TMS3721 EXAM PORFOLIO 2024

TMS3721 EXAM
PACK 2024

QUESTIONS AND
ANSWERS
FOR ASSISTANCE CONTACT
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CONTENTS
PAGE 2
 BARRIERS TO LEARNING (according to WHITE PAPER 6)
PAGE 3
 RECORDING AND REPORTING LEARNER PERFORMANCE
PAGE 4
 PRINCIPLES FOR RECORDING AND REPORTING
PAGE 5-7
 CHOOSE THE CORRECT ANSWER
PAGE 8
 MULTIPLE CHOICE.




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According to Education White Paper 6 (2001:19), seven barriers
arise from different aspects of the curriculum. Mention them. PAGE 19



What are curriculum and institutional barriers to learning and how do we
remove these?
One of the most significant barriers to learning for learners in special and ‘ordinary’
schools is
the curriculum. In this case, barriers to learning arise from different aspects of the
curriculum,
such as:
• The content (i.e. what is taught).
• The language or medium of instruction.
• How the classroom or lecture is organised and managed.
• The methods and processes used in teaching.
• The pace of teaching and the time available to complete the curriculum.
• The learning materials and equipment that is used.
• How learning is assessed.

EXAMPLES OF BARRIERS TO LEARNING INCLUDE THE FOLLOWING:
 The need for assistive devices and adapted material, such as material in
braille
 Hearing, visual and coordination difficulties
 Living in poverty
 Difficulty remembering what has been taught
 Health and emotional difficulties
 Difficulty reading and writing




3.4 When planning, teachers should be mindful of learning barriers that exist

in their classrooms. Mention six barriers to learning that should be attended to


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in a Life Orientation classroom.




RECORDING AND REPORTING LEARNER PERFORMANCE
15. RECORDING
(1) Recording is a process in which the teacher documents the level of a learner’s
performance. In South African schools, this should indicate the progress towards the
achievement as stipulated in the Curriculum and Assessment Policy Statements of
all subjects listed in the National Curriculum Statement Grades R–12. Records of
learner performance should provide evidence of the learner’s conceptual progression
within a grade and his or her readiness to progress/promoted to the next grade.
(2) Records of learner performance should also be used to verify the progress made
by teachers and learners in the teaching and learning process. Records should be
used to monitor learning and to plan ahead.

16. REPORTING
(1) Reporting is a process of communicating learner performance to learners,
parents, schools and the other stakeholders such as the employers, tertiary
institutions, etc. Learner performance can be reported in a number of ways. These
include report cards, parents’ meetings, school visitation days, parent-teacher
conferences, phone calls, letters, class or school newsletters, etc.
(2) The main purpose of reporting is to:
(a) provide learners with regular feedback, this feedback should be developmental.
(b) inform parents/guardians on the progress of the individual learner; and
(c) give information to schools and districts or regional offices on the current level of
performance of learners.
(3) Recorded information should:
(a) Inform teachers and others about the performance of learners.
(b) Be used to provide constructive feedback to learners about their progress.
(c) Be used to provide feedback about the performance of learners to parents, and
other role-players.
(d) Inform the planning of teaching and learning activities; and
(e) Inform intervention strategies.


(4) The language in which recording and reporting is done should be in accordance
with the Language of Learning and Teaching (LoLT) as informed by the Language-in-

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