Learn Module Outline
Learn Module Outline
Learn Module Outline
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Table of Contents
Introduction ............................................................................................................................................... 3
Using this Module Outline ......................................................................................................................... 4
This Module on Learn ................................................................................................................................ 5
Icons Used in this Document and on Learn ............................................................................................... 6
Module Purpose ......................................................................................................................................... 8
Module Outcomes ..................................................................................................................................... 8
Module Pacer ........................................................................................................................................... 12
Glossary of Key Terms for this Module .................................................................................................... 22
Introduction
‘Who dares to teach must never cease to learn1
In this Intermediate Phase Teaching and Learning module you are provided with the framework
for understanding and practising innovative education methods, specific to the Intermediate
Phase within the South African context.
South African education has seen much transformation regarding the curriculum since the fall
of apartheid, and teaching practice has been heavily influenced by new practices through
impacts of globalisation and technology. Throughout your studies and teaching practice, it is
therefore essential to keep in mind the national goals for education, whilst balancing this with a
more global perspective.
The various CAPS documents (DBE, various) state that school learning and the curriculum
“… aims to ensure that children acquire and apply knowledge and skills in ways that are
meaningful to their own lives”. Just as the CAPS documents regard learning as relevant and
meaningful, this module aims to equip teachers-in-training to learn and apply both information
and techniques to meaningfully inform their ever-improving teaching practice.
As indicated in the introductory quote to this module guide, it is important to realise that in the
teaching profession, it is essential to view learning as a life-long endeavour. This means that to
become an expert teacher, you should continue to reflect on your work and learn throughout
your student years, but also through your years of practice.
Because of this, an introduction to Intermediate Phase (IP) teaching should not be seen as
definitive; it is essential to continue to use the prescribed text, readings and resources
throughout your learning and practice, and to engage with as many other relevant sources as
possible whilst doing so.
1
Dana, JC. 1912. Newark State College (now Kean College of New Jersey) motto.
• This document does not reflect all the content on Learn, the links to different resources,
nor the specific instructions for the group and individual activities.
• Your lecturer will decide when activities are available/open for submission and when these
submissions or contributions are due. Ensure that you take note of announcements made
during lectures and/or posted within Learn in this regard.
Learn is an online space, designed to support and maximise your learning in an active manner.
Its main purpose is to guide and pace you through the module. In addition to the information
provided in this document, you will find the following when you access Learn:
Kindly note:
• Unless you are completing this as a distance module, Learn does not replace your contact
time with your lecturers and/or tutors.
• IPTL6111 is a Learn module, and as such, you are required to engage extensively with the
content on the Learn platform. Effective use of this tool will provide you with
opportunities to discuss, debate, and consolidate your understanding of the content
presented in this module.
• You are expected to work through the learning units on Learn in your own time –
especially before class. Any contact sessions will therefore be used to raise and address
any questions or interesting points with your lecturer, and not to cover every aspect of
this module.
• Your lecturer will communicate submission dates for specific activities in class and/or on
Learn.
Icon Description
A list of what you should be able to do after working through the learning
unit.
Sections where you get to grapple with the content/ theory. This is mainly
presented in the form of questions which focus your attention and are
aimed at helping you to understand the content better. You will be
presented with online resources to work through (in addition to the
textbook or manual references) and find some of the answers to the
questions posed.
REMEMBER:
Module Resources
Prescribed Material Killen, R. 2016. Teaching Strategies for Quality Teaching and
(PM) for this Module Learning. Second edition. Cape Town: JUTA
AND
Module Overview You will find an overview of this module on Learn under the
Module Information link in the Course Menu.
Module Purpose
The purpose of this module is to examine curriculum innovation in South Africa, exploring
national changes in curriculum and learning perspectives. Students are required to
interrogate the National Curriculum Statement (NCS) to fully understand the context of the
Intermediate Phase and the requirements specific to this phase.
Module Outcomes
Demonstrate knowledge and understanding of both the curriculum and pedagogy
MO1
relating to the Intermediate Phase.
Apply the theories, principles and practices of teaching and learning to a diverse
MO2
range of South African schools.
Represent the ideals of the teaching profession specifically within the Intermediate
MO3
Phase.
Assessments
Integrated Curriculum Engagement (ICE)
Minimum number of ICE activities to complete 4
Weighting towards the final module mark 10%
Summative Examination
Weighting 35%
Duration 2 hours
Total marks 120
Open/Closed book Closed
Resources required Prescribed textbook
Learning Units covered All
Examination
The examination will assess • Ensure that you work through all the activities, exercises
all learning units in this and revision questions on Learn and in your textbook. You
module and will include must have completed close readings of your prescribed
both theory and application- material to ensure that you have prepared adequately for
type questions. The your examination for this module.
application and analysis • Pay close attention to the instruction words (like list, apply,
questions will be allocated describe, analyse, etc.) and to the mark allocations of each
the majority of the marks. question to ensure that you provide the correct depth and
detail in your answers.
