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Higher Certificate Programme for Educators of the Deaf and Persons with Hearing Loss: Curriculum Framework

The HCE provides a first stepping-stone towards becoming a qualified teacher. For those who are interested, it provides a Learning Pathway into the Diploma or Degree programmes that meet the Minimum Requirements for Teacher Education Qualifications (RSA 2011). It provides an NQF Level 5 qualification for the many teaching assistants in Deaf schools and strengthens their competence and confidence to work with learners and enable them to achieve success.

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Readings/Reference Materials

Cracking the Code to Educational Analysis: a 22 Video Series, Freely Available on YouTube

Wayne Hugo, author of  Cracking the Code to Educational Analysis (Pearson Education South Africa, 2013) has produced a video series that introduces the essentials of his book and provides practical examples. 

In his own words: "The idea behind the book and this series of videos is to enable anyone to learn the basics of educational analysis by asking 10 questions that get to the heart of how education works. The ten questions cover curriculum, pedagogy, levels of the education system, and stages of an education system. Some have called the book and video series ‘Basil Bernstein for Beginners’, and I suppose, on one level, I am complimented by the imputation that what I have done enables an understanding of the complex work of Bernstein. It is intended to do more than this however – the book and videos develop an active thinking process that improves the ability to analyze education processes. Check the videos out for yourself, they are all on YouTube. Start off with cracking the code to educational analysis – introduction "

If you found the introductory video useful and interesting, you might like to follow the links others in the series.

The A to V video set on Cracking the code to educational analysis

A:  introduction

B: Question 1 – everyday/specialised

C: Question 1: Examples

D: Question 2: Relationship between specialisations

E: Question 2 – Examples

F: Question 3 – relationships inside a specialisation

G: Question 3 – examples

H: eight curriculum possibility spaces – summary of questions 1, 2, and 3

I: Question 4 – selection of knowledge

J: Question 4 – Examples

K: Question 5 – Sequencing of knowledge

L: Question 5 – Examples

M: Question 6- Pacing of knowledge

N: Question 6 – Examples

O: Pedagogic possibility spaces – combination of questions 4, 5, and 6

P: Question 7 – Assessment and feedback

Q: Question 7 – Examples

R: Question 8 – relationships between teacher and students

S: Question 8 – Examples

T: Question 9 – Levels of education

U: Question 10 – Stages of education

V: Concluding example using all 10 questions: Educational analysis of South African education

Type
Courseware

Using Media in Teaching: Learning Guide. Introduction

The focus of this module is on how teachers might use popular media, textbooks and computertechnologies to create a learning environment that equips learners with the knowledge andskills to live and work thoughtfully in a changing country. The model of teaching being promotedis one that:• actively involves learners• links schooling with learners’ lives and experiences• develops learners’ critical thinking and problem-solving skills.Two areas in which the content of the module could usefully be further developed or extendedare with regard to the use of Open Educational Resources and the use of mobile technology.

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Courseware

Using Media in Teaching: Learning Guide. Section Two - Developing a Media-Rich Outcomes-based Education

In Section Two, through a story of one teacher's attempt to teach in a learnercentred, activity-based manner, we will deepen your understanding of how media resources can be used to enrich outcomes-based education. We will teach through example rather than by telling. The section ends by demonstrating how you can develop higher-order learning by designing your outcomes-based lessons around critical concepts in your learning area.
Type
Courseware

Using Media in Teaching: Learning Guide. Section Five - Understanding Popular Media

How can we help learners to develop the ability to respond to media more critically? This section aims to enable you to do just that. In Section 5.1 we introduce you
to two approaches teachers can use to teach media literacy. We will call these approaches – that, you will notice, have important overlaps – a MAP approach and a Keys Concepts approach.
 
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Courseware

Using Media in Teaching: Learning Guide. Section Seven - Using Computer Technologies in Schools

The current optimism about computers makes it easier to find funding for projects that involve computers than it is to find sources willing to contribute to teacher
development or basic infrastructure, such as toilets, chairs or chalk. Computers and the Internet are 'cool' and easy to generate enthusiasm about. As with television, though, we need to view such enthusiasm for computers critically: we can't ignore the impact that computer technologies are having on our society, but we shouldn't believe they will solve all our problems.
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Courseware

Working in Classrooms. Reading 9 - A staffroom conversation

This dialogue is one of the series of dialogues and cases that Wally Morrow and other members of the writing team prepared for the Learning  Guide Working  in  Classrooms: Teaching,  Time  and  Space.
 
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Readings/Reference Materials

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section One

Time and space are the medium of human existence. Everything we do happens somewhere and takes some time, perhaps a minute, perhaps an hour, perhaps years.
All our projects and activities -large and small, serious and playful- are enabled and constrained by time and space. But this does not mean that we are somehow at the mercy of time and space. As human agents– that is as people able to take responsible action – we are able to organize time and space in ways that help us to do things better. This module explores how South African teachers can reorganize the spaces in which they teach, and the way in which time is organized in their schools, to improve learning.
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Courseware

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section Two

 Time and space in teaching: Teaching as a practice that shapes, and is shaped by, time and space. By the end of the section you should be able to use concepts to help you think about school teaching and how it is related to arrangements of time and space.

 

Section Two builds a conceptual foundation for the module as a whole. By the end of the section you should be able to use the following concepts to help you think about school teaching and how it is related to arrangements of time and space:

• internal time and space;

• external time and space;

• activities, agents and intentions;

• formal purposes;

• elements of teaching;

• practices;

• institutions;

• regulative and constitutive rules.

Type
Courseware

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section Three - School time and space: How school teaching is shaped by arrangements of external time and space

Section Three focuses on external arrangements of time and space and how these affect teaching and learning. By the end of the section you should be able to use the following concepts to help you think about different ways of arranging time and space at schools and to understand how these arrangements both help and hinder teaching:
• external time and space;
• structuration;
• order and chaos;
• allocated and prescribed time and space;
• regulative rules;
• contractual rules;
• discretionary time;
• preferential time.
Type
Courseware

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section Four - Classroom time and space

Section Four focuses on internal arrangements of time and space and how these affect teaching and learning. By the end of the section you should be able to use the following concepts to help you think about how to arrange classroom space and time for purposeful learning:
• physical space and clock time;
• external and internal time and space;
• practical and symbolic reasons;
• allocated and engaged time;
• clock-time and lived time.
Type
Courseware

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section Five - Making learning time and space for large classes

Section Five builds on concepts developed throughout the module and on the idea that how teachers solve problems relating to space and time depends on what their teaching purpose is and on who the learners are. By the end of this section, you should be able to:
  • see how crowded space hinders teaching and learning;
  • use your judgement in developing an appropriate approach to arranging learning time and space, especially in large, overcrowded classes;
  • appreciate how such an approach depends on a notion of teaching as an intentional practice, which is both flexible and learning-centred;
  • understand the scope of teachers' responsibility for helping learners to shape learning time and space beyond the classroom and outside of school time;
  • use your judgement in thinking about how to enable learners to enter and work within the conceptual space of different subjects or learning areas.
Type
Courseware