding and the active appreciation of the value of
human difference.
 True
9. Teachers might plan to use discovery learning where they need learners to draw on their experiences and prior
knowledge to provide solutions.
 True
10. The National Curriculum and Assessment Policy Statement (CAPS) replaced Outcomes-based Education (OBE).
 True

Question 2 Stuvia.com - The study-notes marketplace

Study the excerpt and then answer the following
Stuvia.comquestions : marketplace
- The study-notes
1. Write down the grade that you are going to teach this lesson to.
2. Compile a short test of five questions. Keep the following in mind :

 The test counts 15 marks.
 The questions have to meet with the criteria for good questioning.
 The questions should be on at least three different levels of Bloom’s taxonomy.
 Only one reproductive (lower order) question may be included.
 Indicate on which levels of Bloom’s taxonomy each question is formulated.
 Do not compile a memorandum for the text, but the mark allocation for each question should be
included.
Climate Assessment
Grade : 8
Instructions : Questions below are based on the article : Climate. Answer all questions.
A) Name two ways in which our ancestors learned to live in colder climates [1 Mark]
(Cognitive Category : Remembering/Knowledge)
B) Using the map provided,plot a course showing the movement of our ancestors from Africa to
Europe.Include simple sketches in the relevant areas to show what enabled the population to survive in each
place. [4 Marks]
(Cognitive Category : Application)
C) Investigate the two options available to our ancestors when there were too many people who wanted to
live in the warm and wet areas.Provide one advantage and one disadvantage of each option. [4 Marks]
(Cognitive Category : Analysis)
D) Give your opinion on factors influencing the climate of the area you live in.Provide two factors that
relate to your climate and say how you think they affected the climate you live in. [2 Marks]
(Cognitive Category : Evaluation)
E) Imagine you’re an environmentalist in the Middle East.What man/made structures would you build in
order to create a suitable climate to allow for dense population.Name at least two structures and say how
each would affect the climate favorably. [4 Marks]
(Cognitive Category : Creation/Synthesis)
[TOTAL : 15 MARKS]

1. The meaning attached to the concept “curriculum” will influence the development of a curriculum in a
specific context and time frame. With this statement in mind, analyse and argue how the approaches to
curriculum development presented by Tyler, Stenhouse and Freire were used in the development, interpretation
and implementation of Curriculum 2005, and both its revisions and the amended NCS, referred to as the
Curriculum and Assessment Policy Statement (CAPS) in South Africa.
been the adoption of an OBE approach that underpins the introduction of C2005. C2005 has tried to capture aspects
of all three of the approaches discussed above, but just as there were tensions between the three different
approaches of Tyler, Stenhouse and Freire, so there are tensions between different aspects of policy. Tyler used the
narrow definition of curriculum, while Stenhouse argued for a broader definition and Freire just assumed a broader
definition. But that was only their starting point. The main focus of their debate was on what should go into a
curriculum and how it should be approached. For this reason, these different approaches become useful tools for
the Curriculum and Assessment Policy Statement (CAPS).
Approaches to curriculum planning according to Tyler, Stenhouse and Freire :
Ralph Tyler :
 Sees curriculum as a product (objectives/instrumental approach). Has linear focus on the end product; cannot
branch off in the middle.
 Objectives, content, methods and sequence questions.
 Educational purposes, experiences etc are important.
 Does research to find the best content to include in curriculum/evaluate content.
Lawrence Stenhouse :
 Sees curriculum as a process with objectives not set at the start, but changing in the teaching process. Focus on
descriptiveness. Knowledge must be speculative.
 Guidelines and professional development are important. Learners should know what to do with content.
Understanding and criteria are central to the process.
 Carry out research while teaching, evaluate while researching, and change the process of reaching goals.
 Test, adapt and evaluate the process to see if it’s enlightening. Learners should ‘’change in the learning
process’’
Paolo Freire :
 Thinks about the purpose of a curriculum – it must serve to liberate learners to make links and understand
language, experiences and their daily struggle.
 Intellectual, social and political liberation-how learners feel about knowledge and whether experiences can be
used in everyday life.
 The way in which we teach may change learners – it is always political (empowers or domesticates the
learners). Negotiate understanding with learners.
 Learners should be able to reflect on the value of learning.
The following universal principles in approaches to curriculum, but also to teaching and learning, are to be
found in the views of Tyler, Stenhouse and Freire:
 Experiential learning
 Clarity of focus
 Expanding opportunities
 Defining outcomes, aims or objectives
 Importance of knowledge, skills and values
 Evidence of achievement
 Individual learning
 What and whether we learn is more important than when we learned it

- The and
marketplace
you want to teach, how you want to teach and how you want to assess. Therefore, the first step in effective teaching
is to define objectives (outcomes), keeping in mind that these objectives should be context-bound. The teacher
should ask four basic questions :
1. What educational purposes should the school seek to achieve? (By “purpose” Tyler was referring to behavioural
objectives (developed by gathering information from three sources: the subject matter, the learners and the society.)
2. What educational experiences can be provided that is likely to achieve these purposes?
3. How can these educational experiences be effectively organised?
4. How can we determine whether these purposes are being achieved?
philosophical/psychological screen before being finalised. It is important to develop citizens who are ape to solve
problems and can engage in democratic processes. The principles mentioned above have their roots in the
competency-based education movement and mastery learning. They are based upon the premise that we can help
learners to create definite and reliable evidence of achievement. This model focuses on the need to create
favourable learning conditions as regards time, teaching strategies and learning success.
the importance of doing research while teaching and of following the route of “design down, deliver up” – a
learners’ needs. The learner should change in the teaching-learning process to internalise information and form
opinions of his or her own.
learning conditions such as flexibility, sufficient time and alternative ways of learning. Freire focused on these
real life. Experiential learning was of utmost importance: learners should be ape to reflect on the value of learning.
What is also considered here is the perception of what the ideal learner in a particular field should look like, be like,
act like and think like. Freire felt it was important to identify specific knowledge in order to attain a skill which
could be applied in praxis as the connection between reflection and action.
The impact of these approaches in terms of curriculum interpretation

If we translate the approaches described above into teaching and learning principles, methodology, the use of
learning materials and assessment, then teaching implies providing the learner with learning experiences and
guiding, supporting and mediating the learning content by facilitating understanding.
Learning implies the development of not only the learner’s knowledge, but also his or her understanding of
concepts, skills, activities and values. All these should then be based on interaction between teacher, learner,
context and content. Learning is relevant to the real-life situations and experiences of the learner, therefore
cross-curricular integration of knowledge and skills might prepare learners for reality and the world of work.
Teaching strategies in short imply that teaching involves critical thinking and reasoning, reflection and action.
Learners must take responsibility for their learning by being actively involved in the teaching-learning process. This
also means that the teacher should use a variety of approaches and learning material in the learning process to
accommodate different learning styles.
Assessment is viewed as an integral part of teaching and learning, is continuous and based on a wide variety of
techniques apart from testing. Feedback in assessment is valued as part of learning.

