Chapter 6
Learning content
Content: the content of the subjects that are taught to learners.
» Learning material
» Subject matter
Content should be chosen based on its suitability to achieve lesson objectives, specific aims and
general aims of the CAPS.
Areas of learning
» Content to take in to lead productive lives
o Concepts Skills
o Objects
o Social structures
o Customs
o Aspects of reality
» Schooling purposes- ‘reality’ has been grouped according to learning areas
o Then sub-divided into school subjects
o Subjects – further broken into grade level chucks to master
Progression
» Content for any course is structured in a progressive manner
o From simple to complex.
» Primary principle in teaching
» Content should be structured according to the principle of progression
o Beginning of the year = simple
o End of the year = more complex
Disciplined knowledge
» Well thought out collection of facts, ideas, concepts, themes or tenets which encompasses
theory and practice
» Content includes methods of processing info compiled by theorists/scholars/practitioners in
a specific field of study
» Methods = helps learners access new info
» Content is selected from a base of existing knowledge.
» Content can be verified by a wide variety of researchers and practitioners, worldwide
» Teachers should have thorough understanding and subject knowledge
» Drawing on existing knowledge that is accepted as true/factual worldwide= makes it possible
to benchmark performance of learners against other countries
Theories of knowledge
» Objective and absolute:
o Knowledge from Science and Mathematics.
o Built on findings of objective research
o Knowledge – accepted as valid / reliable = absolute
Until further research is done that presents a counter proof
» Subjective, relevant from the knower’s perspective
, o Reject the existence of any one absolute truth
o Knowledge is relative/ value-laden
o Knowledge – seen through the lens of the person who perceives it
» Practical
o Knowledge is useful = if it can help to solve a real-life problem
o Philosophers are called = Pragmatists
Criteria for learning content
Self-
sufficiency
:
A responsible adult is well
»
developed:
The Physically
Intellectually
Emotionally
Socially
Morally
extent to which successful learning of the content is expected to help learners be self-
sufficient - coping with life in their environment.
» Must help learners be self-reliant / self-sufficient
Significance:
» The extent to which the content adds to and enhances the basic tenets, themes, ideas,
principles and aims of curriculum.
» Developing skills/ abilities/deductive processes and reasoning
Validity:
» Requires that the content be verified and authentic.
» Done at initial selection & at regular intervals
Interest:
» Child-centred schooling, children’s interest must determine curriculum
» Take the following into account
o Learners maturity
o Prior experiences
o Manner / degree of societal interaction expected from learners
o Educational/environmental/societal value that their interest has / lacks
Utility:
» How useful the content is
Learnability:
» Learner’s readiness to successfully acquire knowledge of the content.
o Rests largely on how the content is sequenced/ organised
o Appropriateness for intended level
Feasibility
» Selecting content based
o how much time the teacher will have to teach,
Learning content
Content: the content of the subjects that are taught to learners.
» Learning material
» Subject matter
Content should be chosen based on its suitability to achieve lesson objectives, specific aims and
general aims of the CAPS.
Areas of learning
» Content to take in to lead productive lives
o Concepts Skills
o Objects
o Social structures
o Customs
o Aspects of reality
» Schooling purposes- ‘reality’ has been grouped according to learning areas
o Then sub-divided into school subjects
o Subjects – further broken into grade level chucks to master
Progression
» Content for any course is structured in a progressive manner
o From simple to complex.
» Primary principle in teaching
» Content should be structured according to the principle of progression
o Beginning of the year = simple
o End of the year = more complex
Disciplined knowledge
» Well thought out collection of facts, ideas, concepts, themes or tenets which encompasses
theory and practice
» Content includes methods of processing info compiled by theorists/scholars/practitioners in
a specific field of study
» Methods = helps learners access new info
» Content is selected from a base of existing knowledge.
» Content can be verified by a wide variety of researchers and practitioners, worldwide
» Teachers should have thorough understanding and subject knowledge
» Drawing on existing knowledge that is accepted as true/factual worldwide= makes it possible
to benchmark performance of learners against other countries
Theories of knowledge
» Objective and absolute:
o Knowledge from Science and Mathematics.
o Built on findings of objective research
o Knowledge – accepted as valid / reliable = absolute
Until further research is done that presents a counter proof
» Subjective, relevant from the knower’s perspective
, o Reject the existence of any one absolute truth
o Knowledge is relative/ value-laden
o Knowledge – seen through the lens of the person who perceives it
» Practical
o Knowledge is useful = if it can help to solve a real-life problem
o Philosophers are called = Pragmatists
Criteria for learning content
Self-
sufficiency
:
A responsible adult is well
»
developed:
The Physically
Intellectually
Emotionally
Socially
Morally
extent to which successful learning of the content is expected to help learners be self-
sufficient - coping with life in their environment.
» Must help learners be self-reliant / self-sufficient
Significance:
» The extent to which the content adds to and enhances the basic tenets, themes, ideas,
principles and aims of curriculum.
» Developing skills/ abilities/deductive processes and reasoning
Validity:
» Requires that the content be verified and authentic.
» Done at initial selection & at regular intervals
Interest:
» Child-centred schooling, children’s interest must determine curriculum
» Take the following into account
o Learners maturity
o Prior experiences
o Manner / degree of societal interaction expected from learners
o Educational/environmental/societal value that their interest has / lacks
Utility:
» How useful the content is
Learnability:
» Learner’s readiness to successfully acquire knowledge of the content.
o Rests largely on how the content is sequenced/ organised
o Appropriateness for intended level
Feasibility
» Selecting content based
o how much time the teacher will have to teach,
