EDDHODJ Educator as Learning Programme Developer
May/June 2016 Memo All answers are referenced in terms of Curriculum Studies: Development , Interpretation, Plan and Practice. Second Edition.
QUESTION 1 (a) Grades 4, 5, 6
9. Intermediate Phase
(b) Manifesto on Values
8. Ten fundamental values of the Constitution
(c) FET Policy
7. CAPS principles from Grade 1012
(d) Learning programme
12. Seven roles of the educator
developer (e) Social transformation
3. Equal educational opportunities
(f) Phase planning
2. Three grades planned simultaneously
(g) Subjects
1. This has replaced learning areas
(h) Inclusive education
10. Audio aids for the visually impaired
(i) Lesson planning
11. Individual educator plan for a period
(j) SWOT analysis
12. Strategic planning in a school
(10x2=20)
QUESTION 2 Cognitive Guided Instruction (CGI) 1. CGI is a strategy for implementing language and listening and language in teaching as a social construct. 2. Learners are able to solve problems without direct instruction 3. Learners rather draw on informal knowledge of everyday situations and through dialogue 4. Good approach for teaching Mathematics, whereby teacher and learners explore maths problems and then share their different problemsolving strategies in an open dialogue 5. Teachers must take care not to let their knowledge and beliefs influence their instructional practice (Page 37) (5) Integrated quality management system (IQMS) for school based educators 1. The Integrated Quality Management System Policy integrates the different quality management programmes 2. The purpose of the IQMS is the personal development of each teacher. 3. Development appraisal: teachers are assessed for strengths and weaknesses, and individual development) 4. Performance management: to ascertain salary adjustments, appointment adjustments, promotions etc. 5. Wholeschool evaluation: effectiveness of an entire school in respect of its teaching and learning (page 55) (5) Inclusive education 1. Acknowledging that all children can learn and need support 2. Accepting and respecting the fact that all learners have different learning needs,which are equally valued 3. Enabling education structures, systems and learning methodologies to meet the needs of all learners 4. Acknowledging and respecting differences between children due to age, gender, ethnicity, language, etc. 5. Acknowledging that learning occurs in the home, the community, and within formal and informal structures (page 58) (5)
Diagnostic assessment 1. Measures a learner’s current knowledge and skills 2. Gives the teacher an understanding of the existing knowledge and skills a learner brings to the teachinglearning environment 3. Problems identified indicate that further planning, and adapting and modifying the teaching of content are needed 4. Conducted prior to and during teaching and learning 5. Identifies the range of learners’ individual differences in the class (page 80) (5)
QUESTION 3
1. Curriculum development focuses on improvement and innovation in education 2. In a cyclic process, analysis, design, development, implementation and evaluation take place interactively. 3. Curriculum development often starts by analysing the existing setting and formulating intentions for the proposed changes. 4. Important activities in this phase include problem analysis, context analysis, needs analysis and analysis of the knowledge base. 5. Next, design guidelines are drawn up. 6. The design requirements are carefully developed , tested and refined into a relevant and usable product. 7. Evaluation plays an important role in this process, as can be seen from its central position in the model. 8. Evaluation activities cast light on the user's wishes. 9. When the product has sufficient relevance, consistency and practical usability, it can be implemented . 10. Primarily, suggestions for product improvement (formative evaluation) are heard, but during later phases this suggestions shift towards evaluating effectiveness (summative evaluation). (page 2) (15)
QUESTION 4 Principles of effective questioning Contextualised action words: 1. Learners should understand what is expected of them 2. When teachers set a task, it should be in writing and it should be clear how the task will be assessed. 3. Put the main assessment criteria and indicators into the instructions for the task. More detailed performance indicators can go into the marking criteria / memorandum. 4. The teacher must fit the action word in the task to the context. Clear and accessible language: 1. Phrase assessment tasks clearly and in language that is easy to understand 2. Keep sentences short and the vocabulary and terminology suitable to the level of the learners 3. Use active rather than passive voice. 4. Avoid words with many syllables. 5. Be careful when using pronouns that it is clear what they refer to. 6. Encourage learners to answer in ways with which they feel most comfortable. Allow several different ways of answering, such as giving a definition by using words or a labelled diagram. Comprehensive instructions: 1. Give clear instructions of what is required / expected in a task. 2. Use clear language according to the level / grade of the learner. 3. Use action words to describe what activities should be part of performing the task. 4. Link instructions to the set outcomes and the assessment criteria in order to make sure that what is expected is what is assessed. 5. Reread tasks after setting them to make sure that no steps are left out. (page 94) (15)
QUESTION 5 5.1 Designing a learning programme for the phase The following aspects are important when planning for a specific phase: 1. Contexts / themes within which the teaching, learning and assessment will occur 2. Principles of the Curriculum Assessment Policy Statement (CAPS) that must be incorporated in all teaching, learning and assessment 3. Aims and assessment criteria across the phase 4. The sequencing (conceptual progression) of the aims and assessment criteria 5. 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 6. How progression (increasing conceptual complexity) will occur within subjects and from grade to grade, bearing in mind integration across different subjects and reallife application 7. The time allocation and weighting given to learning in the subject per phase (time frames for all teaching, learning and assessment) (page 77) 5.2 Who should be involved 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. (page 72)
5.3 Example of a lesson plan for one grade and for one subject Learning Area: English –term 3 Grade 11 Topic: L anguage Lesson Theme: Emotive Language and Advertising Time: 5 0 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. (Example of a lesson plan for Grade 10 can be found on page 111)
5.4 SWOT analysis of a school
(page 69) (30)