Question 1: 20 Marks – True of False
“Norm” is derived from the word “normal”. It refers to the quality assurance
process. FALSE
A mediator is a person who makes it possible for an idea to be communicated.
TRUE
The IQMS policy supports the use of an assessment policy and uses a four-point
TRUE
scale.
According to Prof Asmal, the father of OBE in South Africa, OBE Focuses on the
TRUE
students and their abilities.
The RNCS document is based on C2005, but it streamlined the curriculum and
FALSE
made it more educator friendly.
The Principles of OBE are 1) Social Justice, 2) Human Rights, 3) Healthy
FALSE
environment 4) Inclusivity.
Range statements, guide educators in the level of complexity that learners
should achieve as stipulated in the RNCS document. FALSE
Assessment Standards are closely linked to learning outcome to be reached by
the learner. TRUE
Assessment can include self-assessment, peer assessment and continuous
assessment. TRUE
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
TRUE
for a race.
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
“Covert curriculum” refers to the official, explicit intended curriculum.
FALSE
,An empirical or experiential curriculum approach refers to a pre-modern view
spokesperson like Tyler, Gagne and Hunkins can be associated with this FALSE
approach.
A humanistic curriculum approach refers to a pre-modern view spokesperson like TRUE
Tyler, Gagne and Hunkins can be associated with this approach.
The Educator as life-long learner must commit himself/herself to stay informed
about developments in learning and teaching methodologies. TRUE
White paper No 6 explains inclusive education and training. TRUE
The National Qualifications Framework (NQF) was created to bring together
education and training, and consequently, close the gap between the two. TRUE
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
The National Curriculum Assessment Policy Statement (CAPS) replaced
Outcomes Based Education (OBE) TRUE
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
TRUE
teacher education qualifications.
The department of Higher Education is responsible for monitoring the
performance of Schools and Teachers. FALSE
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
TRUE
Planning.
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
TRUE
decisions about how to improve learning.
,Question 2: 20 Marks (4 x 5 marks questions) – definitions and
discussions.
Phase planning, pg. 71 (5-mark definition & discussion)
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.
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)
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 South African Council for Educators (SACE), pg. 50 (5-mark definition & discussion)
The South African Council for Educators (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.
As the statutory body for professional education, SACE must also manage the implementation,
management and quality assurance of the Continuous Professional Teacher Development (CPTD)
system.
Each educator / teacher is expected to earn a target number of professional development points in
each successive three-year cycle by undertaking a variety of professional development activities –
endorsed by SACE on grounds of their fitness of purpose and quality – that suit their own needs and
requirements or that are required by their employers (Department of Education, 2008a).
The teacher as interpreter and designer of learning programmes and materials, pg. 52
(5-mark definition & discussion)
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.
“Norm” is derived from the word “normal”. It refers to the quality assurance
process. FALSE
A mediator is a person who makes it possible for an idea to be communicated.
TRUE
The IQMS policy supports the use of an assessment policy and uses a four-point
TRUE
scale.
According to Prof Asmal, the father of OBE in South Africa, OBE Focuses on the
TRUE
students and their abilities.
The RNCS document is based on C2005, but it streamlined the curriculum and
FALSE
made it more educator friendly.
The Principles of OBE are 1) Social Justice, 2) Human Rights, 3) Healthy
FALSE
environment 4) Inclusivity.
Range statements, guide educators in the level of complexity that learners
should achieve as stipulated in the RNCS document. FALSE
Assessment Standards are closely linked to learning outcome to be reached by
the learner. TRUE
Assessment can include self-assessment, peer assessment and continuous
assessment. TRUE
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
TRUE
for a race.
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
“Covert curriculum” refers to the official, explicit intended curriculum.
FALSE
,An empirical or experiential curriculum approach refers to a pre-modern view
spokesperson like Tyler, Gagne and Hunkins can be associated with this FALSE
approach.
A humanistic curriculum approach refers to a pre-modern view spokesperson like TRUE
Tyler, Gagne and Hunkins can be associated with this approach.
The Educator as life-long learner must commit himself/herself to stay informed
about developments in learning and teaching methodologies. TRUE
White paper No 6 explains inclusive education and training. TRUE
The National Qualifications Framework (NQF) was created to bring together
education and training, and consequently, close the gap between the two. TRUE
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
The National Curriculum Assessment Policy Statement (CAPS) replaced
Outcomes Based Education (OBE) TRUE
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
TRUE
teacher education qualifications.
The department of Higher Education is responsible for monitoring the
performance of Schools and Teachers. FALSE
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
TRUE
Planning.
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
TRUE
decisions about how to improve learning.
,Question 2: 20 Marks (4 x 5 marks questions) – definitions and
discussions.
Phase planning, pg. 71 (5-mark definition & discussion)
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.
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)
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 South African Council for Educators (SACE), pg. 50 (5-mark definition & discussion)
The South African Council for Educators (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.
As the statutory body for professional education, SACE must also manage the implementation,
management and quality assurance of the Continuous Professional Teacher Development (CPTD)
system.
Each educator / teacher is expected to earn a target number of professional development points in
each successive three-year cycle by undertaking a variety of professional development activities –
endorsed by SACE on grounds of their fitness of purpose and quality – that suit their own needs and
requirements or that are required by their employers (Department of Education, 2008a).
The teacher as interpreter and designer of learning programmes and materials, pg. 52
(5-mark definition & discussion)
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.
