SDH4701 EXAM NOTES
Summarise the main points in section 1, 2 and 4 of the National Curriculum Statement - Hospitality Studies (15 marks) and
discuss how section 3 equips the teacher in his/her role as interpreter and designer of learning programmers and
materials to instruct Hospitality Studies.
Section 1
• is a non-specific/general part of the document.
• background - expresses that the NCS was altered and an individual inclusive CAPS report was distributed in January
2012, one report for every subject to supplant the Subject Statements, Learning Program Guidelines and Subject
Assessment Guidelines.
• overview – specifies that the National Policy Pertaining to the Program and Promotion Requirements and the National
Protocol for Assessment ought to be read in concurrence to the CAPS report. The CAPS report substitutes the two past
educational programme reports.
• general aims of the South African Curriculum - The overall point of the South African Curriculum (segment 1.3:4) portrays
the reason and standards of the educational plan just as the student predicted to benefit from the educational plan. The
overall point finishes up with "inclusivity should turn into a focal piece of the association, planning and teaching at every
school".
• time provision for the Foundation, Intermediate, Senior and Further Education and Training phase. Area 1.4 mentions
that the columns show the assigned time each week for the minimum necessary subjects and should a student wish to
do extra subjects, extra time ought to be added.
Section 2
• is subject definite and stipulates the theoretical themes, in particular the customer, food and nourishment, design
components and standards, fibres and textiles, clothing, accommodation, business and practical alternatives, specifically
food, attire, delicate outfitting, sewing and stitching or interwoven sewing by hand.
• specific purpose of Hospitality Studies which intently identifies with the hypothesis and functional parts.
• time distribution for Hospitality Studies as 2.5 hours for theoretical work and 1.5 hours for practical lessons. Notice is
made of the Practical Assessment Tasks' required time openings just as extra time that ought to be used for formal
assessments.
, • infrastructure, tools and gear and funds needed to present the subject. The infrastructure and tools for every one of the 5
diverse practical alternatives are expressed independently. Instances of a spending plan and how to order a stock book
conclude section 2.
Section 4
• is a general part and mentions informal and formal evaluation.
• varieties of formal evaluation for theory and practical tasks are deliberated in depth.
• the percentages for different types of evaluation for every term is shown in two individual columns, one for grade 10 and
11 and an individual column for grade 12.
• practical evaluation tasks are deliberated.
• recording and reporting on a 7-point scale
Section 3
• prepares the educator as a mediator of learning programmes as the educator needs to read and interpret the outline of
the theoretical themes for each grade.
• Overview of the practical activities.
• Overview of the theory of the practical activities.
• The theory overview (part 3.1 and 3.2 NCS CAPS 2011:14-16) gives the educator a short summary of the content
breadth and how the practical assessments are spread over 3 years in the Further Education and Training stage
• Section 3.3 (NCS CAPS 2011:17-37) contains the teaching plans and is the part most regularly used by the educator.
• Section where the theoretical content is allocated into different grades.
• every grade is separated into four terms.
• Every term is allocated into ten weeks.
• Every column’s title specifies the term.
• the first column specifies the week.
• the different themes are stipulated in the second column followed by
• the minimum content that needs to be covered in the third column.
• Section 3.4 (NCS CAPS 2011:38-59) specifies the teaching plans for the five practical choices.
• As with the theoretical element, the practical choices teaching plans are also separated into grades, terms and weeks.
The pictures that are incorporated help the educator to visualise of the final product and are clear, descriptive, within the developing
level of the students and portrays generally up to date illustrations/styles.
, List and explain seven (7) advantages that teaching plans hold for the teacher (14 marks) and provide one example of
each advantage to explain your answer (7 marks).
Teaching plans assist the educator with the next information:
• Topics and the content which has to be done every term.
• The total time assigned to explain every topic.
• The minimum amount of practical tasks to be done in every term.
• The way formal evaluation tasks should be calculated.
• It shows how to get the promotion mark for every grade
• The different assignments to decide on.
• The content sequencing and depth
• With cautious planning and preparation the educator reaches excellent-quality classes because the educator has to study
the content cautiously while doing planning and preparing for the lesson.
• improve educators’ individual understanding of the content, thinking and creating instructional approaches, because the
educator has to examine extra resources should she/he not be certain of what the content means/implies.
• helps with great quality classroom lessons, because while planning the educator will get a clear image of the resources
that are required to teach the content.
• stipulates the time offered to teach the lesson, therefore preventing the educator to waste time on pointless information.
• specifies the teaching approaches to apply, and making sure that the teaching approaches will make provision for all the
learning methods.
• stipulates the necessities of the curriculum, therefore stopping the education from neglecting vital info or placing pointless
importance on less vital content.
• specifies the class activities to make sure that students exercise what they have been taught.
• specifies the minimum amount of practical tasks that needs to be done during the term.
• indicates how formal evaluation tasks should be worked out and how to get the promotion mark.
• Stipulate different recipes which can be chosen from.
Research studies indicate that learners in the higher income groups spend a considerable amount of time on surfing the
internet, watching YouTube, and other media sharing services resulting in isolation and loneliness. Speculate how you
can apply these tendencies to the advantages of your subject.
