CUS3701 EXAM PACK 2025

1. “Norm” is derived from the word “normal”. It refers to the quality assurance process. False 2. A mediator is a person who makes it possible for an idea to be communicated.  True 3. The IQMS policy supports the use of an assessment policy and uses a four-point scale.  True 4. According to Prof. Asmal, the father of OBE in South Africa, OBE Focuses on the students and their abilities.  True 5. The RNCS document is based on C2005, but it streamlined the curriculum and made it more educator friendly. False 6. The Principles of OBE are : 1) Social Justice 2) Human Rights 3) Healthy environment 4) Inclusivity This answer is : False 7. Range statements, guide educators in the level of complexity that learners should achieve as stipulated in the RNCS document.  False 8. Assessment Standards are closely linked to learning outcome to be reached by the learner.  True 9. Assessment can include self-assessment, peer assessment and continuous assessment.  True 10. The word concept of “curriculum has its origin in the Latin word currere, which means “to run”, and which is also used to refer to running tracks or chariot tracks for a race.  True 11. The word syllabus in Latin means a statement or a list of topics of a discourse, or the table of contents of a learning area.  False 12. “Covert curriculum” refers to the official, explicit intended curriculum.  False 13. An empirical or experiential curriculum approach refers to a pre-modern view spokesperson like Tyler, Gagne and Hunkins can be associated with this approach.  False 14. A humanistic curriculum approach refers to a pre-modern view spokesperson like Tyler, Gagne and Hunkins can be associated with this approach. lOMoARcPSD|  False 15. The Educator as life-long learner must commit himself/herself to stay informed about developments in learning and teaching methodologies.  True Downloaded by: clarinehlers | Downloaded by Thomas Mboya ()Distribution of this document is illegal lOMoARcPSD| 16. White paper No. 6 explains inclusive educationS - The study-notes marketplaceand training.  True 17. White paper No. 6 explains special needs education.  True 18. The National Qualifications Framework (NQF) was created to bring together education and training, and consequently, close the gap between the two.  True 19. In their planning teachers might also use discovery learning where they need learners to draw on their experiences and prior knowledge to work towards solutions.  True 20. The National Curriculum Assessment Policy Statement (CAPS) replaced Outcomes Based Education ( OBE ). False 21. Tools to be used in designing learning programmes that lead to teacher education qualifications, such as levels, credits and integrated and applied knowledge, are discussed in the new policy on minimum requirements for teacher education qualifications.  True 22. The department of Higher Education is responsible for monitoring the performance of Schools and Teachers. False 23. With whole-school development in mind and working towards the holistic development of the teacher, there are four important key stages of planning : 1) Strategic School Planning, 2) Phase Planning 3) Planning per grade 4) Lesson Planning The correct answer is : True 24. Walvoord (2004 2-5) and Lambert and Lines (2000 4) define the assessment process as the systemic collection of information about the learners learning, using the time, knowledge, expertise and resources available to make informed decisions about how to improve learning.  True 25. Curriculum as plan is a broad plan of action for teaching-learning activities.  True 26. Curriculum theories can be regarded as the foundation of how we develop cirricula.  True 27. A teaching strategy shapes the boundaries and provides the minimum knowledge important for learning. False 28. The NQF ensures that all qualifications are registered and adhere to specific standards.  True MATCHS - The study-notes marketplaceCOLUMN A WITH COLUMN B COLUMN A COLUMN B 1) Grades 4,5,6 A) This has replaced learning areas 2) Manifesto on Values B) Three grades that are planned simultaneously 3) FET policy C) Equal educational opportunities Downloaded by: clarinehlers | Downloaded by Thomas Mboya ()Distribution of this document is illegal lOMoARcPSD| 4) Learning programme developer D) Seven roles of the educator 5) Social transformation E) Learner modifies adjectives and adverbs 6) Phase planning F) Select and prepare suitable media 7) Subjects G) CAPS principles for Grades 10 to 12 8) Inclusive education H) Ten fundamental values of the Constitution 9) Lesson planning I) Intermediate phase 10) SWOT analysis J) Audio aids for the visually disabled 11) SACE K) Individual educator plan for a period 12) Discussion L) Strategic planning 13) Measuring instruments M) Grade educators focus on context 14) “Covert” curriculum N) A single national framework that would bring together all education and training under one authority 15) Cognitively Guided Instruction O) Teaching that is implicit,but deliberate presented on the part of the teacher in the class 16) An approach P) Test,course work,portfolio 17) NQF Q) The perspective towards something or a way of thinking 18) Shared learning R) Professional council for teachers 19) Bloom’s learning S) Obtain knowledge and develop co-operative skills 20) Curriculum development T) Learners have achieved the ultimate objectives for instruction U) Provides a structure in which to categorise instructional (teaching) outcomes and assessment V) Implementing language and listening in teaching W) Frame of reference X) CAPS,knowledge and skills,values and attitudes,and assessment Y) Improvement and innovation in education Z) Providing opportunities for learners’ participation in the learning process Downloaded by Thomas Mboya ()Distribution of this document is illegal lOMoARcPSD| Downloaded by: clarinehlers | S - The study-notes marketplaceEXPLAINING CONCEPTS 1. Cognitively guided instruction  CGI is a strategy for implementing language and listening and language in teaching as a social construct.  