The curriculum implementation needs to be a phase-long process of planning, managing and organising
classroom practice. This means that what is planned must guide and inform what is done in the classroom, all
the teaching, learning and assessment. As teachers, what do we have to take into consideration when we plan for
teaching and learning to take place, and who should be involved in curriculum planning?
Your focus should be on one school phase only. In your case study you should include, as a minimum, the
following :
1. Stages of planning for curriculum interpretation and implementation (the process).
2. Who should be involved?
3. Which OFFICIAL documents do you need?
4. Example of a lesson plan for ONE SUBJECT IN ONE GRADE IN THE PHASE (product). Include an
activity.
5. Your own SWOT analysis of any school.
4.1 Strategic school plan

 Phase plan
 Grade plan
 Lesson plan
4.2
Strategic school plan :
specific period. The purpose is to make sure the school is ready for the learners and that teaching and learning suit
the needs of the community, school and classroom. Whole school development includes the following: vision,
mission, budget, staff and curriculum. Planning concerning how teaching and learning should take place should be
linked to the whole school development plan.
The curriculum forms the core of the school, and its implementation must support the school's vision and mission.
The school management team and professional staff must do a SWOT analysis to determine the needs they should
focus on in a particular phase. Other stakeholders, such as the learners, parents and community should also give
their input in the process of selection. The broader context helps teachers to make selections based on identified
needs and ensure that they do not ignore conceptual progression.
Phase plan :
A learning programme or curriculum is developed for three grades. The implementation of the curriculum must be a
phase-long process of planning, managing and organizing classroom practice. The planning must serve as a guide
for the teaching, learning and assessment that take place in the classroom. For example, in the FET phase (grades10
to 12) there are four compulsory subjects (i.e. the home language, the first additional language, Mathematics/
Mathematical Literacy and Life Orientation) and three elective subjects.

 The contexts or themes of teaching, learning and assessment.
 Incorporating the principles of the CAPS document in all teaching, learning and assessment.
 The aims and assessment criteria across the phase.
 The sequencing of the aims and assessment criteria
 The core knowledge and concepts needed to attain the learning outcomes and assessment criteria (should
 How to ensure progression within subjects and from grade to grade
 The time allocation and weighting awarded to learning in the subject for each phase
planning is not advisable, because all teachers must ensure that learners achieve the national learning outcomes by
the end of the phase (grades 3, 6, 9 and 12). Teachers must be involved in different levels of planning. The teacher
must refer to the teacher's guide and CAPS document. The CAPS document and the characteristics of the learner
are the organizing principle.
Grade plan : Stuvia.com - The study-notes marketplace
Planning per year and grade : The work schedule for each grade is based on CAPS. Teachers will have to consider
the realities of the school and the learner context when planning.
Lesson plan :
Lesson planning : Individual teachers have to plan lessons for each grade based on curriculum topics and have to
ensure that they plan for particular learners in their classes.
4.3 School policy

 Subject policy
 Lesson plans
 Informal and formal assessment tasks
 Tests
4.4
Topic : Language
Time : 50 minutes
Learning Outcomes :
 To develop learners’ existing knowledge about visual literacy and how emotive language is used to
manipulate people. To give learners practice distinguishing between fact and opinion and to recognise
subjective and objective language.
 Learners identify and explain emotive language used in an advert, and analyse how it influences the
reader. Learners complete a worksheet about an advert.
 Language.
Introduction :
 I introduced the topic by showing pictures of different adverts and asking learners if they would buy the
products or not and to give reasons.
Prior Knowledge :
 Learners have covered emotive language in previous grades.Educator may determine learners' prior
knowledge by asking them questions about the adverts.
Core Knowledge :
 Definitions of emotive language, fact, opinion, subjective and objective and how they are used in
advertising.
 Activity 3 - For homework learners find an advert and write a paragraph explaining which emotive
techniques were used and why they are effective (or not).
Conclusion :
 Educator recapped by asking learners about their own favourite adverts and to motivate why they are
effective, using the terms and techniques covered in the lesson.

4.5 Stuvia.com - The study-notes marketplace

Strengths : Weaknesses :
 Good work ethic in learners  Literacy for Grade 6 - learners need to have
 Willingness to learn access to and read more texts
 Majority of learners have progressed with age  Life skills for Grade 6 and 7 learners
cohort  The majority of learners are not learning in their
 Teachers have received extensive curriculum home language
training on the most recent curriculum  Poor involvement and attitude of parents
 Strong school governing body that supports towards the school
curriculum innovation  Lack of good facilities
Threats : Opportunities :
 There is some movement of staff since  Parents in the community are willing to help
promotional posts have been advertised raise funds for the school library
 Poaching of learners by other schools in the area  Multicultural schools - prepare learners for the
 Influx of drugs real world
 Deterioration of moral values  Find ways to accommodate disabled learners at
school

1. Effective questioning and feedback are key features in any teaching situation. It is based on dialogue between
the teacher and learner. Describe the features of effective questioning and feedback. Substantiate the latter with
examples from your own experience.
Contextualised action :
From the teachers instructions the learners should be able to understand what is needed of them. For e.g, when an
educator sets a task, it should be written out and discussed verbally on how the task is going be assessed. The most
effective way is to use a criteria with instruction and indicators for the task.
Clear and accessible language :

Majority of the learners in South Africa are assessed in languages that is not their mother tongue. It is important that
the educator must phrase assessment tasks clearly and make use of simple language so that it is easier to
understand.
Here are some tips for writing simpler and more accessible English :
 Keep terminology simple and understandable to suit the learners level as well as keeping sentences short.
 Make use of active voice rather than passive voice. For example, “add milk to the cup of coffee” is better than
“milk is added to the cup of coffee”.
 Avoid using words with many syllables. For example, “use the plan” is better than “implement the plan”.
 Be careful when using pronouns that it is clear what they refer to. For example, who are “they” and “them” in
the following sentence ? “When teachers explain things, they often forget that they should ask them diagnostic
questions first.”
 The educator should encourage learners to answer questions in ways they feel most comfortable. Allow
different methods of answering so it can help the students express themselves better.
Comprehensive instructions :
It is imperative that instructions are given clearly on what is expected in a task. The learners might not be able to
effectively complete their work due to a lack of understanding.
Keep the following in mind when writing instructions :

 Use clear and simple language.
 Make use of action words to describe certain activities within a task.
 Instructions should be stated along side the assessment criteria so they may understand the set outcomes.
 Revise tasks after appointing them to ensure that the educator did not leave anything out.

