This umthamo aims to increase understanding of the natural environment around the school and will explore the rich floral heritage of the Eastern Cape.
In this strand we will be looking at ways to encourage the development of technological literacy in our primary school learners.
In this second Technology Education umthamo, we focus on drawing. We will be looking at how different ways of writing and pictures are a form of communication.
This umthamo shows how important technology processes are as part of our daily lives. In particular we focus on the ways in which we process foods.
The focus in this umthamo will be on the process of joining things. Joining and fastening is a very important part of making. It would be impossible to join things without using materials and special tools. This umthamo will also suggest interesting approaches to group work.
This umthamo discusses technology and environmental education and the tensions between the two in real world issues.
This umthamo discusses the various elements and aspects of movement related to technology.
In this umthamo we ask:"How do learners think about number?' We explore learners' thinking. And begin to start the process of thinking more carefully about how young children develop their mathematical ideas, skills, and attitudes.
In this umthamo teachers are asked to think carefully about science and scientists. The outcomes provide teachers an opportunity to:
This course aims at introducing you to basic concepts of educational measurement, monitoring, assessment and evaluation. Furthermore, it seeks to equip you with basic knowledge and skills that are important for developing tools for measurement, assessment, and monitoring of educational attainments and institutional performance.
This course is intended for prospective teachers and other educators interested in teaching and the development of materials for civic education and general studies in secondary education.
This module provides an example of 2nd year disciplinary content knowledge development for a Mathematics teacher. The example shows the alignment between course design (overview), content development and examples (learning units) and assessment (Activities 1.1 and 1.2).
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.
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
D: Question 2: Relationship between specialisations
F: Question 3 – relationships inside a specialisation
H: eight curriculum possibility spaces – summary of questions 1, 2, and 3
I: Question 4 – selection of knowledge
K: Question 5 – Sequencing of knowledge
M: Question 6- Pacing of knowledge
O: Pedagogic possibility spaces – combination of questions 4, 5, and 6
P: Question 7 – Assessment and feedback
R: Question 8 – relationships between teacher and students
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
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.
