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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. 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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  1. CURRICULUM AND ASSESSMENT POLICY STATEMENT NATIONAL ORIENTATION WORKSHOP FOR LANGUAGES Session 4: Planning Grade 12: 2013

  2. 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

  3. 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.

  4. 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.

  5. 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.

  6. Teaching Plan: HL Grade 12 Term 1

  7. Teaching Plan: FAL Grade 12 Term 1

  8. Teaching Plan: Grade 12 SAL

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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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