ASSIGNMENT 2 - 2020
Question 1
1. If a curriculum developer wants to prepare learners for instance for the 21st century, what should be the
knowledge and skills to be included, in particular for the diverse South African context ? Please provide an
EXAMPLE after each of these competencies in your own words.
Skills to consider that would prepare learners more holistically and might assist teachers in the
implementation of the curriculum, include the following :
 Sense-making: determine deeper meaning, eg. relate concepts to everyday experiences and reality.
 Social Intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and
desired interactions eg. working in groups on tasks or do role play.
 Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that
which is rote or rule-based, eg. Practical scientific tasks that can be done by using own experiences to prove a
point.
 Cross-cultural competency, eg. doing a task where they do research on a culture other than their own to ensure
that uses/traditions within the culture are understood.
 Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand
data-based reasoning, eg. using a questionnaire to accumulate data on food preferences and then plot it on a
graph in food groups.
 New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage
these media for persuasive communication, eg. using e-mails to exchange ideas on tasks to be done in a
group/online learning.
 Transdisciplinary: literacy in and ability to understand concepts across multiple disciplines, eg. to be able to
write a report/essay on research done in several subjects by applying the basic language rules of writing essay –
introduction, body, conclusion.
 Design mind-set: ability to represent and develop tasks and work processes for desired outcomes, eg. designing
a new recipe to bake a bread/make use of mind maps.
 Cognitive load management: ability to discriminate and filter information for importance, and to understand
how to maximize cognitive functioning using a variety of tools and techniques, eg. creating a study plan for
some subject/time management skills.
 Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member
of a virtual team, eg. work on a life-orientation task with learners from other schools using, social media such
as Facebook and Skype.

1. It is of utmost importance to give clear instructions regarding what is expected in assessment. Learners will
not be able to complete a task successfully if they do not understand the question. Identify ten factors of effective
questioning.
Contextualised action words

Learners should understand what is expected of them. So, when teachers set a task, it should be in writing and it
should be clear how the task will be assessed. The best way of doing this is to include the main assessment criteria
and indicators in the instructions for the task. More detailed performance indicators can go into the marking
criteria/memorandum/rubric.
The teacher must fit the action word in the task to the context. For instance, to list known items requires recalling
facts (knowledge), but to list a sequence of events requires the learner to choose, collect, and conduct a basic
classification of information, and is therefore rated as application.
Clear and accessible language

Most South African learners are assessed in a language that is not their mother tongue. When learners’ home
language is not English, it is very important to phrase assessment tasks clearly and in language that is easy to
understand. Writing questions in complicated English is unfair and discriminates against second-language speakers.
Learners might well know the answer, but if they do not understand the question, they are not afforded the chance
to demonstrate their knowledge.
Here are some tips for writing simply and accessibly:

 Keep sentences short, and use vocabulary and terminology at the level of the learners. Compare the following
two questions:
 For a vehicle moving in a straight line, which physical quantities could be determined by finding the
gradient (slope) of its velocity-versus-time graph at a specific point on the graph?
 A car moves along a straight road. Plot the velocity-versus-time graph for the motion. Which quantity do
we get from the slope of the graph at a specified time?
 Use active rather than passive voice. For example, “add sugar to the cup of tea” is better than “sugar must be
added to the cup of tea”.
 Avoid words with many syllables. For example, “use the formula” is better than “utilise the formula”.
 When using pronouns, it must be clear what they refer to. For example, who are “they” and “them” in the
following sentence? “When teachers explain things, they often forget that they should ask them diagnostic
questions first.”
 Encourage learners to answer in the ways that they feel most comfortable. For example, let learners use words
in languages other than English (code-switching) if that is how they can best express an idea, or allow several
different ways of answering, such as giving a definition by using words or a labelled diagram.
Comprehensive instructions
It is of utmost importance to give clear instructions regarding what is required/expected in a task. Learners will not
be able to complete a task successfully if they do not understand the question or the instructions.
Keep the following in mind when writing instructions:

 Use clear language according to the level/grade of the learner.
 Use action words to describe what activities are part of the task.
 Link instructions to the set outcomes and the assessment criteria in order to make sure that what is expected is
what is assessed.
 Re-read tasks after setting them to make sure that no steps are left out.

Your task is to write an essay in response to the following question: As interpreter and developer of the
curriculum, it’s insufficient for the educator to give a narrow definition to the concept “curriculum” There are
different definitions and aspects of “curriculum”.
In your answer, describe the different ways of understanding curriculum and how these different
understandings relate in some ways to each other, referring to the intended and enacted curriculum. Remember
that “curriculum, both as prescription and in practice, is not neutral, but carries values and is a political issue.
On the one hand the curriculum is seen as an intention, plan or prescription, an idea of what one would like to
happen in schools. On the other hand, it is seen as the existing state of affairs in schools, what does in fact happen.
To illustrate your points, define a curriculum by referring to the different aspects to be considered.
Definitions become very difficult, especially when it comes to abstract concepts, because people often have
different understandings of the same words. At a general level, an explanation of what “curriculum” is can be
distinguished in terms of what is included and/or excluded in the description. The older, narrower definition states
that when we want to study a curriculum, we must look at the curriculum plan, i.e. the document or the written
intention of what, how and why something should be taught. This then actually defines “curriculum” as a “course of
study” or “study programme”, whereas a broad definition is a more inclusive concept comprising all the
opportunities for learning and viewed in a historical perspective in its socio-political context. Narrow definitions are
likely to foster a conception of curriculum change as a limited and largely technical exercise. On the other hand,
broader definitions of curriculum, which acknowledge both intended and unintended learning, and which view
curriculum as a social construct, imply a stronger sense of the complexity of the curriculum and/or processes of
change. This means that a particular society’s culture will produce a particular kind of curriculum, which in turn
will also contribute to shaping that particular society and its culture. This mutual influence is on-going, and one
should therefore not think of the curriculum and the social structure as entirely separate entities. If we would look at
the South African situation, we can accept that the following social structures have had a powerful impact on the
South African curriculum:
 The changing economic relations in the transition from an agrarian to an industrial economy
 The shifting power relations both within and between power groups with regard to the economic changes
 The shifts in ruling group ideology necessitated by and contributing to the changes
Official, explicit curriculum: This is the prescribed curriculum, which is the official, formal curriculum and it is
also described as the “blueprint” for teaching. It is also described as the curriculum or plan or the intentions of for
instance the Department of Education. This means that a single plan can be used for different learners, although the
contexts may differ vastly.
Curriculum in practice: This curriculum is the actual practiced or lived curriculum. In other words, it refers to
how the curriculum is experienced by both the learners and the educators. It is also referred to as the non-official,
implicit curriculum as implemented by an educator. It can therefore refer to that which is actually taught and learnt.
Educator A’s lesson, for instance, demonstrates that that which is actually taught, can be very different from that
which was planned. Curriculum in practice refers to the phenomenon where, apart from educator misunderstandings,
resource constraints, etcetera interferes with the educator’s ability to implement a curriculum plan effectively.
Covert curriculum (as an aspect of the curriculum): The term “covert” is intended to convey the idea of
teaching that is implicit (not spelt out), but deliberate on the part of the educator or the school. This is especially
important in the early years of schooling where aspects such as “consideration for others”, “order and obedience”,
teamwork and co-operation” are focal points. The “play” in the early schooling is a deliberate curriculum strategy
to develop important attitudes and skills such as fine motor skills, spatial differentiation and various pre-numeracy
skills.
Hidden curriculum (as an aspect of the curriculum): The term “hidden” refers to learning which is hidden from
the educators as well as the learners. This is another form of implicit learning which the educators didn’t intend or
are probably not even aware of. The kinds of environment that schools and classrooms present, indirectly allow us
to learn many things about the world, or to have different perspectives of the world.
Assessed curriculum: This is the knowledge and skills that are measured to determine learner achievement or what
objectives or learning outcomes have been attained. Assessment is an important element of a curriculum because it
establishes how learners will be measured on performance.
The meaning attached to the concept “curriculum” will influence the development of a curriculum in a specific
context and time frame. Analyse how the approaches to curriculum development presented by Tyler, Stenhouse
and Freire were used in the development, interpretation and implementation of Curriculum 2005, both its
revisions and the amended NCS, referred to as the Curriculum and Assessment Policy Statement (CAPS) in
South Africa.
been the adoption of an OBE approach that underpins the introduction of C2005. C2005 has tried to capture aspects
of all three of the approaches discussed above, but just as there were tensions between the three different
approaches of Tyler, Stenhouse and Freire, so there are tensions between different aspects of policy. Tyler used the
narrow definition of curriculum, while Stenhouse argued for a broader definition and Freire just assumed a broader
definition. But that was only their starting point. The main focus of their debate was on what should go into a
curriculum and how it should be approached. For this reason, these different approaches become useful tools for
the Curriculum and Assessment Policy Statement (CAPS).
Approaches to curriculum planning according to Tyler, Stenhouse and Freire: a summary

