BTE2601 2022 ASSIGNMENT 4
POSSIBLE ANSWERS
MODULE CODE:
BTE2601
UNIQUE NUMBER:
888252
ASSIGNMENT NUMBER: 04
COMPLETE ASSIGNMENT
Question 1
1.1. Curriculum development in South African education during the period of apartheid was controlled tightly
from the center. While theoretically, at least, each separate department had its own curriculum
development and protocols, in reality curriculum formation in South Africa was dominated by committees
, attached to the white House of Assembly … So prescriptive was this system, abetted on the one hand by a
network of inspectors and subject advisors and on the other by several generations of poorly qualified
teachers, that authoritarianism, rote learning, and corporal punishment were the rule. These conditions
were exacerbated in the impoverished environments of schools for children of color. Examination criteria
and procedures were instrumental in promoting the political perspectives of those in power and allowed
teachers very little latitude to determine standards or to interpret the work of their students.
Curriculum development in South Africa after 1994 as was the case before 1994 is part of the national
political process. Recommendations were made by a Ministerial Review Committee, appointed in 2000
and this committee suggested an extensive revision to the curriculum with the major function of making it
more digestible with an all-inclusive, user friendly approach.
In the process, ordinary interest groups within Babel of role player and stakeholder voices were able to
make proposals, but not all were heard or were able to affect the Revised National Curriculum Statement,
which features an orientation to rights and outcomes. In Chisholm's words, it was primarily those few
voices with social power who constructed the overall score. Chisholm identifies the ANC, several bodies or
associations in education and individual intellectuals as the dominant powers behind the eventual
curriculum changes. In the transformation progress approach to History, for example, the emphasis was
on historical skills and the diversity of voices in the making of South Africa's history. It was probably
underscored that the path of the past, namely a dominant narrative of white progress, was not to be
followed.
1.2. Effective communication skills
1.2.1. Students will develop knowledge, skills, and judgment around human communication that
facilitate their ability to work collaboratively with others. Such skills could include
communication competencies such as managing conflict, understanding small group processes,
active listening, and appropriate self-disclosure. Students will be able to communicate effectively
orally and in writing.
1.2.2. a) List three ways to manage conflict between two learners in your school.
b) What are the key properties of small group?
c) How do you effectively communicate orally in writing?
d) Which is more effective way of communication oral or written?
e) What are four examples of active listening?
1.2.3. a) List three ways to manage conflict between two learners in your school.
1) Give students a chance to cool off and reflect on their feelings. Even if disputes occur in the middle
of class, when you may not be able to discuss the situation with the students, you can provide
students with a quiet space to calm down and focus on some reflection questions to prepare for a
later discussion.
2) At an appropriate time, bring the students together, and with your help, ask them to share their
feelings about the situation. This is often the most difficult step, especially for students who are not
used to resolving conflict in this way.
POSSIBLE ANSWERS
MODULE CODE:
BTE2601
UNIQUE NUMBER:
888252
ASSIGNMENT NUMBER: 04
COMPLETE ASSIGNMENT
Question 1
1.1. Curriculum development in South African education during the period of apartheid was controlled tightly
from the center. While theoretically, at least, each separate department had its own curriculum
development and protocols, in reality curriculum formation in South Africa was dominated by committees
, attached to the white House of Assembly … So prescriptive was this system, abetted on the one hand by a
network of inspectors and subject advisors and on the other by several generations of poorly qualified
teachers, that authoritarianism, rote learning, and corporal punishment were the rule. These conditions
were exacerbated in the impoverished environments of schools for children of color. Examination criteria
and procedures were instrumental in promoting the political perspectives of those in power and allowed
teachers very little latitude to determine standards or to interpret the work of their students.
Curriculum development in South Africa after 1994 as was the case before 1994 is part of the national
political process. Recommendations were made by a Ministerial Review Committee, appointed in 2000
and this committee suggested an extensive revision to the curriculum with the major function of making it
more digestible with an all-inclusive, user friendly approach.
In the process, ordinary interest groups within Babel of role player and stakeholder voices were able to
make proposals, but not all were heard or were able to affect the Revised National Curriculum Statement,
which features an orientation to rights and outcomes. In Chisholm's words, it was primarily those few
voices with social power who constructed the overall score. Chisholm identifies the ANC, several bodies or
associations in education and individual intellectuals as the dominant powers behind the eventual
curriculum changes. In the transformation progress approach to History, for example, the emphasis was
on historical skills and the diversity of voices in the making of South Africa's history. It was probably
underscored that the path of the past, namely a dominant narrative of white progress, was not to be
followed.
1.2. Effective communication skills
1.2.1. Students will develop knowledge, skills, and judgment around human communication that
facilitate their ability to work collaboratively with others. Such skills could include
communication competencies such as managing conflict, understanding small group processes,
active listening, and appropriate self-disclosure. Students will be able to communicate effectively
orally and in writing.
1.2.2. a) List three ways to manage conflict between two learners in your school.
b) What are the key properties of small group?
c) How do you effectively communicate orally in writing?
d) Which is more effective way of communication oral or written?
e) What are four examples of active listening?
1.2.3. a) List three ways to manage conflict between two learners in your school.
1) Give students a chance to cool off and reflect on their feelings. Even if disputes occur in the middle
of class, when you may not be able to discuss the situation with the students, you can provide
students with a quiet space to calm down and focus on some reflection questions to prepare for a
later discussion.
2) At an appropriate time, bring the students together, and with your help, ask them to share their
feelings about the situation. This is often the most difficult step, especially for students who are not
used to resolving conflict in this way.
