Wednesday 19 MAY 2010. Making OBE WORK. Submission supports: Basic Principles and Characteristics of OBE: Clarity of Focus Design Down High Expectations Expanded Opportunities. Due to the structure of the NCS – “not achieved” what was intended.
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Due to the structure of the NCS –
“not achieved” what was intended
Focus: Adaptions to the structure and composition of the National Curriculum.
OBE is assessment driven, with standards detailing the expected:
Taught within Context – Transformational OBE
VALUES AND ATTITUDES
Curriculum Design should clearly Map out all Grade appropriate K,S and V
Demonstrates knowledge and understanding of the components of simple electrical circuits (connecting wires, battery, switch, output device) and how electrical energy can be converted into other forms (light, heat, sound, movement)
VALUES AND ATTITUDES
Contextual Task and Activity Planning
Details - Grade Progression, scope, sequence and pace
No curriculum re-write required, just a skilful separation, review and expansion of current core knowledge, skills and values for each Learning Area.
Simplification of the planning process: single level contextual/thematic “Task Planning”.
Simplification of assessment using percentages only:
accurate weighting of formal continuous (skills and values-based) assessments and formal summative (exam type) assessments.
Clear promotion requirements.
No reduction in number of Learning Areas.
Distinguish between Formative Learning Areas and Academic Learning Areas.
Formative/Practical LA’s: Arts and Culture, Life Orientation, Technology – These should only be assessed during the Term.
Academic Subjects LA’s: Languages, Mathematics, Social Sciences, Natural Sciences, Economic Management Sciences – Assessed during the Term and Examined (Clear guidance to weighting).