Ralph Tyler Lawrence Stenhouse Paolo Freire
Sees curriculum as a product Sees curriculum as a process with Thinks about the purpose of a
(objectives/ instrumental approach). objectives not set at the start, but curriculum – it must serve to liberate
changing in the teaching process. learners to make links and understand
Has a linear focus on the end product; language, experiences and their daily
cannot branch off in the middle. Focus on descriptiveness struggle.
Knowledge must be speculative.

Objectives, content, methods and Guidelines and professional Intellectual, social and political
sequence questions. development are important. liberation – how learners feel about
knowledge and whether experiences
Learners should know what to do with can be used in everyday life.
content.
Understanding and criteria are central

to the process.
Educational purposes, experiences Carry out research while teaching, The way in which we teach may
etc. are important. evaluate while researching, and change learners – it is always political
change the process of reaching goals. (empowers or domesticates the
learners).
Negotiate understanding with

learners.
Do research to find the best content to Test, adapt and evaluate the process to Learners should be ape to reflect on
include in curriculum/evaluate see if it’s enlightening. the value of learning.
content.
Learners should “change” in the
learning process.
The following universal principles in approaches to curriculum, but also to teaching and learning, are to be
found in the views of Tyler, Stenhouse and Freire:
 Experiential learning
 Clarity of focus
 Expanding opportunities
 Defining outcomes, aims or objectives
 Importance of knowledge, skills and values
 Evidence of achievement
 Individual learning Downloaded by: clarinehlers | [email protected]
 What and whether we learn is more important
Distributionthan
of thiswhen
documentweislearned
illegal it
- The and
marketplace
you want to teach, how you want to teach and how you want to assess. Therefore, the first step in effective teaching
is to define objectives (outcomes), keeping in mind that these objectives should be context-bound. The teacher
should ask four basic questions:
1. What educational purposes should the school seek to achieve? (By “purpose” Tyler was referring to behavioural
objectives (developed by gathering information from three sources: the subject matter, the learners and the society.)
2. What educational experiences can be provided that is likely to achieve these purposes?
3. How can these educational experiences be effectively organised?
4. How can we determine whether these purposes are being achieved?
philosophical/psychological screen before being finalised. It is important to develop citizens who are ape to solve
problems and can engage in democratic processes. The principles mentioned above have their roots in the
competency-based education movement and mastery learning. They are based upon the premise that we can help
learners to create definite and reliable evidence of achievement. This model focuses on the need to create
favourable learning conditions as regards time, teaching strategies and learning success.
the importance of doing research while teaching and of following the route of “design down, deliver up” – a
learners’ needs. The learner should change in the teaching-learning process to internalise information and form
opinions of his or her own.
learning conditions such as flexibility, sufficient time and alternative ways of learning. Freire focused on these
real life. Experiential learning was of utmost importance: learners should be ape to reflect on the value of learning.
What is also considered here is the perception of what the ideal learner in a particular field should look like, be like,
act like and think like. Freire felt it was important to identify specific knowledge in order to attain a skill which
could be applied in praxis as the connection between reflection and action.
The impact of these approaches in terms of curriculum interpretation

If we translate the approaches described above into teaching and learning principles, methodology, the use of
learning materials and assessment, then teaching implies providing the learner with learning experiences and
guiding, supporting and mediating the learning content by facilitating understanding.
Learning implies the development of not only the learner’s knowledge, but also his or her understanding of
concepts, skills, activities and values. All these should then be based on interaction between teacher, learner,
context and content. Learning is relevant to the real-life situations and experiences of the learner, therefore
cross-curricular integration of knowledge and skills might prepare learners for reality and the world of work.
Teaching strategies in short imply that teaching involves critical thinking and reasoning, reflection and action.
Learners must take responsibility for their learning by being actively involved in the teaching-learning process. This
also means that the teacher should use a variety of approaches and learning material in the learning process to
accommodate different learning styles.
Assessment is viewed as an integral part of teaching and learning, is continuous and based on a wide variety of
techniques apart from testing. Feedback in assessment is valued as part of learning.

