Sonika van Dyk Student number: 63184095 CUS3701 Assignment 02
SONIKA VAN DYK
Student number: 63184095
CUS3701 Assignment 02
Assignment unique number: 843465
Question 1:
No. Competency Example
1 Sense making deeper meaning. Participate in relating certain concepts to reality
or everyday experiences.
2 Social Intelligence: ability to connect to
others in a deep and direct way, to sense
and stimulate reactions and desired Doing groupwork or role play activities.
interactions.
3 Novel and adaptive thinking: proficiency at Participating in practical tasks that can be done
thinking and coming up with solutions and by using own experiences to persuade others to
responses beyond that which is rote, or agree with your point.
rule based.
4 Cross-cultural competency. Research task about a culture other than their
own to ensure that uses and traditions within the
culture are understood.
5 Computational thinking: ability to translate Using a questionnaire to gather data about food
vast amounts of data into abstract preferences and then plot it on a graph in food
concepts and to understand data-based groups.
reasoning.
6 New media literacy: ability to critically Using e-mails to exchange ideas about tasks to
assess and develop content that uses new be done in a group or online learning.
media forms, and to leverage these media
for persuasive communication.
7 Transdisciplinary: literacy in and ability to To be able to write a report or essay about
understand concepts across multiple research done in several subjects, by applying
disciplines. the basic language rules of essay writing –
introduction, body and conclusion.
, Sonika van Dyk Student number: 63184095 CUS3701 Assignment 02
8 Design mind-set: ability to represent and Designing a new recipe or to make use of mind
develop tasks and work processes for maps.
desired outcomes.
9 Cognitive load management: ability to Creating a study plan to improve time-
discriminate and filter information for management skills.
importance, and to understand how to
maximize cognitive functioning using a
variety of tools and techniques.
10 Virtual collaboration: ability to work Work on a life-orientation task with learners
productively, drive engagement, and from other schools using social media such as
demonstrate presence as a member of a Microsoft Teams and Discord.
virtual team.
Question 2:
The factors of effective questioning:
1. Learners must understand what they are expected to do.
2. All tasks that are set must be in writing and the instructions on how to do the task
must be clear and effective.
3. When setting the task, the teacher must include the assessment criteria of the
certain things that will count a certain amount of marks.
4. The instruction of the task must fit the context of the task.
5. Use language that is not too hard to understand. Make instructions as simple as
possible.
6. Keep instructions and sentences short to make it easier for learners to read the
instructions and take in what is expected of them.
7. Use active voice in instructions.
8. Do not use words that have too many syllables.
9. Be clear on which pronouns refer to who.
10. Allow learners to use their own initiative when answering questions.
Question 3:
It is sometimes difficult to provide a specific definition for a certain word, because many
people have different understandings of the same words. Generally, a curriculum can
be defined in terms of which concepts can be considered as part of the curriculum or
those that cannot. The oldest definition of the word ‘curriculum states that if we want to
study the curriculum, we must first have a look at the curriculum plan – the document
that explains what should be taught, how, when and where.
SONIKA VAN DYK
Student number: 63184095
CUS3701 Assignment 02
Assignment unique number: 843465
Question 1:
No. Competency Example
1 Sense making deeper meaning. Participate in relating certain concepts to reality
or everyday experiences.
2 Social Intelligence: ability to connect to
others in a deep and direct way, to sense
and stimulate reactions and desired Doing groupwork or role play activities.
interactions.
3 Novel and adaptive thinking: proficiency at Participating in practical tasks that can be done
thinking and coming up with solutions and by using own experiences to persuade others to
responses beyond that which is rote, or agree with your point.
rule based.
4 Cross-cultural competency. Research task about a culture other than their
own to ensure that uses and traditions within the
culture are understood.
5 Computational thinking: ability to translate Using a questionnaire to gather data about food
vast amounts of data into abstract preferences and then plot it on a graph in food
concepts and to understand data-based groups.
reasoning.
6 New media literacy: ability to critically Using e-mails to exchange ideas about tasks to
assess and develop content that uses new be done in a group or online learning.
media forms, and to leverage these media
for persuasive communication.
7 Transdisciplinary: literacy in and ability to To be able to write a report or essay about
understand concepts across multiple research done in several subjects, by applying
disciplines. the basic language rules of essay writing –
introduction, body and conclusion.
, Sonika van Dyk Student number: 63184095 CUS3701 Assignment 02
8 Design mind-set: ability to represent and Designing a new recipe or to make use of mind
develop tasks and work processes for maps.
desired outcomes.
9 Cognitive load management: ability to Creating a study plan to improve time-
discriminate and filter information for management skills.
importance, and to understand how to
maximize cognitive functioning using a
variety of tools and techniques.
10 Virtual collaboration: ability to work Work on a life-orientation task with learners
productively, drive engagement, and from other schools using social media such as
demonstrate presence as a member of a Microsoft Teams and Discord.
virtual team.
Question 2:
The factors of effective questioning:
1. Learners must understand what they are expected to do.
2. All tasks that are set must be in writing and the instructions on how to do the task
must be clear and effective.
3. When setting the task, the teacher must include the assessment criteria of the
certain things that will count a certain amount of marks.
4. The instruction of the task must fit the context of the task.
5. Use language that is not too hard to understand. Make instructions as simple as
possible.
6. Keep instructions and sentences short to make it easier for learners to read the
instructions and take in what is expected of them.
7. Use active voice in instructions.
8. Do not use words that have too many syllables.
9. Be clear on which pronouns refer to who.
10. Allow learners to use their own initiative when answering questions.
Question 3:
It is sometimes difficult to provide a specific definition for a certain word, because many
people have different understandings of the same words. Generally, a curriculum can
be defined in terms of which concepts can be considered as part of the curriculum or
those that cannot. The oldest definition of the word ‘curriculum states that if we want to
study the curriculum, we must first have a look at the curriculum plan – the document
that explains what should be taught, how, when and where.
