Bothwell Msimango BTE2601 ASSESSMENT 3
57898812 UNISA
Question 1
1.1 Universal principles applicable to the construction of curriculum include:
• Equal and broad-based access and opportunity to learning exposure.
• Compulsion to induce inquisitive and critical thinking by the learners.
• Creating a blatant connection between solution learning and social issues.
• Adapt to tried and tested teaching material and content for best results.
• Paving a cooperation bridge between all teaching and learning contributors.
• Forging a realistic evaluation and assessment method for all subject matter.
• Utilization of technological developments and advancements.
• Basing the teaching and learning on an inclined learner-oriented strategy.
(specialeducationnotes.co.in)
1.2 When designing any learning programme, it is important to centre the needs and interests
of the receiving crop of learners of the learning content and process. It is therefore crucial
to point out goals and outcomes founded on the developed curriculum. The aim should
be to create and maintain a clearcut teaching and learning strategy which will ideally meet
the standards of the challenges of society. By this, arises the need to server a continuous
assessment method which will highlight the level of comprehension by the learners. There
also must be a promotion of different approaches and instructional means for the teaching
process. An establishment of reflections and responses from both the teacher and the
learner remains vital for an effective learning programme. Appropriation of summative
and formative assessment to gauge the degree of impartation will ultimately aid as a guide
for a proper programme. (guroolearning.com)
1.3
• Authenticity: This defines the correctness of applicability of the learnt subject matter
in the real world. An example would be testing learners on what software or hardware
system they can use to help the physically disabled.
• Sufficiency: This defines the quantity of the learning content of the subject matter
received by the learner. An example would be testing the learners to speak about all
the types of business ownerships there are and how they are advantageous or
disadvantageous.
• Currency: This defines the current relevance of the subject matter consumed by the
learner for a realistic implementation. An example would be requesting the learners
to demonstrate how they would upgrade a computer’s operating software or
hardware components.
(www.agored.cymru)
57898812 UNISA
Question 1
1.1 Universal principles applicable to the construction of curriculum include:
• Equal and broad-based access and opportunity to learning exposure.
• Compulsion to induce inquisitive and critical thinking by the learners.
• Creating a blatant connection between solution learning and social issues.
• Adapt to tried and tested teaching material and content for best results.
• Paving a cooperation bridge between all teaching and learning contributors.
• Forging a realistic evaluation and assessment method for all subject matter.
• Utilization of technological developments and advancements.
• Basing the teaching and learning on an inclined learner-oriented strategy.
(specialeducationnotes.co.in)
1.2 When designing any learning programme, it is important to centre the needs and interests
of the receiving crop of learners of the learning content and process. It is therefore crucial
to point out goals and outcomes founded on the developed curriculum. The aim should
be to create and maintain a clearcut teaching and learning strategy which will ideally meet
the standards of the challenges of society. By this, arises the need to server a continuous
assessment method which will highlight the level of comprehension by the learners. There
also must be a promotion of different approaches and instructional means for the teaching
process. An establishment of reflections and responses from both the teacher and the
learner remains vital for an effective learning programme. Appropriation of summative
and formative assessment to gauge the degree of impartation will ultimately aid as a guide
for a proper programme. (guroolearning.com)
1.3
• Authenticity: This defines the correctness of applicability of the learnt subject matter
in the real world. An example would be testing learners on what software or hardware
system they can use to help the physically disabled.
• Sufficiency: This defines the quantity of the learning content of the subject matter
received by the learner. An example would be testing the learners to speak about all
the types of business ownerships there are and how they are advantageous or
disadvantageous.
• Currency: This defines the current relevance of the subject matter consumed by the
learner for a realistic implementation. An example would be requesting the learners
to demonstrate how they would upgrade a computer’s operating software or
hardware components.
(www.agored.cymru)