1. Define (2) and deliberate how and in which instances you would use the following teaching strategies in a
teaching-learning environment. Discuss these strategies by referring to advantages (2), disadvantages (2) and
your own practical examples (2) to further elaborate on your answer.
1.1 Teaching critical thinking

1.2 Cognitively guided instruction
1.3 Scaffolding
1.4 Simulation
1.5 Problem-solving
1.1 Teaching critical thinking

The answer to the question “Why do we teach thinking skills?” lies in understanding that we want to give learners
the ability to solve problems and make decisions that are more intelligent, to make them open-minded, and to allow
them to develop self-confidence when reasoning. It also means that learners will become dedicated to searching for
reliable information and keen to test hypotheses (Facione, 2009). Learners have to be able to question their own
understanding and compare their version of the truth with that of the teacher and their fellow learners.
Best time to use

When a process of knowledge building, making a collective inquiry into a specific topic, and coming to a deeper
understanding through interactive questioning, dialogue and the continuous improvement of ideas is applied.
Advantages
The learner takes responsibility for his/her own learning. It will help with an advanced understanding of what the
learner knows about the topic.
Disadvantages
It might not be possible in large groups. Assessment tasks might be difficult for teachers.
Examples
Assessment that involves problem solving skills.
1.2 Cognitively guided instruction

Cognitively guided instruction is a strategy for using both listening and language as part of the learning process.
The strategy uses learners' prior knowledge and builds on that through discussion and dialogue. By listening to
learners' thinking about the subject and topic, the educator can direct or guide their thinking and thereby emphasize
knowledge acquisition.
Best time to use

It is best to use cognitively guided instruction when critical thinking is required. Learners need to have experience
and knowledge of the subject matter and be confident enough to take part actively.
Advantages
This strategy helps to develop learners' insight into the problem. It allows learners to recognize different approaches
towards solving problems and the value of sharing experiences and different perspectives.
Disadvantages
Quiet learners can "hide" by not taking part. We cannot use this strategy when learners are not well prepared or do
not have adequate prior knowledge. It can also be a real problem when a few learners dominate the cognitively
guided instruction, while the majority of the learners are excluded and do not gain from it.
Examples
Class discussion and dialogue.

1.3 Scaffolding Stuvia.com - The study-notes marketplace
Scaffolding is the process of creating a framework around prior experience to assist learners to build new
knowledge.
Best time to use

It is best to use scaffolding when learners have personal, social or academic obstacles to learning.
Advantages
The educator can gradually guide the learners and build confidence and motivation. Scaffolding uses teacher
guidance and peer support and encourage interaction and collaboration.
Disadvantages
In the case of the over simplification of tasks, learners will not reach the educational objectives. The differing
opinions of learners could require teacher intervention. Language and socio-economic problems, attitudes and low
levels of motivation might be problematic.
Examples
Questioning, collective enquiry into a topic and dialogue.
1.4 Simulation
Simulation is the controlled re-enactment or imitation of situations using technology and includes real-life
enactment by learners. Learners practice problem-solving skills.
Best time to use

It is best to use simulation to demonstrate real-life situations to learners.
Advantages
The method helps learners to experience real-life situations without the possibility of serious repercussions.
Learners can experiment and find solutions in a safe manner – true to life. The educator can get learners
emotionally involved in a situation in an interactive and enjoyable way.
Disadvantages
The method takes a lot of time, and learners can get over emotional and involved in imaginary situations.
Examples
Computer-aided simulation and role-play.
1.5 Problem-solving
Problem solving allows learners to build skills such as self-management and teaches them to approach problems in
a balanced way.
Best time to use

It is best to use problem solving when learners have a clear understanding of the subject related to the problem, are
motivated to learn and have acquired a measure of problem-solving ability.
Advantages
The educator actively involves learners by challenging them to make judgments, applying the knowledge they were
taught and to think about their own learning processes.
Disadvantages
Learners' fear of failure may restrict participation. This method requires time consuming and in-depth preparation
from the educator.
Examples
Context-based teaching, case studies and word sums.

ASSIGNMENT 3 - 2020
Question 1
The way we interpret the world around us is determined partly by our beliefs, values and norms, but mostly by
contextual influences. The educator’s interpretation and implementation of a curriculum is also influenced by
the context. Choices regarding planning and designing a learning programme, the inclusion of particular
instructional strategies and the practical application is embedded in knowledge and the understanding of the
educational situation. Influences ranging from the political, social and economic culture to the norms and
knowledge structures of educators affect teaching and learning.
Taking the above into consideration, critically discuss the following:
1. A socio-constructivist (Vygotsky) view of the impact of context on curriculum implementation, Do you agree
with his view? Motivate your answer.
Yes or No. Possible own motivation: Mental processes can be shaped and transformed by social settings and
language abilities. Culture and context in which learner finds himself can provide all the tools of intellectual
adaptation needed for both what and how to think.
Lev Vygotsky, an educationist who argued for a socio-constructionist perspective in education, was a young man
during the Russian Revolution (1917–1918), a time of great change in his culture and society. He believed that the
lifelong process of development is dependent on social interaction, and that social learning actually leads to
cognitive development (Vygotsky, 1978). Traditionally, schools have not promoted environments in which learners
play an active role in their own education as well as that of their peers. Vygotsky’s theory, however, requires
teachers and learners to play non-traditional roles as they collaborate with each other, because both are influenced
by the contexts in which they live, teach, and learn. Instead of teachers dictating meaning to learners for future
recitation, they should collaborate with learners in order to create meaning in ways that learners can make their own
(Hausfather, 1996). Learning becomes a reciprocal experience for both learners and teachers. This means that a
teacher cannot ignore context when planning and during the process of developing learning programmes.
According to Vygotsky’s theory, the physical classroom should provide clustered desks or tables and workspaces
for peer learning, collaboration, and small-group learning. Like the environment, the learning material should be
structured to promote and encourage learner interaction and collaboration. Thus, the classroom becomes a
community of learning.
Because Vygotsky asserts that cognitive change occurs within the zone of proximal development, instruction should
be designed to reach a developmental level that is just above the learner’s current developmental level. Vygotsky
(1978) argues that the overall development of the child and a new stage of the development process should be kept
in mind when learning is planned.
Appropriation is necessary for cognitive development within the zone of proximal development. Individuals
participating in peer collaboration or guided teaching must share the same focus in order to access the zone of
proximal development. “Furthermore, it is essential that the “partners” in this educational environment be on
different developmental levels, and that the higher-level partner be aware of the lower partner’s level. If this does
not occur, or if one partner dominates, the interaction is less successful. This is why joint attention and a common
understanding of the problem-solving process are needed to create a cognitive, social, and emotional interchange
between the “partners” in the educational environment (Driscoll, 1994; Hausfather, 1996). This requires the teacher
to have a good understanding of contextual influences in terms of planning, instructional design, and assessment in
the teaching-learning environment.