Learners are able to solve problems without direct instruction.  Learners rather draw on informal knowledge of everyday situations and through dialogue.  Good approach for teaching Mathematics, whereby teacher and learners explore maths.  problems and then share their different problem-solving strategies in an open dialogue.  Teachers must take care not to let their knowledge and beliefs influence their instructional practice. 2. Integrated quality management system for school based educators ( IQMS )  The Integrated Quality Management System Policy integrates the different quality management programmes.  The purpose of the IQMS is the personal development of each teacher.  Development appraisal : teachers are assessed for strengths and weaknesses, and individual development) Performance management: to ascertain salary adjustments, appointment adjustments, promotions etc. Whole-school evaluation : effectiveness of an entire school in respect of its teaching and learning. 3. Inclusive education  Acknowledging that all children can learn and need support.  Accepting and respecting the fact that all learners have different learning needs,which are equally valued.  Enabling education structures, systems and learning methodologies to meet the needs of all learners.  Acknowledging and respecting differences between children due to age, gender, ethnicity, language, etc.  Acknowledging that learning occurs in the home, the community, and within formal and informal structures. 4. Diagnostic assessment  Measures a learner’s current knowledge and skills.  Gives the teacher an understanding of the existing knowledge and skills a learner brings to the teaching/learning environment.  Problems identified indicate that further planning, and adapting and modifying the teaching of content are needed.  Conducted prior to and during teaching and learning.  Identifies the range of learners’ individual differences in the class. 5. The South African Council for Educators ( SACE )  SACE is the professional council for educators/teachers, which aims to enhance the status of the teaching profession through appropriate registration, management of professional development and the inculcation of a code of ethics for all educators/teachers.  The SACE Act (Act 31 of 2000) states that, by means of the functioning of the council, SACE is to :  Provide for the registration of educators/teachers.  Promote the professional development of educators/teachers.  Set, maintain and protect ethical and professional standards for educators/teachers. Downloaded by: clarinehlers | Downloaded by Thomas Mboya ()Distribution of this document is illegal ANSWERS 1) I 2) H or C (both correct) 3) G 4) D or F (both correct) 5) C 6) B 7) A 8) J 9) K 10) L 11) R 12) S 13) X 14) O 15) V 16) Q 17) N 18) Z 19) U 20) Y lOMoARcPSD| 6. The steps on how knowledge and skills will be organised  In curriculum terms, the way in which the knowledge (content) is organised is called an “organizing principle”.  An organizing principle is the basic method of arranging content so that key ideas can be located.  Organising the knowledge (content) selected to be included in the curriculum according to an organising principle helps to simplify a particularly complicated domain and make it easier for the users to grasp.  How will the knowledge and skills be organised ?  Logical sequence  Progression of content and conceptual development  Teaching/learning methods Downloaded by Thomas Mboya ()Distribution of this document is illegal lOMoARcPSD| 7. Phase planning S - The study-notes marketplace  The implementation of the curriculum must be a phase-long process of planning, managing and organising classroom practice.  This means that what is planned must guide and inform what is done in the classroom – all teaching, learning and assessment.  Phase planning implies that all teachers in a phase should work together to create a clear plan of how they will guide learners through that phase for a particular subject.  Teachers must be involved in different levels of planning, each level serving a different purpose and involving a different level of detail.  Every teacher remains an individual and the methods used in the classrooms may differ, though all might be equally effective in ensuring that the learners achieve the aims.  Planning takes place across a phase (three grades). The organising tool for a phase comes from both the CAPS documents and the characteristics of the learner in this age group.  The following aspects are important when planning for a specific phase :  Contexts/themes within which the teaching, learning and assessment will occur.  Principles of the Curriculum Assessment Policy Statement (CAPS) that must be incorporated in all teaching, learning and assessment.  Aims and assessment criteria across the phase.  The sequencing (conceptual progression) of the aims and assessment criteria.  The core knowledge and concepts that will be used to attain the learning outcomes/aims and assessment criteria for the phase. These should reflect the context of the community, school and classroom to ensure that the teaching and learning are appropriate for the learners’ needs.  How progression (increasing conceptual complexity) will occur within subjects and from grade to grade, bearing in mind integration across different subjects and real-life application.  The time allocation and weighting given to learning in the subject per phase (time frames for all teaching, learning and assessment). 