CUS3701
ASSIGNMENT 2
STUDENT NUMBER: 65427068
,QUESTION 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? These skills are listed under 1.2.5 in your textbook. Please
provide an EXAMPLE after each of these competencies in your own words.
• Sense-making: determine deeper meaning, e.g. relate concepts to everyday experiences and
reality.
• Social Intelligence: ability to connect deeply and directly with others, to sense and stimulate
reactions and desired interactions, such as working in groups on tasks or role play.
• Novel and adaptive thinking: proficiency in thinking and coming up with solutions and
responses that go beyond what is rote or rule-based, e.g. practical scientific tasks that can
be completed by using one's own experiences to prove a point.
• Cross-cultural competency, e.g. doing a task where they research a culture other than their
own to ensure that uses/traditions within the culture are understood.
• Computational thinking: ability to translate large amounts of data into abstract concepts
and comprehend data-driven reasoning, such as using a questionnaire to collect data on
food preferences and then plotting it on a graph in food groups.
• New media literacy: ability to critically assess and develop content that uses new media
forms, as well as to leverage these media for persuasive communication, such as using e-
mails to exchange ideas on group/online learning tasks.
• Transdisciplinary: literacy in and understanding of concepts from multiple disciplines, for
example, being able to write a report/essay on research done in several subjects using the
basic language rules of essay writing – introduction, body, and conclusion.
• Design mindset: ability to represent and develop tasks and work processes for desired
outcomes, such as designing a new recipe for baking bread/using mind maps.
• Cognitive load management: the ability to discriminate and filter information for
significance, as well as understanding how to maximize cognitive functioning using a variety
of tools and techniques, such as creating a study plan for some subjects/time management
skills
• Virtual collaboration: the ability to work productively, drive engagement, and demonstrate
presence as a member of a virtual team, e.g. collaborate on a life-oriented task with
students from other schools via social media such as Facebook and Skype.
, QUESTION 2
It is of utmost importance to give clear instructions regarding what is expected in the
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-Learners should be aware of what is expected of them. So, when
teachers assign a task, they should do so in writing and make it clear how the task will be graded.
The best way to accomplish this is to include the main assessment criteria and indicators in the task
instructions. More specific performance indicators can be incorporated into the marking
criteria/memorandum/rubric. The action word in the task must be appropriate for the context,
according to the teacher. For example, listing known items necessitates recalling facts (knowledge),
whereas listing a sequence of events necessitates the learner to select, collect, and conduct a basic
classification of information, and is thus rated as application.
Clear and accessible language-The majority of South African learners are assessed in a language
other than their mother tongue. When learners' first language is not English, it is critical to phrase
assessment tasks clearly and in simple language. Writing questions in difficult English is unjust and
discriminatory toward second-language speakers. Learners may know the answer, but if they don't
understand the question, they won't be able to demonstrate their knowledge. Here are some
pointers for writing clearly and concisely:
• Keep sentences short and use vocabulary and terminology appropriate for the learners' level.
Contrast the two questions below:
– Which physical quantities could be determined for a vehicle moving in a straight line by
determining the gradient (slope) of its velocity-versus-time graph at a specific point on the graph?
– A car travels down a straight road. Make a graph of the motion's velocity versus time. Which
quantity is obtained from the slope of the graph at a given time?
• Instead of using the passive voice, use the active voice. "Add sugar to the cup of tea," for
example, is preferable to "sugar must be added to the cup of tea".
ASSIGNMENT 2
STUDENT NUMBER: 65427068
,QUESTION 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? These skills are listed under 1.2.5 in your textbook. Please
provide an EXAMPLE after each of these competencies in your own words.
• Sense-making: determine deeper meaning, e.g. relate concepts to everyday experiences and
reality.
• Social Intelligence: ability to connect deeply and directly with others, to sense and stimulate
reactions and desired interactions, such as working in groups on tasks or role play.
• Novel and adaptive thinking: proficiency in thinking and coming up with solutions and
responses that go beyond what is rote or rule-based, e.g. practical scientific tasks that can
be completed by using one's own experiences to prove a point.
• Cross-cultural competency, e.g. doing a task where they research a culture other than their
own to ensure that uses/traditions within the culture are understood.
• Computational thinking: ability to translate large amounts of data into abstract concepts
and comprehend data-driven reasoning, such as using a questionnaire to collect data on
food preferences and then plotting it on a graph in food groups.
• New media literacy: ability to critically assess and develop content that uses new media
forms, as well as to leverage these media for persuasive communication, such as using e-
mails to exchange ideas on group/online learning tasks.
• Transdisciplinary: literacy in and understanding of concepts from multiple disciplines, for
example, being able to write a report/essay on research done in several subjects using the
basic language rules of essay writing – introduction, body, and conclusion.
• Design mindset: ability to represent and develop tasks and work processes for desired
outcomes, such as designing a new recipe for baking bread/using mind maps.
• Cognitive load management: the ability to discriminate and filter information for
significance, as well as understanding how to maximize cognitive functioning using a variety
of tools and techniques, such as creating a study plan for some subjects/time management
skills
• Virtual collaboration: the ability to work productively, drive engagement, and demonstrate
presence as a member of a virtual team, e.g. collaborate on a life-oriented task with
students from other schools via social media such as Facebook and Skype.
, QUESTION 2
It is of utmost importance to give clear instructions regarding what is expected in the
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-Learners should be aware of what is expected of them. So, when
teachers assign a task, they should do so in writing and make it clear how the task will be graded.
The best way to accomplish this is to include the main assessment criteria and indicators in the task
instructions. More specific performance indicators can be incorporated into the marking
criteria/memorandum/rubric. The action word in the task must be appropriate for the context,
according to the teacher. For example, listing known items necessitates recalling facts (knowledge),
whereas listing a sequence of events necessitates the learner to select, collect, and conduct a basic
classification of information, and is thus rated as application.
Clear and accessible language-The majority of South African learners are assessed in a language
other than their mother tongue. When learners' first language is not English, it is critical to phrase
assessment tasks clearly and in simple language. Writing questions in difficult English is unjust and
discriminatory toward second-language speakers. Learners may know the answer, but if they don't
understand the question, they won't be able to demonstrate their knowledge. Here are some
pointers for writing clearly and concisely:
• Keep sentences short and use vocabulary and terminology appropriate for the learners' level.
Contrast the two questions below:
– Which physical quantities could be determined for a vehicle moving in a straight line by
determining the gradient (slope) of its velocity-versus-time graph at a specific point on the graph?
– A car travels down a straight road. Make a graph of the motion's velocity versus time. Which
quantity is obtained from the slope of the graph at a given time?
• Instead of using the passive voice, use the active voice. "Add sugar to the cup of tea," for
example, is preferable to "sugar must be added to the cup of tea".
