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ENGLISH HOME LANGUAGE & FIRST ADDITIONAL LANGUAGE BEYOND 2006

FET National Curriculum Statement (Schools). Information Session. ENGLISH HOME LANGUAGE & FIRST ADDITIONAL LANGUAGE BEYOND 2006. OUTCOMES for Info. Session.

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ENGLISH HOME LANGUAGE & FIRST ADDITIONAL LANGUAGE BEYOND 2006

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  1. FET National Curriculum Statement (Schools) Information Session ENGLISH HOME LANGUAGE & FIRST ADDITIONAL LANGUAGE BEYOND 2006

  2. OUTCOMES for Info. Session • Demonstrate an understanding of the impact that the principles of the NCS will have on the teaching/learning and assessment of the new subjects. • Demonstrate an understanding of the link between GET learning areas and FET NCS subjects.

  3. OUTCOMES (cont) • Demonstrate an understanding of the design features of the NCS subjects. • Demonstrate an understanding of the alignment between GET and FET

  4. OUTCOMES (cont) • Identify learning needs for teachers in terms of new content/skills and ICT. • Identify possible teaching and learning support material (printed materials and software).

  5. PRINCIPLES of the NCS • Social transformation: • - redress of imbalances • Outcomes-based education: • - Learner-centredness • - Active learning approach • - Outcomes: COs & DOs & LOs • - Integrate learning/teaching and assessment • High knowledge and high skills: • - high expectations • - NCS specifies the minimum standards of • knowledge and skills to be achieved at each grade

  6. PRINCIPLES • Integration and applied competence • - within and across subjects and leaning fields • - integration of knowledge and skills across subjects • and terrains of practice for achieving applied competence • - promotes integrated learning of theory, practice and • reflection • Progression • - process of developing more advanced and complex • knowledge and skills • - progression from one grade to another • Articulation: relationship between qualifications (FET & HE) • Portability: parts of qualification are transferable (20 credits)

  7. PRINCIPLES • Human rights, inclusivity, environmental and social justice • - sensitive to issues of diversity such as poverty, inequality, • race, gender, language, age, disability • - an inclusive approach by specifying minimum requirements • for all learners (development of appropriate LP) • Valuing indigenous knowledge systems • - recognise the wide diversity of knowledge systems • - Indigenous knowledge systems embedded in African • thinking and social practices have been infused in NCS • - problem solving & constructing knowledge • Credibility, quality and efficiency • - comparable in quality, breath, and depth to those of other countries

  8. DESIGN FEATURES

  9. ALIGNMENT between GET and FET RNCS NCS • Learning Field • subject • Learning Area • Learning Outcome • Learning Outcome • Assessment standard • Assessment standard

  10. ALIGNMENT between FET and GET • GETC • SBA: 75% • CTA: 25 % • FETC • CASS: 25% • External Exam 75% • May include a practical/oral exam

  11. LEARNING FIELDS Six Learning Fields for Schools • Languages (Fundamental) • Arts and Culture • Business, Commerce, Management and Service Studies • Human and Social Studies and Languages • Manufacturing, Engineering and Technology • Physical, Mathematical, Computer, Life and Agricultural Sciences

  12. WHICH LEARNING FIELD? LANGUAGES • SUBJECTS SUBJECTS • Afrikaans HL Afrikaans FAL • English HL English FAL • IsiNdebele HL IsiNdebele FAL • isiXhosa HLIsiXhosa FAL • isiZulu HL IsiZulu FAL

  13. Continuation of subjects • Sepedi HL Sepedi FAL • Sesotho HL Sesotho FAL • Setswana HL Setswana FAL • SiSwati HL SiSwati FAL • Tshivenda HL Tshivenda FAL • Xitsonga HL Xitsonga FAL

  14. Home Lang (20) st Home Lang/ 1 2 subjects 1 subject from Add Lang (20) from 1 Field same / different Mathematics/ (2 x 20) Field (1x 20) Maths lit (20) Life Orientation (10) Rules of Combination Fundamental Core Elective 70 credits 40 credits 20 credits

  15. Contextualising the Subject Statement

  16. LANGUAGES / ENGLISH UNDERSTANDING THE SUBJECT STATEMENT

  17. Definition Language • Language is a tool for thought and communication. • It is through language that cultural diversity and social relations are • expressed and constructed. • Learning to use language effectively enables learners to think and • acquire knowledge, to express their identity, feelings and ideas, to • interact with others, and to manage their world

  18. PURPOSE • The FET curriculum enables all learners meet many of the • requirements of the CO & DO, including the following • objectives: • Broaden and deepen language competencies. • Use language appropriately in real-life context. • Develop independent analytical thinkers • Use language and imagination to represent and explore • human experience. • Information literacy. • Critical and creative thinking. • Ability to express reasoned opinions on ethical issues and values. • Interact critically with a wide range of texts. • Recognition of language varieties.

  19. SCOPE • INCLUSIVITY • Teaching and assessment of languages should make provision for • inclusion of all learners, and strategies should be found to assist • all learners to access or produce language texts. • LANGUAGE LEVELS • Language learning in FET band includes all the official languages • as well as Sign Language and can be extended to other languages • endorsed by PANSALB • All languages can be offered at the following levels: • - Home Language • - First Additional Language • - Second Additional Language

  20. Educational and career links • The study of languages can lead to language-oriented careers such as: • Journalism • Translation • Language teaching • Marketing • Advertising • Diplomacy • etc

  21. Learning OutcomesLANGUAGES/English Learning Outcome 1: Listening and Speaking Learning Outcome 2: Reading and Viewing Learning Outcome 3: Writing and Presenting Learning Outcome 4: Language

  22. ASSESSMENT STANDARDS • Developed per grade and per Learning Outcome • Constitutes the minimum standards

  23. IDENTIFICATION OF LEARNING NEEDS NEW CONTENT

  24. TEACHING APPROACHES • Outcomes-based • Learner centred • Teacher as facilitator • Place emphasis on critical thinking and problem solving • Assessment informs teaching and learning • Teachers are reflective practitioners • Skills, knowledge, values and attitudes (SKAV)

  25. IDENTIFICATION OF TEACHING AND LEARNING SUPPORT MATERIAL (List) Text Books Software Reference Books

  26. EQUIPMENT (List) Overhead projector Chalkboard/Whiteboard Radio Television set Video machine Internet access Filing system for resources Refer to Subject Info-pack Circular 0174/2003

  27. TRAINING NEEDS Formal: University/Technikon qualification - Degree/Diploma - ACE - Short courses Informal: - WCED training - WEB modules - Needs driven workshops - Continuous self-study

  28. End of presentation Thank You

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