8. The assessment process  Assessment process is the systematic collection of information about the learner’s learning, using the time, knowledge, expertise and resources available in order to inform decisions about how to improve learning.  Assessment must be more than gathering evidence of how well the learners have achieved objectives/outcomes; it should also be used to improve the planning for teaching and learning in the next cycle.  In this instance the improvement should be not only in the learners’ learning but also in the assessment process, and the teacher should be able to adapt the planning for more effective teaching.  It is important to find and introduce ways to plan and teach that encourage and promote the diagnostic characteristics of assessment, namely its use for guidance and motivation.  When interpreting and implementing the curriculum, the following questions should also be asked from the outset :  Which assessment technique is the best for measuring the required outcomes/aims ? Is it, for instance, a research project, or a written assignment ?  How will a research project or an assignment be assessed ? Will we use an observation sheet with assessment criteria, or a rubric ? These are the tools of assessment; the tool selected should be appropriate to the assessment criteria for the activity.  Who will be doing the assessing ? Will it be group assessment, self-assessment or peer assessment? These are possible methods of assessment. 9. Reason for using exemplary lesson materials  Reasons for using exemplary materials :  Offering an indication of what can be expected during lessons.  Stimulating internal dialogue and reflection on questions such as :  How does the material relate to my personal opinions and my own teaching practice ?  Can the material be used for preparing and teaching lessons and if so, how ? Downloaded by: clarinehlers | Downloaded by Thomas Mboya ()Distribution of this document is illegal lOMoARcPSD|  What reactions and learning outcomes from learners can be expected ?  Exemplary materials present specificS - The study-notes marketplaceguidelines for use in practice.  They prevent early watering down of the intended new approach to content and pedagogy; and at the same time stimulating local adaptation of the new approach.  They provide a basis for the exchange of experiences, feedback, discussion, and reflection  It stimulate teachers to (re)design their own materials and to make more selective, creative, and conscious use of existing textbooks and other resource materials. 10. The teacher as interpreter and designer of learning programmes and materials  Teachers are expected to understand and interpret existing learning programmes, design their own learning programmes and select and prepare suitable textual and visual resources for learning.  They also need to sequence and pace learning in a way that shows sensitivity to the needs of the learning area or subject and those of the learners.  This role is perhaps the one that has been most misunderstood and abused. It has been used to justify the fact that Curriculum 2005 in its original form did not go far enough in specifying curriculum requirements on a grade-bygrade basis.  Many bureaucrats argued that this did not present a problem because “each school should design its own learning programmes, based on the needs and concerns of the community”.  It has become clear that most teachers and schools do not yet have the skills, resources or inclination to develop a customised curriculum, hence the reluctance to involve schools in the setting of curriculum standards.  In the CAPS, learning programmes and in some instances work schedules are included in the documents.  The role of the teacher is still that of interpreter, but with particular emphasis on lesson planning and effective implementation. 11. The difference between “curriculum” and “syllabus”  “Curriculum” - origin : Latin word “Currere”, means “to run”, refer to chariot race track.  “Curriculum” in broader terms : all the learning that is planned and guided as a body of knowledge in order to achieve certain ends (outcomes) in a teaching-learning process as realised in praxis.  The curriculum document should include the rationale, aim and purpose of the particular course and refer to related subject methodology, teaching methods and guidance regarding assessment practices, which are all based on a particular approach.  “Syllabus” in Greek means a concise statement or table of the topics of a discourse or the list of contents of a subject. Such a document has a series of headings with some additional notes which set out the areas to be examined.  A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. STRAIGHTS - The study-notes marketplaceFORWARD AND ESSAY TYPE QUESTIONS 1. If a curriculum developer wants to prepare learners for instance for the 21st century, what should be the knowledge and skills to be included, in particular for the diverse South African context ? Please provide an example after each of these competencies.  Sense-making : Being able to listen, observe, feel and emphasize.  Social intelligence - Ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions.  Novel and adaptive thinking - Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based.  Cross-cultural competency - Able to understand, communicate, and effectively interact with people across cultures. Downloaded by: clarinehlers | Downloaded by Thomas Mboya ()Distribution of this document is illegal lOMoARcPSD|  Computational thinking - Ability to translate vast amounts of data into abstract concepts and to understand databased reasoning.  New media literacy - Being able to effectively access, organize, analyze, evaluate, and create messages in a variety of forms.  