NAME: TEVIN

SURNAME: DEEPCHUND
STUDENT NO.:67476465
THE ASSIGNMENT
NUMBER: 03
ASSIGNMENT NO.: 833550
MODULE CODE: BTE2601
SUBJECT NAME:
BECOMING A TEACHER
QUESTION 1

1.1. Identify universal principles that are applied to curriculum documents and approaches. (8)

The following are the universal principles that are applied to curriculum documents and approaches:

 Experimental learning
 Clarity of focus
 Expanded opportunities
 Defined outcomes, aims and objectives
 The inclusion of knowledge, skills and values
 Evidence of achievement
 Provision of individual learning
 What and whether we learn is more important than what we learn

1.2. Briefly discuss key planning elements that should be included when designing a learning
programme. (12)

The following are key planning elements that should be included when designing a learning programme:

 Principles of CAPS that must be incorporated in all teaching, learning and assessment

The learning program should incorporate the principles of the Curriculum and Assessment Policy
Statement (CAPS) or any relevant curriculum framework. This includes the required content, teaching
methodologies, and assessment guidelines.

 Time frame for all teaching, learning and assessment

The program should have a well-defined time frame that outlines the duration of each learning activity,
allowing for a systematic progression of learning throughout the program.

 Aims and assessment criteria across all the phase and how they are to be sequenced

Clear learning aims and assessment criteria should be defined for each phase or grade, outlining the
specific outcomes that learners are expected to achieve by the end of the program.

 Core knowledge and concepts that will be used in attaining the learning aims and assessment
criteria

The learning program should outline how the learning aims and assessment criteria will be sequenced
and integrated across different phases or grades to ensure a coherent and progressive learning
experience.

 Contexts/themes within which the teaching, learning and assessment will occur

The program should identify the essential core knowledge and concepts that students need to acquire
to achieve the learning aims and assessment criteria. The program should specify the contexts or
themes within which teaching, learning, and assessment will occur. This can help make learning more
engaging and relevant to students.
  How progression (increasing conceptual complexity) will occur within subjects and from grade to
grade, while considering integration across different subjects

The program should address how progression will occur within subjects and from grade to grade,
considering the increasing complexity of concepts and skills. It should also explore opportunities for
integration across different subjects to promote interdisciplinary learning.

 Considerations for differentiation to accommodate diverse learning needs and inclusion to

ensure that all learners can access the program effectively.

 The program should incorporate various assessment strategies, including formative and
summative assessments, to monitor learner progress and provide feedback on their
performance.

 Provide necessary support and professional development opportunities for teachers to

effectively implement the learning program.

 The program should include mechanisms for ongoing monitoring and evaluation to assess its
effectiveness and identify areas for improvement.

1.3. Mention three principles of assessment and demonstrate how you will apply them in your
classroom. Practical examples should be provided to support your answer. (6)

1. Validity ensures that assessments measure what they are intended to measure and are aligned
with the learning outcomes. To apply validity in your classroom:

Example: If the learning outcome is to assess students' ability to analyze and interpret data, design an
assessment where students are given a set of data and asked to draw conclusions or make predictions
based on that data. This assesses their analytical skills directly, ensuring the validity of the assessment.

2. Reliability refers to the consistency and accuracy of assessment results. To ensure reliability in
your classroom:

Example: When assessing students' writing skills, use a rubric with specific criteria such as grammar,
organization, and clarity. This provides clear expectations and ensures consistency in grading across
different assessors or multiple instances of assessment.

3. Fairness ensures that assessments are free from bias and provide equal opportunities for all
students to demonstrate their abilities. To promote fairness in your classroom:

Example: When assessing oral presentations, provide clear guidelines and criteria to all students in
advance, ensuring they know what is expected. Give equal time and attention to each student during
their presentation, and provide constructive feedback to support their growth.
QUESTION 2

According to the Education White Paper 6: Special Needs Education: Building an Inclusive Education and
Training System (Department of Education 2001), inclusive education (IE) regards education for all
children. Youth and adults have the potential to learn, given the necessary support. The education
system's inability to recognise and accommodate the diverse range of learning needs results in a
breakdown of learning. All learners can learn, irrespective of gender, race, language or sexual
orientation.

2.1. Describe inclusive education in your own words. (5)

The objective of inclusive education is to give all students the same opportunity and assistance,
regardless of their differences. It respects diversity and thinks that everyone is capable of learning and
development. Through various tactics and support systems, inclusive education focuses on removing
obstacles to participation and meeting a variety of learning needs. It goes beyond integration and works
to foster a welcoming environment where everyone is appreciated and included. The holistic growth
and academic performance of every learner are supported by inclusive education, which fosters
cooperation between educators, families, and communities.

2.2. Discuss the key strategies for implementing 2001 White Paper 6 on special needs education. (12)

Key stratergies for implementing this policy were:

 Improvement and conversion of special schools and settings into resource centres integrated
into district-based support teams(Gravett, S.. 2019)

The policy emphasized transforming special schools and settings into resource centers integrated into
district-based support teams. This approach allowed for better coordination and collaboration between
special schools and mainstream schools, facilitating the sharing of expertise and resources to support
learners with diverse needs.

 Mobilisation of out-of-school children and youth of school age with disabilities to attend school
(Gravett, S.. 2019)

The White Paper aimed to mobilize out-of-school children and youth with disabilities to attend school.
This involved targeted efforts to identify and reach children who had been excluded from education due
to disabilities or other barriers.

 Conversion of around 500 general-education primary schools to full-service schools (ordinary

schools equipped for a full range of special educational needs) and the provisions of additional
schools depending on need and available resources (Gravett, S.. 2019)

Around 500 general-education primary schools were targeted for conversion into full-service schools,
equipped to cater to a wide range of special educational needs. The policy also advocated for providing
additional full-service schools based on need and available resources.
Gravett, S., De Beer J. and Du Plessis E. (2019). Becoming a teacher UNISA custom edition. Cape Town: Pearson
Education,
 Orientation and introduction of school staff, management and government bodies to the
inclusive education model, and to the idea of identifying disabilities and intervening during the
Foundation Phase(Gravett, S.. 2019)

The successful implementation of inclusive education required the orientation and training of school
staff, management, and government bodies to the principles of inclusive education. This training aimed
to sensitize educators to diverse learning needs and to equip them with the necessary skills to identify
and support learners with disabilities, particularly during the Foundation Phase.

 Establishment of district-based support teams to provide a coordinated support service

To provide a coordinated support service, the policy recommended establishing district-based support
teams. These teams comprised specialists and professionals who could offer expert assistance and
guidance to schools in addressing the educational needs of learners with disabilities.

 Establishment of a national advocacy and information programme to support this inclusive

model, focusing on the roles, responsibilities and rights of all learning institutions, parents and
communities, highlighting important programmes and progress reports

The policy called for the establishment of a national advocacy and information program to support the
inclusive education model. This program aimed to raise awareness about the roles, responsibilities, and
rights of all learning institutions, parents, and communities in supporting inclusive education. It also
highlighted important programs and progress reports related to inclusive education initiatives.

2.3. What are the characteristics of the social right approach? (7)

1. Equity and Inclusion

2. Government Responsibility

3. Access to Basic Needs

4. Addressing Social Inequalities

5. Participation and Involvement

6. Lifelong Learning:

7. Holistic Development

8. Social Transformation

References: