SFTL 7311 - exam prep
LU1:
Theme 1: The National Curriculum Statement of South Africa:
LO1: Explain the goals and principles in which the National Curriculum Statement is based.
LO2: Describe the types of learners that the National Curriculum Statement aims to produce.
LO3: Position the current Senior and Further Education Phase curriculum within the South African education
system.
LO4: Use the guidelines in the National Curriculum Statement to plan assessments and lessons.
LU2:
Theme 1: Effective teaching and learning - chapter 2:
LO1: Discuss contemporary views of effective teaching.
LO2: Describe the characteristics of quality learning.
LO3: Apply constructivist strategies to support effective teaching and learning.
LO4: Use the concept of teaching for understanding to inform teaching decisions.
Theme 2: A framework for quality teaching and learning - chapter 3:
LO5: Describe teaching strategies that develop deep understanding.
LO6: Describe learning environments conducive to quality learning.
LO7: Plan learning experiences appropriate to all learners, regardless of culture, ethnicity or developmental
stage.
Theme 3: Planning for quality teaching and learning - chapter 4:
LO8: Formulate measurable learning outcomes.
LO9: Use learning taxonomies to align teaching strategies with outcomes.
LO10: Create lesson plans.
LO11: Critically reflect on own teaching practice.
LU3:
Theme 1: Using direct instruction as a teaching strategy - chapter 6:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
Theme 2: Using problem solving as a teaching strategy
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
1
,LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
Theme 3: Using inquiry as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
Theme 4: Using case study as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
LU4:
Theme 1: Using discussion as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
Theme 2: Using small-group work as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
Theme 3: Using co-operative learning as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
2
,Theme 4: Using role play as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
3
, LU1:
Theme 1: The National Curriculum Statement of South Africa:
Preamble to the Constitution states that the aims of the Constitution are to:
- Heal the divisions of the past, establish a society based on democratic values, social justice, fundamental
human rights.
- Improve quality of life and free the potential of each person.
- Lay the foundations for a democratic and open society in which the government is based on the will of the
people and every citizen is protected by law.
- Build a united and democratic South Africa to take place as a sovereign state.
Three possible approaches to structuring a curriculum framework:
- Content-based approach:
• Curriculum design starts with identifying the content that needs to be learned.
• Start with broad decisions, then to more specific decisions about the content.
• Decisions would establish the foundations for the content-based curriculum and guide teachers in their
decision as to what content to look at in their day-to-day planning.
• Leads teachers to making decisions about specific pieces of content without considering how it will
help the learners achieve their long term goals.
• Emphasises the importance of individual subjects.
• Does not integrate knowledge and skills across all subjects.
• Leads to debate as to what should be included.
• Leads to debate about the perspective from which the content will be presented.
- Experience-based curriculum:
• Design starts with identifying the learning experiences that students will participate in.
• Approach does not necessarily require teachers to think about how the chosen learning experiences will
help learners achieve the long-term goals of the curriculum.
• Can give learners valuable learning experiences.
- Outcomes-based education:
• Design starts with, “what do we want the learners to be able to do by the end of their learning?”
• Forces us to think about what we want the learners to be able to do.
• About helping students achieve the long-term goals of the curriculum.
• Places strong emphasis on the total result of the educational process - integrates knowledge and skills
across all subjects.
• Long-term goals guide decisions that designers make about the outcomes the learners are expected to
achieve in the curriculum.
• Teacher thinks about short-term goals, medium-term goals, and long-term goals in their lesson
planning.
• First decide what we want the learners to achieve (outcomes), then make the rest of the decisions
regarding teaching and learning.
• Outcomes provide a guide to answer questions about teaching.
4
LU1:
Theme 1: The National Curriculum Statement of South Africa:
LO1: Explain the goals and principles in which the National Curriculum Statement is based.
LO2: Describe the types of learners that the National Curriculum Statement aims to produce.
LO3: Position the current Senior and Further Education Phase curriculum within the South African education
system.
LO4: Use the guidelines in the National Curriculum Statement to plan assessments and lessons.
LU2:
Theme 1: Effective teaching and learning - chapter 2:
LO1: Discuss contemporary views of effective teaching.
LO2: Describe the characteristics of quality learning.
LO3: Apply constructivist strategies to support effective teaching and learning.
LO4: Use the concept of teaching for understanding to inform teaching decisions.
Theme 2: A framework for quality teaching and learning - chapter 3:
LO5: Describe teaching strategies that develop deep understanding.
LO6: Describe learning environments conducive to quality learning.
LO7: Plan learning experiences appropriate to all learners, regardless of culture, ethnicity or developmental
stage.
Theme 3: Planning for quality teaching and learning - chapter 4:
LO8: Formulate measurable learning outcomes.
LO9: Use learning taxonomies to align teaching strategies with outcomes.
LO10: Create lesson plans.
LO11: Critically reflect on own teaching practice.
LU3:
Theme 1: Using direct instruction as a teaching strategy - chapter 6:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
Theme 2: Using problem solving as a teaching strategy
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
1
,LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
Theme 3: Using inquiry as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
Theme 4: Using case study as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
LU4:
Theme 1: Using discussion as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
Theme 2: Using small-group work as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
Theme 3: Using co-operative learning as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
2
,Theme 4: Using role play as a teaching strategy:
LO1: Identify appropriate teaching strategies to achieve specific learning outcomes.
LO2: Apply appropriate teaching strategies when planning.
LO3: Create motivating learning environments.
LO4: Create lessons using ICT in the classroom.
LO5: Evaluate the effectiveness of lessons.
3
, LU1:
Theme 1: The National Curriculum Statement of South Africa:
Preamble to the Constitution states that the aims of the Constitution are to:
- Heal the divisions of the past, establish a society based on democratic values, social justice, fundamental
human rights.
- Improve quality of life and free the potential of each person.
- Lay the foundations for a democratic and open society in which the government is based on the will of the
people and every citizen is protected by law.
- Build a united and democratic South Africa to take place as a sovereign state.
Three possible approaches to structuring a curriculum framework:
- Content-based approach:
• Curriculum design starts with identifying the content that needs to be learned.
• Start with broad decisions, then to more specific decisions about the content.
• Decisions would establish the foundations for the content-based curriculum and guide teachers in their
decision as to what content to look at in their day-to-day planning.
• Leads teachers to making decisions about specific pieces of content without considering how it will
help the learners achieve their long term goals.
• Emphasises the importance of individual subjects.
• Does not integrate knowledge and skills across all subjects.
• Leads to debate as to what should be included.
• Leads to debate about the perspective from which the content will be presented.
- Experience-based curriculum:
• Design starts with identifying the learning experiences that students will participate in.
• Approach does not necessarily require teachers to think about how the chosen learning experiences will
help learners achieve the long-term goals of the curriculum.
• Can give learners valuable learning experiences.
- Outcomes-based education:
• Design starts with, “what do we want the learners to be able to do by the end of their learning?”
• Forces us to think about what we want the learners to be able to do.
• About helping students achieve the long-term goals of the curriculum.
• Places strong emphasis on the total result of the educational process - integrates knowledge and skills
across all subjects.
• Long-term goals guide decisions that designers make about the outcomes the learners are expected to
achieve in the curriculum.
• Teacher thinks about short-term goals, medium-term goals, and long-term goals in their lesson
planning.
• First decide what we want the learners to achieve (outcomes), then make the rest of the decisions
regarding teaching and learning.
• Outcomes provide a guide to answer questions about teaching.
4
