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BTE2601 Assessment 4
- Course
- BTE 2601 (BTE2601)
- Institution
- University Of South Africa (Unisa)
This document includes the following: LESSON PLAN Curriculum changes Formative assessment
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BECOMING A TEACHERBTE2601
ASSIGNMENT 4
UNIQUE NUMBER: 888252
YEAR: 2021
1
, TABLE OF CONTENTS
QUESTION NUMBER PAGE
QUESTION 1 3-6
QUESTION 2 7-8
QUESTION 3 9-11
BIBLIOGRAPHY 12
DECLARATION REGARDING 13
PLAGIARISM
Question 1
2
,1.1. Since 1994, the South African curriculum has undergone drastic changes this was caused as
a result of the unfair education system of apartheid. These changes include:
Curriculum 2005, this was developed to redress the unfair education system of the past.
It was linked to the objectives of education in an outcomes-based model.
In 2000, this curricular was modified thus becoming the NCS a Curriculum Review
Committee.
In 2002, the curriculum became the revised National Curriculum Statement which was
approved and in 2004, it was implemented.
In 2009 the different education departments were separated into the Department of
Education, Department of Basic Education and Department of Higher Education.
It was in this year that all the challenges and problems were investigated. It was based
on these challenges that the NCS was replaced by the Curriculum and Assessment Policy
Statement.
1.2.
Name:
Date:
Nature of Assessment: Formative
Grade: 11
Subject: English Home Language
Total: /50
Instructions: You are required to brainstorm the b types of prejudice that exist in “To Kill a
Mockingbird”. Write a detailed account of 200 – 250 words about how Atticus Finch differs to
the others in Maycomb County.
ASSESSEMENT RUBRIC FOR ESSAY– HOME LANGUAGE [50 MARKS]
3
, Criteria Excepti Skilful Modera Elementar Inadequat
onal te y e
CONTENT 28-30 22-24 16-18 10–12 4–6
AND - Outstanding/ - Very well-crafted - Satisfactory - Inconsistently coherent - Totally irrelevant
Striking response response. response response response
PLANNING beyond normal - Fully relevant and - Ideas are - Unclear ideas and - Confused and
(Response and expectations. interesting. reasonably unoriginal unfocused
ideas) - Intelligent, thought- - Ideas with evidence of coherent and - Little evidence of ideas
Organisation of provoking and maturity convincing. organisation and - Vague and repetitive
ideas for mature ideas - Very well - Reasonably coherence. - Unorganised and
planning - Exceptionally well organised and organised and incoherent
Upper level
Awareness of organised and coherent coherent coherent including
purpose, (connected) (connected) introduction, body
audience and including including and
context introduction, body introduction, body conclusion/ending
and and .
30 MARKS conclusion/ending. conclusion/ending.
25-27 19-21 13-15 7-9 0-3
- Excellent - Well-crafted response. - Satisfactory - Largely irrelevant - No attempt to
response but - Relevant and interesting response but response. respond to the
lacks the ideas. some lapses - Ideas tend to be topic.
exceptionally - Well organised in clarity. disconnected and - Completely
striking and coherent - Ideas are confusing. irrelevant and
qualities of the (connected) fairly - Hardly any inappropriate.
outstanding including coherent evidence of - Unfocused and
essay introduction, body and organisation and muddled.
- Mature and intelligent and conclusion. convincing coherence.
ideas .
- Skilfully organised - Some degree
Lower level
and coherent of organisation
(connected) and coherence
including including
introduction, body introduction,
and body and
conclusion/ending. conclusion.
14–15 11–12 8–9 5–6 0–3
4
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