IP Teaching and Learning - Module

Overview
LEARNING UNIT 1 - Understanding the National Curriculum
Statement

Introduction

South African education has seen much transformation regarding the curriculum since 1994. 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.

The Curriculum Assessment Policy Statement (CAPS) is an important policy to understand as

a South African initial teacher. This learning unit commences with a brief overview of
the transformation of the South African school curriculum since the start of democracy. 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. This learning unit
commences with a brief overview of the transformation of the South African school
curriculum since the start of democracy. We will explore the goals and principles on which
the National Curriculum Statement Grades R-12 is based. This learning unit will continue to unpack
important elements in the Curriculum Assessment Policy which support teachers in a South African
school. We will conclude with an in-depth investigation of the different types of assessment that
South African schools implement to evaluate their learners with an investigation of the current
Intermediate Phase curriculum within the South African education system.

Learning Unit Objectives

On completion of this learning unit, you should be able to:

• Explain the goals and principles on which the National Curriculum Statement Grades R-12 is
based;

• Describe the types of learners that the National Curriculum Statement Grades R–12 aims to
produce;

• Examine the purpose of different components in the CAPS document; and

• Investigate the different assessments that the CAPS document outlines.

For this Learning Unit in Learn

Themes: 1

Number of activities: 3

Time-on-task for activities: 6.5 Hours

LEARNING UNIT 2 - Understanding Quality Teaching and Learning

Introduction

In this learning unit, we will explore ways in which to better understand the classroom and school
environment, highlighting the relationship between quality teaching and quality learning. As an
initial teacher you need to consider the structure of a quality teaching and learning environment as
it encourages learner motivation and engagement in the learning process. The emphasis will be
on approaches on how to implement the Curriculum Assessment Policy Statement in a South
African Intermediate Phase classroom.

We will begin with a look at the development of contemporary views of effective teaching followed
by the characteristics of quality learning to cater for learning environments that encourage active
participation from intermediate phase learners. We will explore ways in which to identify and apply
constructivist strategies to support effective teaching and learning including teaching for deep
understanding.

Learning Unit Objectives

On completion of this learning unit, you should be able to:

• Identify skills that are needed to become an effective teacher;

• Describe the characteristics of quality learning;

• Differentiate between various constructivist perspectives;

• Apply constructivist approaches to support effective teaching and learning;

• Differentiate between surface and deep understanding;

• Describe learning environments conducive to quality learning;

• Evaluate different contextual factors that can impact on quality teaching and learning;

• Formulate measurable learning outcomes;

• Use learning taxonomies to align teaching practice with curriculum outcomes; and

• Critically analyse different elements of lesson plans.

For this Learning Unit in Learn

Themes: 3

Number of activities: 3

Time-on-task for activities: 6 Hours

LEARNING UNIT 3 - Teaching Strategies

Introduction

Teaching strategies are methods that support teachers to drive learner engagement in the delivery
of content knowledge. As an initial teacher, it is important to understand that there are a variety of
teaching strategies which can meet several educational goals. Using a combination of appropriate
teaching strategies can contribute positively to an effective teaching and learning environment. In
this learning unit, we will explore teaching strategies that encourage constructivist teaching practice.

In your studies towards becoming a teacher, it is important to consider the value of each teaching
strategy and how it can be used to improve your teaching practice. We will highlight key elements of
each strategy, providing guidelines for planning and implementing of these strategies in
the intermediate phase classroom. As we live in the 21st century, it is also important to consider in
the implementation of each teaching strategy the impact that ICT has on enhancing the teaching
and learning experience.

Learning Unit Objectives

On completion of this learning unit, you should be able to:

• Discuss the importance of the different teaching strategies

• Evaluate the principles that apply to the teaching strategies

• Analyse the conditions in the teaching strategy that supports positive learning

• Evaluate the impact of using the different teaching strategies when planning lessons

For this Learning Unit in Learn

Themes: 2

Number of activities: 4

Time-on-task for activities: 9 Hours

LEARNING UNIT 4 - Reflecting on quality teaching and learning

Introduction

Part of being an effective teacher is to constantly develop, improve and refine your teaching
practice to align with contemporary educational trends. It is our responsibility as educators to
become lifelong learners where we take ownership of our practice, dare to be different and
constantly do research to reframe our pedagogy. Reflection plays an integral role in framing the
above characteristics of a lifelong learner. By reflecting on how you teach, thinking about why you
have chosen specific methods, resources and techniques as well as evaluating how well it worked,
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. Alongside reflecting on your own teaching practice, you will be required to
reflect on the strengths and weaknesses of the nine teaching strategies in which you have engaged
in Learning Unit 3.

Learning Unit Objectives

On completion of this learning unit, you should be able to:

• Explain the purpose and importance of reflection as it relates to the development of

teaching practice.
For this Learning Unit in Learn

Themes: 1

Number of activities: 1

Time-on-task for activities: 2 Hours