2. The influence of changes in the South African
Stuvia.comcontext on curriculum
- The study-notes marketplace by referring briefly to the most
important economic, social and political forces.
The key economic forces that drive the South African education system
One of the forces that drives our new education system is globalisation. Since South Africa’s first democratic
elections in 1994, we have re-entered the world economy, which means that the economy of the country has to
grow at a rate that is comparable to the growth rates of countries in the rest of the world. But has this happened?
There are also global expectations in terms of skills and ways of thinking, capacity to drive the economy, and
performance of education systems and in international tests, such as the Trends in International Mathematics and
Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS).
According to the United Nations Development Programme Report (2015: 209), South Africa is currently rated 116
out of 188 countries on the United Nations Human Development Index with an HDI value of 0.666 for 2014, thus
falling in the medium human development category. This suggests that our country is not producing people capable
of competing with their counterparts in other parts of the world in terms of producing high-quality goods
cost-effectively. Does this have something to do with how we plan, teach, and assess? Does the education system
focus on providing the learner with the right skills and attitudes to enter the job market?
The economist, Nobel Prize winner, and Professor of Economics at the University of Chicago, James J. Heckman,
argues strongly that the economic strength of any nation depends on the skills of its people. According to Heckman
(2000; 2007), the emphasis in education should be on human capital development and the enhancement of life skills,
with a special emphasis on the economics of early childhood. The context in which the development of human
capital takes place should be considered, and should be coupled with the enhancement of non-cognitive skills such
as self-discipline and persistence, which affect educational attainment. Ndhlovu, Bertram, Mthiyane and Avery
(1999: 54) confirm that we need to develop “economic capital; money and physical resources as well as ‘human’
capital; people with knowledge, skills and [positive] attitudes”. They further stress that we need to develop and
assess entrepreneurial abilities to enable people to start their own businesses, thus providing employment for
themselves and others (Ndhlovu et al., 1999: 54).
In an effort to develop human capital in South Africa, trade unions such as the National Union of Metalworkers of
South Africa (NUMSA) and the Congress of South African Trade Unions (COSATU), and educational initiatives of
their time such as the National Education Policy Initiative, organised business initiatives such as the Private Sector
Education Council and the National Training Board. The ANC and other stakeholders began to debate and explore
the unification of education and training in South Africa. There was growing consensus regarding need to transform
education and training and to address the difficult issues facing development. All the parties agreed that the
following needs had to be addressed:
 Change perceptions that mental work has more value than manual work.
 Change perceptions that academic education has a higher value than technical-vocational education.
 Close the gap between what schools deliver and what success in the workplace requires.
 Achieve equity in providing quality education, learning resources, and access to education.
 Improve national productivity in order to be internationally competitive.
COSATU has been exploring international trends in training since the 1980s. Its discussions helped the ANC to
formulate a proposal for a National Qualifications Framework (NQF). This was to be a single national framework
that would bring together all education and training under one authority. In June 1995, a draft NQF bill was
published, and in October 1995 an act was passed to establish the South African Qualifications Authority (SAQA)
to govern, manage, and recognise all educational and training qualifications in South Africa. In 1996, the SAQA
Board was appointed and the NQF, one of the first formal structures of its kind in the world, became a reality. The
National Qualifications Framework (NQF) Act 67 of 2008 repealed the South African Qualifications Authority Act
of 1995. The NQF Act (67 of 2008) provides for the National Qualifications Framework, the Minister of Higher
Education and Training, the South African Qualifications Authority (SAQA), Quality Councils, transitional
arrangements and matters connected therewith. The NQF Act was amended in 2010.

Influences from South Africa’s social context
The South African education system encourages learners to develop tolerance and understanding for people who are
different from themselves. The social aim is to break free from any form of prejudice or stereotyping, and to reflect
a global move towards a world in which the spiritual aspects of our existence are valued, rather than simply our
rational thinking abilities. This might explain why many South African policies emphasise holism and educating the
whole person.
Influences from South Africa’s political context

As history shows, those in power tend to give education a “flavour and form” that reflects their interests.
Over the past 23 years, political changes in South Africa have been focused on removing the legacies of the
apartheid regime, in particular the aspects of segregation and inequality.
Democracy has also found its way into school structures, and governance is now in the hands of the school
community: the parents, teachers, and learners. This signals a move away from the highly centralised, tightly
controlled bureaucratic system of the past to a more open, flexible, democratic and participatory system. Schools
are central to building a new culture of tolerance in South Africa. One way in which this can be achieved is by
building more democratic and participatory structures. Another way might be through teaching learners the skills
and attitudes that will enable them to participate critically, promote tolerance of differences, eliminate prejudices,
and foster respect.
South Africa’s past teaching practices were aimed at learning with the intent to promote and achieve a particular
result, while Outcomes-Based Education perceived attainment in terms of whether specific outcomes had been
achieved. The current national curricula are organised around topics and have a content-driven character. In future,
traditional modes might be combined with objective-driven or content-based education. All of these will be
determined by the acceptance of particular approaches in the educational environment, and the roles that teachers
and learners should play in the teaching-learning environment.

While teachers may rely on a textbook, they should also develop lessons that use other media, for example
playing and discussing the influences on a piece of classical music that was written during the French Revolution.
Alternatively, learners could be asked to use the internet or visit a library to research a particular topic or
theme.
When using any learning and teaching support material (textbooks are only one type of material), it is advisable
to evaluate the materials before buying them to see if they are suitable.
Discuss the following:

1. The reasons for using exemplary lesson materials.
2. What should the teacher keep in mind when choosing lesson materials that can lead to effective
implementation of the curriculum?
1. Reasons for using exemplary lesson materials may include :

 Offering an indication of what can be expected during lessons
 Stimulating internal dialogue and reflection on questions such as: “How does the material relate to my personal
opinions and my own teaching practice? Can the material be used for preparing and teaching lessons and if so,
how? What reactions and learning outcomes from learners can be expected?”
 Presenting specific guidelines for use in practice
 Preventing early watering-down of the intended new approach to content and pedagogy and, at the same time,
stimulating local adaptation and ownership of the new approach
 Providing a basis for the exchange of experiences, feedback, discussion and reflection
 Stimulating teachers to (re)design their own materials and / or to make a more selective, creative and conscious
use of existing textbooks and materials
2. The teacher should keep the following in mind when choosing lesson materials that can lead to effective
implementation of the curriculum :
 The material has a modular and flexible design and structure
 The material raises questions about essential yet vulnerable aspects of lesson preparation, subject-matter content,
the role of the teacher and the nature of assessments and tests
 The material displays a balance between providing concrete suggestions and procedural specifications on the
one hand (including some justification for choices made), while avoiding exhaustive regulations on the other.
This will stimulate active adaptation.
At the same time, concrete and specified guidelines are necessary – especially in the early stages of implementation
– in order to actively support teachers in gaining experience, which will combat feelings of insecurity and avoid
premature modifications in planning and instructional design.
An important lesson is that no matter how carefully they are designed and tested, using exemplary lesson materials
alone has its limitations. Such materials have proven more effective if applied in combination with more
comprehensive professional development schemes for teachers. These development schemes contain activities that
will stimulate collaboration with and coaching by experts and colleagues, for example the exchange of experiences,
collegial feedback and reflection-in-action and reflection-on-action, focused on the user’s experiences with the
material. In such “blended scenarios” virtual teacher networks may also play a role. Multimedia cases with
visualisations of the envisaged teaching practice also have an added value.
When developing lesson material, teachers should acknowledge the iterative cycle of analysis, design, development,
and evaluation in working with the curriculum. The following aspects of material design should be kept in mind:
 The first step is to determine the functions and features of the materials to be developed. This is done on the
basis of a thorough analysis of literature, context and the needs of the target group.
 Testing the effectiveness of the lesson material might include observations of lesson preparation and
implementation, as well as interviews, in order to gain insight into teachers’ and learners’ experiences.
 The teacher draws on the experience of subject / phase experts who have developed teaching material of high
quality in terms of relevance, consistency, practicality and effectiveness. Doing this contributes to the
professional development of teachers, and extends their knowledge of material design.
Teachers should assess the expected practicality
Stuvia.comand
- Theeffectiveness of teaching materials; however, this can only be
done when teachers and learners have used the new materials in the learning situation.
Question 3
1. Distinguish between what the impact of Decolonilisation and Africanisation would be on curriculum
development on the one hand and curriculum enactment on the other. Discuss your views in a few paragraphs.
Africanisation is the process of defining or interpreting African identity and culture – a learning process and a way
of life for Africans (Louw, 2010:42). It entails aspects such as African character, making something African in
nature, bringing under African influence, adapting to African necessities, or simply becoming African.
Decolonisation, on the other hand, implies taking responsibility for independent thought, and understanding the
condition that make us who we are (Gordon, 2015 in Cross & Ndofirepi, 2017). Decolonisation as a universal
aspiration may or may not coincide with identifying as African or South African, in both the general and inclusive
sense; and the exclusionary, parochial and indigenous sense (Nyamnjoh, 2016). “Decoloniality” (and all its
technical terminology) is one particular perspective among many, and is not the obviously right one to adopt.
Question 4
If a curriculum developer wants to prepare learners holistically for a diverse school context and embed African
values such as Ubuntu, what values should be taught at schools particular for the diverse South African context?
With this in consideration, discuss in your OWN words which interpersonal, intrapersonal and environmental
values should be taught at school.
Embedding African values and Ubuntu in the curriculum

