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NATIONAL CURRICULUM & ASSESSMENT POLICY STATEMENT – PHYSICAL SCIENCES

NATIONAL CURRICULUM & ASSESSMENT POLICY STATEMENT – PHYSICAL SCIENCES. CAPS. FOCUS OF THIS SESSION:. Overview of topics Who moved my cheese...? Where was my cheese moved to...? What is out? What is new? Obstacles and crutches. FET PHASE: GR 10 - 12. Matter & Material Chemical systems

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NATIONAL CURRICULUM & ASSESSMENT POLICY STATEMENT – PHYSICAL SCIENCES

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  1. NATIONAL CURRICULUM & ASSESSMENT POLICY STATEMENT – PHYSICAL SCIENCES CAPS...

  2. FOCUS OF THIS SESSION: Overview of topics Who moved my cheese...? Where was my cheese moved to...? What is out? What is new? Obstacles and crutches

  3. FET PHASE: GR 10 - 12 Matter & Material Chemical systems Chemical change Mechanics Waves, Sound & Light Electricity & Magnetism

  4. Weighting of topics in hours Based on 27-29 weeks @ 4 hrs/week

  5.  CURRICULUM =  COMFORT ZONE

  6. WHERE TO LOOK • Website: www.thutong.doe.gov.za • Much more detail • How many hours • Activities • Experiments & Materials needed • Guidelines for teachers • What to assess and when • siyavula.cnx.org for complete texts on all sections of grade 10 CAPS – implement date 2012

  7. MECHANICS – what went where?

  8. WAVES, SOUND & LIGHT

  9. ELECTRICITY & MAGNETISM

  10. MATTER & MATERIALS

  11. CHEMICAL SYSTEMS

  12. CHEMICAL CHANGE

  13. WHAT IS NEW IN GR 10? • Skills – 8 hours for Formal teaching of skills like: • Scientific notation • Conversion factors • Changing the subject of a formula • The concept of rate ....

  14. Continued... • Direct & inverse proportions • Fractions & ratios • Use of constants • Practical investigations skills • Models • Vectors – representing, adding

  15. Reshuffles ... Gr 10 Newton’s Law of Universal Gravitation – calculation of force between two masses Lenses, Ray diagrams & Applications

  16. WHAT IS OUT? What is out? No equations of motion or graphs of motion in gr. 10 Global cycles – choose one ? Kc ? 2D Projectiles ? Transformers, ? Torque

  17. PROGRAMME OF ASSESSMENT

  18. OBSTACLES AND CRUTCHES ‘The times allocated, seem to be the result of the question ‘what is the bare minimum of time that you would need just to convey this concept?’ No time has been built in so that learners can do experiments or tutorials and there is certainly no time to consolidate tutorials with the learners.’

  19. OBSTACLES AND CRUTCHES 2 ‘The annual available times given in the document are even ambitious since dynamic schools lose teaching time to tours, sports days, extended assemblies, enrichment days, Life Science practical exams and a multitude of other educationally valuable (and sometimes not) distractions.’

  20. OBSTACLES AND CRUTCHES 3 ‘With such tight timeframes, how do we do meaningful Biblical integration? How do we make time to discuss how the subject matter reveals something about God and His creation? It seems that we barely have time to cover only the basics.’ Please share tips?

  21. OBSTACLES AND CRUTCHES 4 • ‘Page 7 – since when do we have 40 weeks available for teaching in Grade 12?’ • ‘Page 87 – Buying organic chemicals for these experiments is an extremely costly business (250ml of cyclobenzene costs in excess of R300!) – Where are schools supposed to access these chemicals and be able to afford them?’

  22. OBSTACLES AND CRUTCHES 5 • ‘Page 105 – This statement makes absolutely no sense – how on earth does one examine this section if some people do one topic while others four?’

  23. OBSTACLES AND CRUTCHES 6 ‘All suggested research projects lend themselves to plagiarism where learners can merely cut and paste information from the internet. Topics need to be more controversial so that learners have to justify argument and support their opinions on issues.’

  24. OBSTACLES AND CRUTCHES 7 ‘The introduction of the skills section (Pg. 10) is beneficial but it should be divided between Gr. 10 (practical investigation skills, conversion of units, scientific notation, changing the subject of a formula) and Gr. 11 (rate, proportion, ratios, constants). Models should be taught in context with the section on the history of atomic structure.’

  25. OBSTACLES AND CRUTCHES 8 • ‘Moving topics between grades renders expensive textbooks almost useless. We cannot buy new text books every year. It causes confusion and creates extra administrative work for the teacher.’

  26. Last words... Great opportunity for networking, as we will all be doing the same content. Exam banks can still be used – but should include Gr.10, 11 & 12. Share new questions please!

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