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Summary INTERMEDIATE PHASE TEACHING AND LEARNING IPTL Study notes
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This document is study notes for all four learning units of INTERMEDIATE PHASE TEACHING AND LEARNING
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ISC3701 Assignment 4 PORTFOLIO (COMPLETE ANSWERS) 2024 (543545)- DUE 12 September 2024
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ISC3701 Assignment 4 PORTFOLIO (COMPLETE ANSWERS) 2024 (543545)- DUE 12 September 2024
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ISC3701 Assignment 4 PORTFOLIO (COMPLETE ANSWERS) 2024 (543545)- DUE 12 September 2024
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Learning unit 1: theme 1LO 1: Explain the goals and principles on which the National Curriculum Statement
Grades R-12 is based
LO 2: Describe the types of learners that the National Curriculum Statement Grades
R-12 aims to produce
LO 3: Position the current intermediate Phase curriculum within the South African
education system
LO 4: Use the guidelines in the National Curriculum Statement Grades R-12 to plan
lessons and assessments
LO1:
Constitution: body of fundamental principles or established precedents according to
which a state or other organization is acknowledged to be governed.
Curriculum: the subjects comprising a course of study in a school or college.
The National Curriculum Statement Grades R-12 serves the purposes of:
equipping learners, irrespective of their socio-economic background, race, gender,
physical ability or intellectual ability, with the knowledge, skills and values
necessary for self-fulfilment, and meaningful participation in society as citizens of a
free country;
providing access to higher education;
facilitating the transition of learners from education institutions to the workplace;
and
providing employers with a sufficient profile of a learner’s competences.
The National Curriculum Statement Grades R-12 is based on the following
principles:
Social transformation: ensuring that the educational imbalances of the past are
redressed, and that equal educational opportunities are provided for all sections of
the population;
Active and critical learning: encouraging an active and critical approach to
learning, rather than rote and uncritical learning of given truths;
High knowledge and high skills: the minimum standards of knowledge and skills to
be achieved at each grade are specified and set high, achievable standards in all
subjects;
Progression: content and context of each grade shows progression from simple to
complex; ENGLISH HOME LANGUAGE GRADES R-3 CAPS 5
Human rights, inclusivity, environmental and social justice: infusing the principles
and practices of social and environmental justice and human rights as defined in
the Constitution of the Republic of South Africa. The National Curriculum
Statement Grades R-12 is sensitive to issues of diversity such as poverty,
inequality, race, gender, language, age, disability and other factors;
Valuing indigenous knowledge systems: acknowledging the rich history and
heritage of this country as important contributors to nurturing the values contained
in the Constitution; and
, Credibility, quality and efficiency: providing an education that is comparable in
quality, breadth and depth to those of other countries
The National Curriculum Statement Grades R-12 aims to produce learners
that are able to:
identify and solve problems and make decisions using critical and creative
thinking;
work effectively as individuals and with others as members of a team;
organise and manage themselves and their activities responsibly and effectively;
collect, analyse, organise and critically evaluate information;
communicate effectively using visual, symbolic and/or language skills in various
modes;
use science and technology effectively and critically showing responsibility towards
the environment and the health of others; and
demonstrate an understanding of the world as a set of related systems by
recognising that problem-solving contexts do not exist in isolation.
Problems and difficulties with implementation of C2005 led to a major review
in 2000 (page 6)
Why do you think there were problems & difficulties with the implementation?
• Draft Revised National Curriculum Statement Grades R-9 (Schools) released in
July 2001
• Modified & approved in 2002 for intro in Foundation Phase in 2004
• Streamlining and strengthening of Curriculum 2005
• Keeps intact the principles, purposes
• Rights-oriented, outcomes-based
• Government launched a second major review of the SA curriculum in 2009 and this
resulted in the
National Curriculum Statement Grades R-12 being developed for implementation
from 2012
This statement comprises: (page 6)
1. Describes the subjects to be offered in each grade and the promotion
requirements
2. Curriculum and Assessment Policy Statements (CAPS) for each approved subject
listed in the policy document
3. A policy document called the National Protocol for Assessment Grades R-12,
which describes the recording and reporting process to be used in Grades R-12
, NCS R-12 retained the basic structure of the school system (page 7)
It continued the practice of dividing the years of schooling into:
• General Education and Training Band (GET)
• (3 phases) Foundation (grades R-3), Intermediate (grades4-6) and Senior (grades
7-9)
• Further Education and Training (FET)
• (grade 10-12) (non-higher education) not based in schools.
• Within each grade there are guidelines for which subjects must be offered & the
minimum number of subjects that learners must attempt and complete
• Specifies time to be allocated to each subject each week
• Specific guidelines for what is to be learnt & general info about teaching &
assessment are given in CAPS for each subject
LO 2:
Types of learners that NCS R-12 aims to Produce:
• Identify & solve problems & make decisions using critical & creative thinking
• Work effectively as individuals & with others as members of a team
• Organise & manage themselves & their activities responsibly & effectively
• Collect, analyse, organise & critically evaluate info
• Communicate effectively using visual, symbolic & or language skills in various
modes
• Use science & technology effectively & showing responsibility towards the
environment & the health of others
LO 3:
The current IP curriculum within the SA education system
• How different is what you were taught in primary school from what children are
taught today?
• How were you assessed?
• Do you think children of today are (or should be) assessed differently? Why?
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