Summarise the main points in section 1, 2 and 4 of the National Curriculum Statement - Hospitality Studies (15 marks) and
discuss how section 3 equips the teacher in his/her role as interpreter and designer of learning programmers and
materials to instruct Hospitality Studies.
Section 1
• is a non-specific/general part of the document.
• background - expresses that the NCS was altered and an individual inclusive CAPS report was distributed in January
2012, one report for every subject to supplant the Subject Statements, Learning Program Guidelines and Subject
Assessment Guidelines.
• overview – specifies that the National Policy Pertaining to the Program and Promotion Requirements and the National
Protocol for Assessment ought to be read in concurrence to the CAPS report. The CAPS report substitutes the two past
educational programme reports.
• general aims of the South African Curriculum - The overall point of the South African Curriculum (segment 1.3:4) portrays
the reason and standards of the educational plan just as the student predicted to benefit from the educational plan. The
overall point finishes up with "inclusivity should turn into a focal piece of the association, planning and teaching at every
school".
• time provision for the Foundation, Intermediate, Senior and Further Education and Training phase. Area 1.4 mentions
that the columns show the assigned time each week for the minimum necessary subjects and should a student wish to
do extra subjects, extra time ought to be added.
Section 2
• is subject definite and stipulates the theoretical themes, in particular the customer, food and nourishment, design
components and standards, fibres and textiles, clothing, accommodation, business and practical alternatives, specifically
food, attire, delicate outfitting, sewing and stitching or interwoven sewing by hand.
• specific purpose of Hospitality Studies which intently identifies with the hypothesis and functional parts.
• time distribution for Hospitality Studies as 2.5 hours for theoretical work and 1.5 hours for practical lessons. Notice is
made of the Practical Assessment Tasks' required time openings just as extra time that ought to be used for formal
assessments.
, • infrastructure, tools and gear and funds needed to present the subject. The infrastructure and tools for every one of the 5
diverse practical alternatives are expressed independently. Instances of a spending plan and how to order a stock book
conclude section 2.
Section 4
• is a general part and mentions informal and formal evaluation.
• varieties of formal evaluation for theory and practical tasks are deliberated in depth.
• the percentages for different types of evaluation for every term is shown in two individual columns, one for grade 10 and
11 and an individual column for grade 12.
• practical evaluation tasks are deliberated.
• recording and reporting on a 7-point scale
Section 3
• prepares the educator as a mediator of learning programmes as the educator needs to read and interpret the outline of
the theoretical themes for each grade.
• Overview of the practical activities.
• Overview of the theory of the practical activities.
• The theory overview (part 3.1 and 3.2 NCS CAPS 2011:14-16) gives the educator a short summary of the content
breadth and how the practical assessments are spread over 3 years in the Further Education and Training stage
• Section 3.3 (NCS CAPS 2011:17-37) contains the teaching plans and is the part most regularly used by the educator.
• Section where the theoretical content is allocated into different grades.
• every grade is separated into four terms.
• Every term is allocated into ten weeks.
• Every column’s title specifies the term.
• the first column specifies the week.
• the different themes are stipulated in the second column followed by
• the minimum content that needs to be covered in the third column.
• Section 3.4 (NCS CAPS 2011:38-59) specifies the teaching plans for the five practical choices.
• As with the theoretical element, the practical choices teaching plans are also separated into grades, terms and weeks.
The pictures that are incorporated help the educator to visualise of the final product and are clear, descriptive, within the developing
level of the students and portrays generally up to date illustrations/styles.
, List and explain seven (7) advantages that teaching plans hold for the teacher (14 marks) and provide one example of
each advantage to explain your answer (7 marks).
Teaching plans assist the educator with the next information:
• Topics and the content which has to be done every term.
• The total time assigned to explain every topic.
• The minimum amount of practical tasks to be done in every term.
• The way formal evaluation tasks should be calculated.
• It shows how to get the promotion mark for every grade
• The different assignments to decide on.
• The content sequencing and depth
• With cautious planning and preparation the educator reaches excellent-quality classes because the educator has to study
the content cautiously while doing planning and preparing for the lesson.
• improve educators’ individual understanding of the content, thinking and creating instructional approaches, because the
educator has to examine extra resources should she/he not be certain of what the content means/implies.
• helps with great quality classroom lessons, because while planning the educator will get a clear image of the resources
that are required to teach the content.
• stipulates the time offered to teach the lesson, therefore preventing the educator to waste time on pointless information.
• specifies the teaching approaches to apply, and making sure that the teaching approaches will make provision for all the
learning methods.
• stipulates the necessities of the curriculum, therefore stopping the education from neglecting vital info or placing pointless
importance on less vital content.
• specifies the class activities to make sure that students exercise what they have been taught.
• specifies the minimum amount of practical tasks that needs to be done during the term.
• indicates how formal evaluation tasks should be worked out and how to get the promotion mark.
• Stipulate different recipes which can be chosen from.
Research studies indicate that learners in the higher income groups spend a considerable amount of time on surfing the
internet, watching YouTube, and other media sharing services resulting in isolation and loneliness. Speculate how you
can apply these tendencies to the advantages of your subject.