African values such as Ubuntu have not been fully incorporated in modern education systems and teacher education.
Ubuntu is a philosophy that promotes the common good of society and includes humanness as an essential element
of human growth (Venter, 2004).
Humanity is a quality we owe to each other. We create each other and need to sustain this otherness creation. And if
we belong to each other, we participate in our creations: we are because you are, and since you are, definitely I am.
The ‘I am’ is not a rigid subject, but a dynamic self-constitution dependent on this otherness creation of relation and
distance.
Ubuntu as a philosophy is being embraced internationally as a way of life, however it has not filtered through to the
education systems of the world and that of South Africa in particular. The infusion of an African perspective into
teaching and learning would also assist in decolonising education. Decolonization focuses on the integration of the
indigenous knowledge as a social construct that is inextricably intertwined with societal norms and values. Such
norms and values should be transmitted from generation to generation to ensure them becoming embedded in the
society Letseka, 2013).
Necessitating greater focus on inter-cultural collaborations, the question is then what do we have to consider in the
schooling of our children, the management of classrooms and in curriculum implementation to adhere to these most
valuable principles of life? In essence it means that teachers and learners need to adopt the value of “I am because
you are”. This means that humanity is not embedded in my person solely as an individual; my humanity is
co-substantively bestowed upon the other and me. This will for instance enhance respect for the teacher and peers
and ensure more effective collaboration in the classroom.
In this regard, we following model of Ubuntu (see Fig. 1) embodies the fundamental values and categorises these
values as interpersonal values, intrapersonal values and environmental values (Maphalala, 2017). These categories
could be regarded as pillars on which Ubuntu is founded. These pillars signify regard for others, the self and the
environment.

Figure 1: Components of Ubuntu (Maphalala, 2017)
Interpersonal values
Interpersonal values are based on the understanding that no man is an island in the community. This notion finds
expression in the Zulu proverb which says “Umuntu ngumuntu ngabantu”, which literary means “a person is a
person through others”. This means that human beings being-with-others should include the ability to interact with
others, work with them and be sensitive to their feelings (Letseka, 2013). Interpersonal values are characterised as
respect (for self and others), hospitality, generosity, inclusivity, coexistence, compassion, cooperation, friendliness,
forgiveness and equity. These values should be inculcated in the classroom to foster a climate more conducive to
effective teaching and learning.
Intrapersonal values
Intrapersonal values refer to the individual’s innate ability to reflect on their inner world and monitor their own
actions, thoughts and feelings, strengths, frailties and weaknesses. A person’s core characteristics include
intrapersonal values such as affective awareness, honesty, content, humility, positive self-concept, graciousness,
gratitude, self-confidence, self-reliance, ethical awareness, introspection, affective awareness, ethical awareness and
self-regulation. Learners should be equipped with the skills to enable them to discriminate between right and wrong
and should be given the space to reflect on their actions
Stuvia.com and how
- The study-notes these actions contribute to maintaining discipline
marketplace
in the classroom
Environmental values
Ubuntu encourages care for the environment and the wellbeing of all who live in it. Many centuries ago the
indigenous African people cared about nature because of their appreciation and understanding of it as a source of
food, shelter, clothing and medicine. Mucina (2013, 27) confirms this, saying “all Ubuntu life is connected by the
cycle of reciprocal relationships; no relationship is greater than the other”. He continues by saying, “I value my
relationship with my family in the same manner I value the trees, waters, rocks and other animals. Each relationship
I have sustains my life in a balance that is beyond my creation”. Environmental values are characterised by the
ability to coexist with the natural environment. Ubuntu shares natural resources on the principle of equity among
and between generations. Ubuntu therefore extends to the environment to reciprocate with Mother Nature for
providing for the basic needs of humanity. Environmental values refer to the moral and ethical responsibility of
human beings to the environment. As human beings we have control of our environment and therefore we have a
moral and ethical obligation to preserve, conserve and maintain it in pristine condition for future generations to
continue enjoy its benefits. The environmental values include three key aspects: conservation, sustainability, and
preservation and aesthetic value.
Classroom practise and the implementation of the curriculum should be underpinned by the values mentioned above
– whether it is the planning for teaching, the engagement of learners in activities in class, intended learning or
assessment practices. In classroom practice this means that the teacher should plan lessons with interpersonal,
intrapersonal and environmental values in mind. The engagement of learners in the classroom should be that of a
social entity built on Ubuntu principles. We have to understand human development within the context of the
system of relationships that form the person’s environment.

