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CURRICULUM AND ASSESSMENT POLICY STATEMENT NATIONAL ORIENTATION WORKSHOP FOR LANGUAGES Session 4: Planning Grade 12: 2013. Activity 1: Levels of planning. Study the Grade 12 Annual Teaching Plan in the CAPS (HL, pp.63-73 FAL, pp.69-76). Establish the levels of planning that are

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Presentation Transcript
slide1

CURRICULUM AND ASSESSMENT POLICY STATEMENT

NATIONAL ORIENTATION WORKSHOP

FOR

LANGUAGES

Session 4: Planning

Grade 12: 2013

activity 1 levels of planning
Activity 1: Levels of planning
  • Study the Grade 12 Annual Teaching Plan in

the CAPS (HL, pp.63-73 FAL, pp.69-76).

  • Establish the levels of planning that are

necessary

  • Choose one Grade 12 cycle in the teaching

plan and indicate how and why different

sequencing of content/language skills aspects could be applied.

  • Report back and discussion
summary of planning
SUMMARY OF PLANNING
  • Preparation is important and necessary.
  • It should be done for accountability to parents, officials and other stakeholders.
  • A proper annual teaching plan gives teachers a plan in terms of content, resources, assessment, completion time and learner support
  • A proper lesson preparation should state:
    • the content/skills covered;
    • date started and completed;
    • textbook/ resources used; and assessment.
summary of planning continued

SUMMARY OF PLANNING (continued)

A two-week integrated cycle has 9 contact hours .

In designing a cycle, the teacher may cluster activities around a topic/theme

The sequence of lessons in a two-week cycle can follow any order e.g. a cycle might start with reading, speaking, writing, etc.

A literature or any other text may be used to cover the skills in a cycle.

summary of planning continued1

SUMMARY OF PLANNING (continued)

Suggested teaching plans are packaged so that every two weeks

learners:

participate in a listening and speaking exercise;

read a comprehension passage and answer questions or develop a summary;

read prescribed literature;

write an essay and/or a transactional piece; and

develop and practise knowledge of language structures and

conventions for communicative purposes (speaking, listening,

reading, and writing).

Teachers should design their teaching plans or use/adapt the one from their textbooks) to teach the content per term using any appropriate sequence and pace.

activity 2 use of textbook ltsm teacher files
Activity 2 : Use of textbook/LTSM/Teacher files
    • List criteria that you would use for the selection of text books and other LTSM.
    • Formulate guidelines to guide learners on how to use and navigate a text book and other resources.
    • Suggest the requirements for the teacher file
  • Report back and discussion
role of textbook ltsm
Role of Textbook/ LTSM
  • an effective tool for teaching and learning
  • presents all the topics in the content overview
  • knowledge and concepts are well scaffolded to provide understanding and insight
  • variety of activities/ exercises that are clear and address different cognitive levels
how to choose a textbook

How to choose a textbook?

ContentCoverage

Covered fully – scope and depth

Not only knowledge/skills – understanding and insight

that underpin the knowledge/skills

Transfer knowledge and skills to new situations to solve

problems, lead to innovation

Correct, relevant, up-to-date

Graphics - texts must be relevant / support content /

enhance / emphasise

Subject specific, e.g. visual texts

how to choose a textbook continued

How to choose a textbook? (continued)

Presentation

Properly introduced / background (relevant to topic) – not

too much, too little

Approach / Scaffolding

Sequence

Clear, coherent manner that flows naturally from one topic /

concept to another

Structured – easy to find info, important info clearly

indicated, summaries, etc. that will facilitate referencing and

learning

Language –should be appropriate to age and within the

experience of the learner

how to choose a textbook continued1

How to choose a textbook? (continued)

Activities / Exercises – daily assessment

Variety that suits the subject

Scaffolded across activities as well as within activities

All cognitive levels, from drilling type and reinforcing to

scenario type that integrates concepts and topics to

challenging problem solving

Meaningful, well thought through, clear objective

Zero surprises in examinations

teacher file
Teacher File
  • What is the importance of a teacher file?

Each teacher must keep a single file for planning and moderation purposes.

  • What are the essential requirements of a teacher file?

The file must consist of:

  • Annual teaching plan
  • Assessment Plan
  • Formal Assessment Tasks and memoranda / rubrics
teacher file continued
Teacher File (continued)
  • Indication of Textbook(s) and any other resources to be used
  • Record sheets containing learners’ marks for each formal assessment task
  • Any intervention that is planned by the teacher to assist learners especially those who are experiencing barriers to learning.
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