EDDHODJ Exam- 2017

V. Odendaal EDDHODJ Exam October 2017 October 2018 STUDENT NOTES - NOT OFFICIAL 1 / 11 Question 1 [2 x 10 = 20] a) Grades 4, 5, 6 *9) Intermediate phase b) Manifesto on values (3.5.2.6) The Manifesto on Values, Education and Democracy (Department of Education, 2001b) identifies some of the fundamental values of the Constitution as • democracy • social justice and equity • non-racism and non-sexism • ubuntu (human dignity) • an open society • accountability (responsibility) • respect • the rule of law • reconciliation. The manifesto further identifies 16 strategies for familiarising young South Africans with the values of the Constitution. These strategies include • ensuring equal access to education 3) Equal education opportunities 8) Ten fundamental values of the Constitution c) FET policy *7) CAPS principles for Grades 10 to 12 d) Learning programme developer Learning programme: A phase-long process for planning, managing and organising classroom practice 6) Select and prepare suitable media 4) Seven roles of the educator V. Odendaal EDDHODJ Exam October 2017 October 2018 STUDENT NOTES - NOT OFFICIAL 2 / 11 Exemplary lesson materials Are learning support materials that provide suggestions for developing a learning programme which is learner-centred and activity-based. A learning programme is a purposeful and structured set of learning experiences that lead to a qualification. 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 (Department of Higher Education and Training, 2011:12). Programmes may be discipline-based, professional, career-focused, and trans-, inter- or multidisciplinary in nature. A programme has recognised entry and exit points. All taught higher education programmes should have core and elective elements (this requirement is optional for research-based programmes). The CHE has a statutory responsibility for coordinating and generating standards for all higher education qualifications and for ensuring that such qualifications meet the criteria for registration by SAQA on the NQF. e) Social transformation 3) Equal education opportunities f) Phase planning (4.3.2.2) Planning takes place across a phase (3 grades). *2) Three grades that are planned simultaneously g) Subjects (3.3.3) Learning areas are now called subjects *1) Has replaced learning areas h) Inclusive education White Paper No. 6 (Department of Education, 2001a) defines inclusive education and training as • acknowledging that all children and youth can learn and that all children and youth need support • accepting and respecting the fact that all learners are different in some way and 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, class, disability, HIV status etc. • being broader than formal schooling, and acknowledging that learning occurs in the home, the community, and within formal and informal modes and structures • changing attitudes, behaviours, methodologies, curricula and environments to meet the needs of all children