The implementation of the curriculum needs to be a phase-long process for planning, managing and organising
classroom practice. This means that what is planned must guide and inform what is done in the classroom, all
teaching, learning and assessment.
As teachers, what do we have to take into consideration when we plan for teaching and learning to take place
and who should be involved in curriculum planning?
Your focus should be on one phase in the school.
In your case study you should include, as a minimum, the following:

1. Stages of planning for curriculum interpretation and implementation (process)
2. Who should be involved?
3. Which documents do you need?
4. Example of a lesson plan for ONE SUBJECT IN ONE GRADE IN THE PHASE (product), including an
activity.
5. Your own SWOT analysis of any school.
1. Strategic school plan

 Phase plan
 Grade plan
 Lesson plan
2.
Strategic school plan :
specific period. The purpose is to make sure the school is ready for the learners and that teaching and learning suit
the needs of the community, school and classroom. Whole school development includes the following: vision,
mission, budget, staff and curriculum. Planning concerning how teaching and learning should take place should be
linked to the whole school development plan.
The curriculum forms the core of the school, and its implementation must support the school's vision and mission.
The school management team and professional staff must do a SWOT analysis to determine the needs they should
focus on in a particular phase. Other stakeholders, such as the learners, parents and community should also give
their input in the process of selection. The broader context helps teachers to make selections based on identified
needs and ensure that they do not ignore conceptual progression.
Phase plan :
A learning programme or curriculum is developed for three grades. The implementation of the curriculum must be a
phase-long process of planning, managing and organizing classroom practice. The planning must serve as a guide
for the teaching, learning and assessment that take place in the classroom. For example, in the FET phase (grades10
to 12) there are four compulsory subjects (i.e. the home language, the first additional language, Mathematics/
Mathematical Literacy and Life Orientation) and three elective subjects.

 The contexts or themes of teaching, learning and assessment.
 Incorporating the principles of the CAPS document in all teaching, learning and assessment.
 The aims and assessment criteria across the phase.
 The sequencing of the aims and assessment criteria
 The core knowledge and concepts needed to attain the learning outcomes and assessment criteria (should
 How to ensure progression within subjects and from grade to grade
 The time allocation and weighting awarded to learning in the subject for each phase
planning is not advisable, because all teachers must ensure that learners achieve the national learning outcomes by
the end of the phase (grades 3, 6, 9 and 12). Teachers must be involved in different levels of planning. The teacher
must refer to the teacher's guide and CAPS document.
Stuvia.com The CAPS
- The study-notes document and the characteristics of the learner
marketplace
are the organizing principle.
Grade plan :
Planning per year and grade : The work schedule for each grade is based on CAPS. Teachers will have to consider
the realities of the school and the learner context when planning.
Lesson plan :
Lesson planning : Individual teachers have to plan lessons for each grade based on curriculum topics and have to
ensure that they plan for particular learners in their classes.
3. School policy
 Subject policy
 Lesson plans
 Informal and formal assessment tasks
 Tests
4.
Topic : Language
Time : 50 minutes
Learning Outcomes :
 To develop learners’ existing knowledge about visual literacy and how emotive language is used to
manipulate people. To give learners practice distinguishing between fact and opinion and to recognise
subjective and objective language.
 Learners identify and explain emotive language used in an advert, and analyse how it influences the
reader. Learners complete a worksheet about an advert.
 Language.
Introduction :
 I introduced the topic by showing pictures of different adverts and asking learners if they would buy the
products or not and to give reasons.
Prior Knowledge :
 Learners have covered emotive language in previous grades.Educator may determine learners' prior
knowledge by asking them questions about the adverts.
Core Knowledge :
 Definitions of emotive language, fact, opinion, subjective and objective and how they are used in
advertising.
 Activity 3 - For homework learners find an advert and write a paragraph explaining which emotive
techniques were used and why they are effective (or not).
Conclusion :
 Educator recapped by asking learners about their own favourite adverts and to motivate why they are
effective, using the terms and techniques covered in the lesson.

5. Stuvia.com - The study-notes marketplace

Strengths : Weaknesses :
 Good work ethic in learners  Literacy for Grade 6 - learners need to have
 Willingness to learn access to and read more texts
 Majority of learners have progressed with age  Life skills for Grade 6 and 7 learners
cohort  The majority of learners are not learning in their
 Teachers have received extensive curriculum home language
training on the most recent curriculum  Poor involvement and attitude of parents
 Strong school governing body that supports towards the school
curriculum innovation  Lack of good facilities
Threats : Opportunities :
 There is some movement of staff since  Parents in the community are willing to help
promotional posts have been advertised raise funds for the school library
 Poaching of learners by other schools in the area  Multicultural schools - prepare learners for the
 Influx of drugs real world
 Deterioration of moral values  Find ways to accommodate disabled learners at
school
Thank you for supporting me, I really appreciate it.
If you would like to report any errors or to check out other documents for sale, click on the link :
https://www.stuvia.co.za/user/aimark94

Powered by TCPDF (www.tcpdf.org)

Cus Answers

Uploaded by

Copyright:

Available Formats

Cus Answers

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cus Answers

Uploaded by

Copyright:

Available Formats

CUS3701-Exam (Questions &

Downloaded by: clarinehlers | [email protected]

Downloaded by: clarinehlers | [email protected]

This document contains possible exam questions and answers

Please note that human errors are possible in this document

Downloaded by: clarinehlers | [email protected]

2. A mediator is a person who makes it possible for an idea to be communicated.

6. The Principles of OBE are :

9. Assessment can include self-assessment, peer assessment and continuous assessment.

12. “Covert curriculum” refers to the official, explicit intended curriculum.

17. White paper No. 6 explains special needs education.

The correct answer is :

25. Curriculum as plan is a broad plan of action for teaching-learning activities.

Downloaded by: clarinehlers | [email protected]

1. Cognitively guided instruction

2. Integrated quality management system for school based educators (IQMS)

 Acknowledging that all children can learn and need support.

 Measures a learner’s current knowledge and skills.

5. The South African Council for Educators (SACE)

6. The steps on how knowledge and skills will be organised

8. The assessment process

9. Reason for using exemplary lesson materials

 Reasons for using exemplary materials :

Downloaded by: clarinehlers | [email protected]

11. The difference between “curriculum” and “syllabus”

Downloaded by: clarinehlers | [email protected]

 Sense-making : Being able to listen, observe, feel and emphasize.

 Transdisciplinarity - Being a risk taker and thinking outside the box.

 Contextualised action words

 Clear and accessible language

Downloaded by: clarinehlers | [email protected]

 Teaching critical thinking

 Best time to use :

 Cognitively guided instruction

 Best time to use :

Downloaded by: clarinehlers | [email protected]

 Best time to use :

 Best time to use :

 Best time to use :

There are different definitions of ‘’curriculum’’.

Approaches to curriculum planning according to Tyler, Stenhouse and Freire : a summary

 The teacher should ask four basic questions :

 The impact of these approaches in terms of curriculum interpretation

Downloaded by: clarinehlers | [email protected]

Taking the above into consideration, critically discuss the following :

 The impact of context on curriculum

 The influence of changes in the South African context on curriculum

 Influences from South Africa’s social context

 Influences from South Africa’s political context

 Your own response to and experience of curriculum change

Downloaded by: clarinehlers | [email protected]

 Reasons for using exemplary lesson materials may include :

Downloaded by: clarinehlers | [email protected]

9. Curriculum development focuses on improvement and innovation in education.During this process,which

Downloaded by: clarinehlers | [email protected]

10. Study the excerpt and answer the following questions :

Downloaded by: clarinehlers | [email protected]

 Use clear language according to the level/grade of the learner.