BTE2601
Assignment 3
Due 20 August 2025
,QUESTION 1
1.1 Teaching Strategy (10 marks)
a) Definition of a Teaching Strategy (2 marks)
A teaching strategy is a carefully designed plan or method that educators use to
organise and deliver learning activities in a way that enables learners to achieve specific
educational goals. It involves choosing suitable methods, materials, and learning
experiences to guide students in understanding concepts and developing skills.
Why Teaching Strategies are Important in Lesson Planning (3 marks)
They help teachers select learning tasks that match curriculum aims and the
diverse needs of learners.
They provide a structured sequence that makes lessons clear, engaging, and
progressively more challenging.
They enable teachers to adjust teaching methods to accommodate different
abilities, backgrounds, and languages.
They assist in monitoring learner progress and encouraging higher-order thinking
skills.
Chosen Strategy Problem-Based Learning (PBL) (2 marks)
Problem Based Learning is a learner centred method in which students work in teams to
explore and solve real-world, open-ended problems. The teacher serves as a facilitator,
presenting the challenge, guiding research, and supporting reflection. This approach
develops problem-solving, teamwork, and critical thinking skills.
Classroom Application in a Diverse Grade 9 Class (3 marks)
Lesson Topic: Natural Science — Plastic pollution in the local river
1. Present a scenario: the township river is polluted with plastics, fish numbers are
falling, and residents are concerned.
2. Form mixed-ability groups with assigned roles (researcher, note-taker, presenter,
materials manager).
3. Provide concept and language support through a short introductory talk, key
vocabulary on the board, and bilingual or visual aids.
4. Groups list what they need to find out and plan investigations (e.g., interviews,
water testing, photo documentation).
5. The teacher circulates, asks deeper questions, and provides additional support
where needed.
6. Groups prepare action plans and present them via posters, videos, or role-play,
with options for those with physical or literacy challenges.
7. Assessment uses a rubric focusing on understanding, practicality of solutions,
teamwork, and communication, with both verbal and written feedback.
, 1.2 Formal, Informal, and Hidden Curriculum (8 marks)
Curriculum Definition Example
Type
Formal The official curriculum outlined by In South Africa, the Grade 9
Curriculum education authorities, detailing Natural Science curriculum in the
learning content, outcomes, CAPS document, which specifies
assessments, and schedules. topics and assessment criteria.
Informal Unplanned learning that takes A lunchtime debate club where
Curriculum place through school activities learners develop research and
outside the official syllabus. speaking skills.
Hidden The values, behaviours, and Learners observing and
Curriculum attitudes learners pick up from the internalising the importance of
school environment, not directly punctuality when teachers
taught. consistently arrive on time.
1.3 Tyler’s Four-Step Model with Classroom Examples (8 marks)
Lesson Example: Grade 9 English — Writing a persuasive paragraph on reducing
plastic waste
1. Set Learning Objectives (2 marks)
o Explanation: Define what learners should be able to achieve by the
lesson’s end.
o Example: Learners will be able to write an 8-sentence persuasive
paragraph with two reasons and one example to support reducing single-
use plastics.
2. Choose Learning Experiences (2 marks)
o Explanation: Select activities that build towards achieving the objective.
o Example: Read and analyse a model paragraph, brainstorm ideas in pairs,
use a planning template, write individually, then exchange work for peer
review.
3. Organise the Learning Experiences (2 marks)
o Explanation: Sequence tasks logically, starting with simpler activities and
building complexity.
o Example: Begin with vocabulary warm-up (5 min), discuss model text (10
min), pair brainstorm (10 min), individual writing (15 min), peer feedback
(10 min), class reflection (5 min).
4. Evaluate Learning (2 marks)
o Explanation: Use assessment methods to measure whether objectives
were met.
o Example: Apply a rubric assessing structure, clarity, supporting examples,
and grammar, followed by teacher and peer feedback.
Assignment 3
Due 20 August 2025
,QUESTION 1
1.1 Teaching Strategy (10 marks)
a) Definition of a Teaching Strategy (2 marks)
A teaching strategy is a carefully designed plan or method that educators use to
organise and deliver learning activities in a way that enables learners to achieve specific
educational goals. It involves choosing suitable methods, materials, and learning
experiences to guide students in understanding concepts and developing skills.
Why Teaching Strategies are Important in Lesson Planning (3 marks)
They help teachers select learning tasks that match curriculum aims and the
diverse needs of learners.
They provide a structured sequence that makes lessons clear, engaging, and
progressively more challenging.
They enable teachers to adjust teaching methods to accommodate different
abilities, backgrounds, and languages.
They assist in monitoring learner progress and encouraging higher-order thinking
skills.
Chosen Strategy Problem-Based Learning (PBL) (2 marks)
Problem Based Learning is a learner centred method in which students work in teams to
explore and solve real-world, open-ended problems. The teacher serves as a facilitator,
presenting the challenge, guiding research, and supporting reflection. This approach
develops problem-solving, teamwork, and critical thinking skills.
Classroom Application in a Diverse Grade 9 Class (3 marks)
Lesson Topic: Natural Science — Plastic pollution in the local river
1. Present a scenario: the township river is polluted with plastics, fish numbers are
falling, and residents are concerned.
2. Form mixed-ability groups with assigned roles (researcher, note-taker, presenter,
materials manager).
3. Provide concept and language support through a short introductory talk, key
vocabulary on the board, and bilingual or visual aids.
4. Groups list what they need to find out and plan investigations (e.g., interviews,
water testing, photo documentation).
5. The teacher circulates, asks deeper questions, and provides additional support
where needed.
6. Groups prepare action plans and present them via posters, videos, or role-play,
with options for those with physical or literacy challenges.
7. Assessment uses a rubric focusing on understanding, practicality of solutions,
teamwork, and communication, with both verbal and written feedback.
, 1.2 Formal, Informal, and Hidden Curriculum (8 marks)
Curriculum Definition Example
Type
Formal The official curriculum outlined by In South Africa, the Grade 9
Curriculum education authorities, detailing Natural Science curriculum in the
learning content, outcomes, CAPS document, which specifies
assessments, and schedules. topics and assessment criteria.
Informal Unplanned learning that takes A lunchtime debate club where
Curriculum place through school activities learners develop research and
outside the official syllabus. speaking skills.
Hidden The values, behaviours, and Learners observing and
Curriculum attitudes learners pick up from the internalising the importance of
school environment, not directly punctuality when teachers
taught. consistently arrive on time.
1.3 Tyler’s Four-Step Model with Classroom Examples (8 marks)
Lesson Example: Grade 9 English — Writing a persuasive paragraph on reducing
plastic waste
1. Set Learning Objectives (2 marks)
o Explanation: Define what learners should be able to achieve by the
lesson’s end.
o Example: Learners will be able to write an 8-sentence persuasive
paragraph with two reasons and one example to support reducing single-
use plastics.
2. Choose Learning Experiences (2 marks)
o Explanation: Select activities that build towards achieving the objective.
o Example: Read and analyse a model paragraph, brainstorm ideas in pairs,
use a planning template, write individually, then exchange work for peer
review.
3. Organise the Learning Experiences (2 marks)
o Explanation: Sequence tasks logically, starting with simpler activities and
building complexity.
o Example: Begin with vocabulary warm-up (5 min), discuss model text (10
min), pair brainstorm (10 min), individual writing (15 min), peer feedback
(10 min), class reflection (5 min).
4. Evaluate Learning (2 marks)
o Explanation: Use assessment methods to measure whether objectives
were met.
o Example: Apply a rubric assessing structure, clarity, supporting examples,
and grammar, followed by teacher and peer feedback.
