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Portfolio Final
Portfolio Final
My E-portfolio
Home about contact qualification work experience mind map curriculum development
If anyone had something to share here is my contact details 073 012 4858 e-mail address
dorahtong@gmail.com http//:dorahtong.weebly.com
Started training as a pupil nurse at Leratong Hospital in 1986 and qualified as an enrolled
nurse in 1988. In 2006 qualified as a Professional Nurse and that is where my dreams of
studying further came into mind. In 2011 -2012 trained as Primary Health Care nurse.
Currently studying towards my BA (Cur) degree at university of South Africa (UNISA)
Activity 1.2
Activity 3.1
Local point of
departure
Sources Consulted
Contextualisation of Health Sciences Education, only study guide 3704 /50/ University of South Africa, Pretoria 2010
Developing Health Science Curriculum, principles and process, only study guide for HSE 3704, University of South Africa, 2009
consists
Focus
emphasize
It is a
preplanned
entity which is
a written
description of
the content
educators deem
important and
intent to teach
their learners.
Courses,
subjects and
subjects
disciplines
Related skills
and attitude
that the
learners need
to acquire
Content to be
transmitted
OUTCOME /
PRODUCT
Tyler
It is viewed as
preplanned
educational
guidelines that
consist of stated
purpose, aims and
objectives. A process
of changing peoples
behaviour patterns
PROCESS
PRAXIS
Orustein and
Levin
It is a set of
planned
experiences
which are
intended to
contribute to
learning.
Bevis and
Watson
Is the
interaction and
transactions
that occur
between and
among
students and
educators.
Focuses on
learning
Focuses on real
life problems
Stated
purposes
Aims
Objectives
assessment
criteria
Learning outcomes
and assessment
criteria
Interaction of
teachers,
student
Activity1. 17
Type of Curriculum
Legitimate/ official
Operational Curriculum
Illegitimate curriculum
Hidden curriculum
Null curriculum
Description
This type includes the stated curriculum frame-work with
philosophy and mission, recognised lists of outcomes
competencies, and objectives for the program and
individual courses, courses outlines and syllabi. It is
documented and distributed to other faculty members,
students, curriculum committee members and accrediting
agencies to document what is taught (Billing & Halstead
2009 79-80)
It is what is taught by the teacher and how its importance
is communicated to the students. It includes knowledge,
skills and attitudes emphasized by faculty in the class
room and clinical setting
This type of curriculum is the one known and actively
taught by faculty yet not evaluated, because descriptions
of the behaviours include caring. Compassion. Power and
its use.
The hidden/informal curriculum is not documented not
visible, it includes experiences that students and educators
experience outside, the formal planned and structured
curriculum, such informal curriculum experiences include
interpersonal relationships, relationships, recreational
activities, student, educator or community organisation
activities, and special events such as attending conferences
or participating in discussion groups. Principles of health
sciences education. Only study guide for HSE 103-N
University of South Africa, Pretoria 2007
Null curriculum represents content and behaviour that are
not taught. Faculty to focus on the reasons for ignoring
those content or skills that faculty think they are teaching
but are not such as critical thinking
consists
Focus
emphasize
It is a
preplanned
entity which is
a written
description of
the content
educators deem
important and
intent to teach
their learners.
Courses,
subjects and
subjects
disciplines
Related skills
and attitude
that the
learners need
to acquire
Content to be
transmitted
OUTCOME /
PRODUCT
Tyler
It is viewed as
preplanned
educational
guidelines that
consist of stated
purpose, aims and
objectives. A process
of changing peoples
behaviour patterns
PROCESS
PRAXIS
Orustein and
Levin
It is a set of
planned
experiences
which are
intended to
contribute to
learning.
Bevis and
Watson
Is the
interaction and
transactions
that occur
between and
among
students and
educators.
Focuses on
learning
Focuses on real
life problems
Stated
purposes
Aims
Objectives
assessment
criteria
Learning outcomes
and assessment
criteria
Interaction of
teachers,
student
Activity 2.8
Activity 2.9
Activity 3.4
Formation of planning team
Unit writing
Document writing
Internal validation
Document to panel
Validation event
Start intake
Approval in principle
Activity 1.1
Curriculum is a planned course of study that the student enter into in order to accomplish
his/her academic goal achievement.
Activity 1.3
Responses
Student!!! ............................... Response: well done your mind map is nice and understandable
Yes I do agree with the feedback I have received
Motivation answer: It took me a lot of time to think how to do a graphic presentation that
will attract the viewers mind.
Activity 1.4
Activity 1.5
Outcome based curriculum (key words)
Activity 1.7
Praxis based curriculum
Key-words
Programmes of study
Extracurricular activities
Assumptions
Activity 1.9
Yes
Misconceptions
Curriculum is defined as a fixed series of studies required in college, for graduation
qualification in a major field of study.
Activity 1.10
None cannot teach from someones; lesson plan it is going to be difficult to explain to
learners what the lesson plan is about, explanation of concepts etc.
Activity1. 11
1. Agree
2. Strongly agree
3. Agree
4. Strongly disagree
Activity1. 12
Higher educational Institutions
Activity 1.13
Basic principles of wound dressing
Yes it was a good way of teaching; the student had to master the principles of aseptic
technique first in order to do wound dressing
The unique features of a flexible curriculum
Activity1. 16
1. Agree
2. Strongly agree
3. Strongly disagree
4. Strongly agree
5. Agree
Activity 2.2
Formal educational plan for rhetorical and clinical teaching sessions and learning
opportunities.
Philosophical underpinning for the delivery of a specific educational programme.
Guidelines for the delivery of a specific educational programme.
Activity 2.3
Know each and every country have its own governing body which provides for the rules
and regulations e.g. here in South Africa the South African Nursing Council is the one.
Activity 2.4
It consists of a foundation
It consists of a structure
It is developed from and is implemented in a particular social context
Activity 2.5
Activity 3.4
Organisational phase deals with exploring personal values of learners who experience the
curriculum and debating preconceived ideas of the curriculum developers to be explored
before adopting or rejecting them and a core team should be set-up
Activity 3.5
Activity 3.6
Yes
Activity 3.7
Basic chemistry
Mathematical procedures
Activity 3.8
Module name
Principles of health sciences education (HSE 103-N)
Activity 3.8.1
Teaching strategies
Demonstration
It is a procedure shown by the educator and seen and practised by the learners,
demonstration must show how to perform a procedure and the reasons for each step of the
procedure must be made clear. Real equipment should be used, it is advantageous because
the learners will remember 50% from seeing and hearing the demonstration
SUMMATIVE ASSESSMENT
It is done at the end of a module learning course or learning programme to make a final
judgement about whether a student has achieved the set outcomes or standards.
CONTINUOUS ASSESSMENT
It is an ongoing process that takes place throughout the learning process; it may include
demonstrations, class test and assays.