Transdisciplinarity - Being a risk taker and thinking outside the box.  Design mindset - Thinking logically and accepting human behaviour the way it is.  Cognitive load management - Example being able to use effective instructional strategies.  Virtual collaboration - Being able to establish effective work communications and work processes with individuals on your remote team. 2. It is of utmost importance to give clear instructions regarding what is expected in assessment. Learners will not be able to complete a task successfully if they do not understand the question. Identify ten factors of effective questioning.  Contextualised action words  The task should be clear how the task will be assessed.  Clear and accessible language  Keep sentences short and the vocabulary and terminology suitable to a level of the learners. Use active rather than passive voice.  Avoid words with many syllables.  Be careful when using pronouns that is clear what they refer to.  Encourage learners to answer in ways in which they feel most comfortable.  Comprehensive instructions  Use clear language according to the level/grade of the learner.  Use action words to describe what activities should be part of performing the task.  Link instructions to the set outcomes and the assessment criteria in order to make sure that what is expected is what is assessed.  Re-read tasks after setting them to make sure that no steps are left out. 3. Define and deliberate how and in whichS - The study-notes marketplaceinstances you would use the following teaching strategies in a teaching- learning environment. Discuss these strategies by referring to advantages, disadvantages and your own practical examples to further elaborate on your answer.  Teaching critical thinking  Cognitively guided instruction  Scaffolding  Simulation  Problem-solving  Teaching critical thinking  The answer to the question “Why do we teach thinking skills?” lies in understanding that we want to give learners the ability to solve problems and make decisions that are more intelligent, to make them openminded, and to allow them to develop self-confidence when reasoning. It also means that learners will become dedicated to searching for reliable information and keen to test hypotheses (Facione, 2009). Learners have to be able to question their own understanding and compare their version of the truth with that of the teacher and their fellow learners.  Best time to use : Downloaded by: clarinehlers | Downloaded by Thomas Mboya ()Distribution of this document is illegal lOMoARcPSD| When a process of knowledge building, making a collective inquiry into a specific topic, and coming to a deeper understanding through interactive questioning, dialogue and the continuous improvement of ideas is applied. Advantages : The learner takes responsibility for his/her own learning. It will help with an advanced understanding of what the learner knows about the topic. Disadvantages : It might not be possible in large groups. Assessment tasks might be difficult for teachers. Examples : Assessment that involves problem solving skills.  Cognitively guided instruction  Cognitively guided instruction is a strategy for using both listening and language as part of the learning process. The strategy uses learners’ prior knowledge and builds on that through discussion and dialogue. By listening to learners’ thinking about the subject and topic, the educator can direct or guide their thinking and thereby emphasize knowledge acquisition.  Best time to use : It is best to use cognitively guided instruction when critical thinking is required. Learners need to have experience and knowledge of the subject matter and be confident enough to take part actively. Advantages : This strategy helps to develop learners' insight into the problem. It allows learners to recognize different approaches towards solving problems and the value of sharing experiences and different perspectives. Disadvantages :  Quiet learners can “hide” by not taking part. We cannot use this strategy when learners are not well prepared or do not have adequate prior knowledge.  It can also be a real problem when a few learners dominate the cognitively guided instruction, while the majority of the learners are excluded and do not gain from it. Examples : Class discussion and dialogue.  Scaffolding S - The study-notes marketplace  Scaffolding is the process of creating a framework around prior experience to assist learners to build new knowledge.  Best time to use :  It is best to use scaffolding when learners have personal, social or academic obstacles to learning.  Advantages :  The educator can gradually guide the learners and build confidence and motivation.  Scaffolding uses teacher guidance and peer support and encourage interaction and collaboration.  Disadvantages :  In the case of the over simplification of tasks, learners will not reach the educational objectives.  The differing opinions of learners could require teacher intervention.  Language and socio-economic problems, attitudes and low levels of motivation might be problematic.  Examples :  Questioning, collective enquiry into a topic and dialogue. Downloaded by: clarinehlers | Downloaded by Thomas Mboya ()Distribution of this document is illegal lOMoARcPSD|  Simulation  Simulation is the controlled re-enactment or imitation of situations using technology and includes real-life enactment by learners. Learners practice problem-solving skills.  Best time to use :  It is best to use simulation to demonstrate real-life situations to learners.  Advantages :  The method helps learners to experience real-life situations without the possibility of serious repercussions.  Learners can experiment and find solutions in a safe manner - true to life.  