CURRICULUM  AND ASSESSMENT POLICY STATEMENT
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CURRICULUM AND ASSESSMENT POLICY STATEMENT NATIONAL ORIENTATION WORKSHOP FOR LANGUAGES PowerPoint PPT Presentation


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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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CURRICULUM AND ASSESSMENT POLICY STATEMENT NATIONAL ORIENTATION WORKSHOP FOR LANGUAGES

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Curriculum and assessment policy statement national orientation workshop for languages

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.


Teaching plan hl grade 12 term 1

Teaching Plan: HL Grade 12 Term 1


Teaching plan fal grade 12 term 1

Teaching Plan: FAL Grade 12 Term 1


Teaching plan grade 12 sal

Teaching Plan: Grade 12 SAL


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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