You still need to know the • Make sure that you are comfortable in responding to all the
theory in order to apply it to objectives for all learning units.
scenarios and cases given to • Brainstorm possible questions based on the learning
you. outcomes and objectives provided.
• Ensure that you work through the Learn Active Learning
and Activities in preparation for the examination.
Module Pacer
Code Programme Contact Sessions Credits
IPTL6111 BEI1 26 7
Learning Unit 1 Understanding the National Curriculum Statement
Overview:
South African education has seen much transformation regarding the curriculum since the
fall of apartheid. In addition, teaching practice has been heavily influenced by new practices
through impacts of globalisation and technology. It is essential therefore to keep in mind the
national goals for education whilst balancing this with a more global perspective.
This learning unit commences with a brief overview of the transformation of the South
African school curriculum since the fall of apartheid. We will explore the goals and principles
on which the National Curriculum Statement Grades R–12 is based and consider the types of
learners that this statement aims to produce. The learning unit will conclude with an
investigation of the current Intermediate Phase curriculum within the South African
education system.
If you are a contact student, you will likely spend three sessions on this learning unit.
Please work through Theme 1 on Learn, together with the relevant sections of your
prescribed source/s.
This theme will unpack the benefits of having a school curriculum that is designed specifically
to prepare learners for their life after school. You will have to validate the reasons this
approach to curriculum design might cause concern for some parents. It is important to
remember that when you are learning something new you do not always grasp it after just
one learning opportunity. There will be occasions when you would need a second
opportunity. As a teacher, you will encounter difficulty in providing the additional
opportunities for learners. You need to reflect on how you are going to provide for students
with expanded learning opportunities.
Overview:
In this learning unit, we will explore ways in which to better understand the classroom and
school environment, focussing on the relationship between quality teaching and quality
learning. The emphasis will be on the broad approaches to curriculum design as required by
the Curriculum Assessment Policy Statement with specific reference to South African
learners at the relevant ages in the Intermediate Phase.
We will begin with a look at the development of contemporary views of effective teaching
followed by the characteristics of quality learning in the specialised teaching areas. Next, we
will explore ways in which to identify and apply constructivist strategies to support effective
teaching and learning, including teaching for understanding.
If you are a contact student, you will likely spend seven sessions on this learning unit.
Please work through Themes 1, 2 and 3 on Learn, together with the relevant sections of your
prescribed source/s.
This learning unit highlights the reality that no single teaching strategy is effective all the
time for all learners. It is therefore important that as aspiring educators, you develop a deep
understanding of the subjects you will teach and the most beneficial ways in which learning
can be facilitated. You will need to have a clear understanding of how the principles of
constructivism are supported by neurological research. Ultimately, you will need to defend
why our current views of how people learn are different from the views that were accepted
50 years ago.
Overview:
If you are a contact student, you will likely spend 10 sessions on this learning unit.
Please work through Themes 1and 2 on Learn, together with the relevant sections of your
prescribed source/s.
Even good teachers have room for improvement. This learning unit unpacks five different
teaching strategies that are all essentially important to teaching and learning. While
favouring particular strategies would be a natural tendency, it is important to understand the
value of each strategy. How you as an educator use the strategy could make a difference to
teaching and learning. The difficulty of selecting strategies is that you need to have a clear
understanding of both your context and learners.
Overview:
As a learner, assessment often seems far removed from what is taught and learned in the
classroom and even further removed from real life experiences. The challenge for teachers is
to align outcomes, teaching strategies and assessment in such a way that learners, parents
and teachers draw value from it.
In this learning unit, we will explore the basics of assessment beginning with the differences
between formal and informal assessment, and between formative and summative
assessment. We will then look at key concepts such as reliability, validity and fairness ending
the unit by examining effective systems for documenting the performances of learners in
assessments.
If you are a contact student, you will likely spend four sessions on this learning unit.
Please work through Theme 1 on Learn, together with the relevant sections of your
prescribed source/s.
This learning unit will focus on assessment. While the learning unit does not provide a recipe
for writing particular types of assessments. It does unpack the fundamental principles of
assessment. It would guide you as the aspiring teacher to use assessment procedures that
are cable of producing reliable evidence from which valid inferences can be drawn about the
learners’ knowledge and understanding.
Overview:
As aspiring teachers it is going to be our responsibility to become life-long learners and the
best way to do this is to adapt the attitude that there will always be room for improvement.
By looking at how you teach, thinking about why you do it in that way, and evaluating how
well it works, you can identify your strengths and weaknesses and target things to improve.
This process is referred to as critical reflection, and it is a vital part of effective teacher
planning, decision-making and teaching.
If you are a contact student, you will likely spend two sessions on this learning unit.
Please work through Theme 1 on Learn, together with the relevant sections of your
prescribed source/s.
This learning unit will focus on reflection. Unless teachers understand, what they are doing
and why they are doing it, there is little chance that their efforts will result in effective
student learning or that their actions will be morally and ethically appropriate. Reflection
should be a part of a teacher’s everyday activities.