The educator can get learners emotionally involved in a situation in an interactive and enjoyable way.  Disadvantages :  The method takes a lot of time, and learners can get over emotional and involved in imaginary situations.  Examples :  Computer-aided simulation and role-play.  Problem-solving  Problem-solving allows learners to build skills such as self-management and teaches them to approach problems in a balanced way.  Best time to use :  It is best to use problem solving when learners have a clear understanding of the subject related to the problem, are motivated to learn and have acquired a measure of problem solving ability.  Advantages :  The educator actively involves learners by challenging them to make judgements, applying the knowledge they were taught and to think about their own learning processes.  Disadvantages :  Learners’ fear of failure may restrict participation.  This method requires time consuming and in-depth preparation from the educator.  Examples :  Context-based teaching, case studies and word sums 4. Your task is to write an essay in responseS - The study-notes marketplaceto the following question : As interpreter and developer of the curriculum, it’s insufficient for the educator to give a narrow definition to the concept “curriculum” There are different definitions and aspects of “curriculum”. In your answer, describe the different ways of understanding curriculum and how these different understandings relate in some ways to each other, referring to the intended and enacted curriculum. Remember that “curriculum, both as prescription and in practice, is not neutral, but carries values and is a political issue. On the one hand the curriculum is seen as an intention, plan or prescription, an idea of what one would like to happen in schools. On the other hand, it is seen as the existing state of affairs in schools, what does in fact happen. To illustrate your points, define a curriculum by referring to the different aspects to be considered.  Introduction There are different definitions of ‘’curriculum’’. Definitions become very difficult, especially when it comes to abstract concepts, because people often have different understanding of the same words. At a general level, an explanation of what ‘’curriculum’’ is can be Downloaded by: clarinehlers | Downloaded by Thomas Mboya ()Distribution of this document is illegal lOMoARcPSD| distinguished in terms of what is included and/or excluded in the description. The older, narrower definition states that when we want to study a curriculum, we must look at the curriculum plan, i.e. the document or the written intention of what, how and why something should be taught. This then actually defines ‘’curriculum’’ as a ‘’course of study’’ or ‘’study programme’’, whereas a broad definition is more inclusive concept comprising all the opportunities for learning and viewed in a historical perspective in its socio-political context. Narrow definitions are likely to foster a conception of curriculum change as limited and largely technical exercise. On the other hand, broader definitions of curriculum, which acknowledge both intended and unintended learning, and which view curriculum as a social construct, imply a stronger sense of the complexity of the curriculum and/or processes of change. This means that a particular society’s culture will produce a particular kind of curriculum, which in turn will also contribute to shaping that particular society and its culture. This mutual influence is on-going, and one should therefore not think of the curriculum and the social structure as entirely separate entities.  If we look at the South African situation, we can accept that the following social structures have had a powerful impact on the South African curriculum :  The changing economic relations in the transition from an agrarian to an industrial economy.  The shifting power relations both within and between power groups with regard to the economic changes. The shifts in ruling group ideology necessitated by and contributing to the changes.  This debate about the interpretation of ‘’curriculum’’ comes a long way. The following definitions might be useful :  Official, explicit curriculum: this is the prescribed curriculum, which is the official, formal curriculum and it is also described as the “blueprint” for teaching. It is also described as the curriculum or plan or the intentions of for instance the Department of Education. This means that a single plan can be used for different learners, although the contexts may differ vastly.  Curriculum in practice : this curriculum is the actual practiced or lived curriculum. In other words, it refers to how the curriculum is experienced by both the learners and the educators. It is also referred to as the nonofficial implicit curriculum as implemented by the educator. It can therefore refer to what which is actually taught and learnt. Educator A’s lesson, for instance, demonstrates that that which is actually taught, can be very different from that which was planned. Curriculum in practice refers to the phenomena where, apart from educator misunderstandings, resource constraints, etc interferes with the educator’s ability to implement a curriculum plan effectively.  Covert curriculum (as an aspect of the curriculum) : the term “covert” is intended to convey the idea of teaching that is implicit (not spelt out), but deliberate on the part of the educator or the school. This is especially important in the early years of schooling where aspects such as “consideration for others”, “order and obedience”, “teamwork and co-operation” are focal points. The “play” in the early schooling is a deliberate curriculum strategy to develop important attitudes and skills such as fine motor skills, spatial differentiation and various pre-numeracy skills