LADLORD/101/0/2022

Tutorial Letter 101/0/2022

SUBJECT DIDACTICS: TEACHING LIFE
ORIENTATION

LADLORD

Year module
DEPARTMENT: CURRICULUM AND
INSTRUCTIONAL STUDIES

This tutorial letter contains important information about LADLORD.

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CONTENTS
Page

1 INTRODUCTION .......................................................................................................................... 4
2 PURPOSE AND OUTCOMES ...................................................................................................... 5
2.1 Purpose ........................................................................................................................................ 5
2.2 Outcomes ..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION ........................................................................................... 6
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 6
4.1 Lecturer(s) .................................................................................................................................... 6
4.2 Department ................................................................................................................................... 7
4.3 University ...................................................................................................................................... 7
5 RESOURCES ............................................................................................................................... 8
5.1 Prescribed book(s) ........................................................................................................................ 8
5.2 Recommended book(s) ................................................................................................................. 8
5.3 Electronic reserves (e-reserves) ................................................................................................... 8
6 STUDENT SUPPORT SERVICES .............................................................................................. 10
6.1 First-Year Experience Programme @ Unisa ............................................................................... 10
7 STUDY PLAN ............................................................................................................................. 11
8 PRACTICAL WORK ................................................................................................................... 11
9 ASSESSMENT ........................................................................................................................... 11
9.1 Assessment criteria..................................................................................................................... 11
9.2 Assessment plan ........................................................................................................................ 11
9.3 Assignment numbers .................................................................................................................. 12
9.4 Assignment due dates ................................................................................................................ 12
9.5 Submission of assignments ........................................................................................................ 13
9.6 Other assessment methods ........................................................................................................ 18
9.7 The examination ......................................................................................................................... 18
10 ACADEMIC DISHONESTY ........................................................................................................ 18
10.1 Plagiarism ................................................................................................................................... 18
10.2 Cheating ..................................................................................................................................... 19
10.3 More information about plagiarism can be downloaded on the link below ................................... 19
11 STUDENT WITH DISABILITY .................................................................................................... 19
12 FREQUENTLY ASKED QUESTIONS ........................................................................................ 19
13 SOURCES CONSULTED ........................................................................................................... 19
14 IN CLOSING ............................................................................................................................... 20
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15 ADDENDUM ............................................................................................................................... 20

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Dear Student

1 INTRODUCTION
Dear Student

Welcome to this module. We trust you will find this module stimulating and of great help in your
future career as a teacher. We sincerely hope that your studies this year will prove successful.
This tutorial letter is part of the University’s tutorial programme, and it contains important
information and should be studied very carefully.

This module, LADLORD: Teaching Life Orientation, forms part of the PGCE (Senior Phase)
programmes. Its primary purpose is to equip you with the necessary teaching skills to teach and
assess effectively in the Senior Phase. We trust you will find the content interesting,
constructive and valuable.

To achieve this purpose, the module uses a blended learning approach “of multiple teaching
and learning strategies, pedagogies, educational technologies and student support where e-
learning may form a significant proportion of the learning opportunities” (Unisa, Open Distance
e-Learning Policy, 2018, p.2).

This module introduces you to the concept of Life Orientation as defined by the Department of
Basic Education (DBE) in Curriculum and Assessment Policy Statement (CAPS) (DBE, 2011).
In this module, you will have to use this and other DBE policies to understand what it entails to
be a teacher. We also encourage your involvement in the online interaction with other students,
lecturers and the community at large.

There are not many opportunities for lecturers and students to get together for practical lesson
demonstrations in distance education. We urge you to maximise the Teaching Practice period to
collect as much information about planning, teaching and assessment of Life Orientation in a
real-life setting.

At the end of this tutorial, we have attached three Addendums. Addendum A is the declaration
form that should be submitted with each assignment as one Pdf document. Addendum B is the
glossary with terms essential for the teaching of Life Orientation. The glossary is given in four
(4) South African official languages. This part of the transformation towards meeting the
learning needs of our students, and the aim is to provide the glossary in all official languages.
Addendum C is the questionnaire that we request you to complete and send to
emahlasb@unisa.ac.za.

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2 PURPOSE AND OUTCOMES

2.1 Purpose

The purpose of this module is to equip you with the knowledge, skills and attitudes needed to
design lesson plans, acquire knowledge on how to teach, and how to assess learners in Life
Orientation. All teachers should be able to fulfil this responsibility.

The Bachelor of Education Degree (BEd) and Post Graduate Certificate in Education
(PGCE) cover various units: Introduction to teaching Life Orientation, Teaching Life
Orientation, Life Orientation teaching, and learning.

You are expected to cover information that is related to the following concepts: The concept of
Life Orientation; five topics in Life Orientation; the purpose of teaching Life Orientation; specific
aims of teaching Life Orientation; the weighting of topics; student-teacher expectations; theory
to practice; the meanings of specific icons; Senior Phase teaching plan and overview of topics;
learning theories; the role of the Life Orientation teacher; the role of the learner according to
constructivist learning theory; the definition of a lesson plan and why it is; stages involved when
designing a lesson plan; designing lesson plans; Life Orientation teaching content; types and
forms of assessment; assessment guidelines; developing assessment activities; assessment
tools; feedback and expanded opportunities; assessment recording and reporting; the concepts
Africanisation, ubuntu and decolonisation; theories that foreground Africanisation, ubuntu and
decolonisation; embracing Africanisation in teaching Life Orientation concepts; assessment
policies such as the National Protocol for Assessment Grade R–12; National Policy on the
programme and Promotion Requirements of the National Curriculum Statement Grades R–12;
and the Policy on Screening, Identification, Assessment and Support.

2.2 Outcomes

Students who are competent in their teaching demonstrate the ability to plan a lesson, teach,
assess and give constructive feedback to their learners.

The specific outcomes listed below are meant to enhance your ability to be an effective Life
Orientation teacher:

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Specific outcome 1: Explain the concept of Life Orientation and learning theories within the
teaching and learning environment in the South African context and understand the effective
use of the pedagogical subject content knowledge to enhance learning in the classroom
situation.

Specific outcome 2: Discern and critically evaluate teaching and learning methods in a
classroom situation, teaching and learning strategies, and the use of teaching media that might
apply to the teaching Life Orientation in different contexts.

Specific outcome 3: Using CAPS document to plan, design, teach and reflect on Life
Orientation lesson plan lessons.

Specific outcome 4: Design, conduct and reflect on assessment types, forms and Life
Orientation methods.

3 CURRICULUM TRANSFORMATION

Unisa has implemented a transformation charter based on five pillars and eight dimensions. In
response to this charter, we have placed curriculum transformation high on the teaching and
learning agenda. Curriculum transformation includes the following pillars: student-centred
scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of
teaching and learning, and the infusion of African epistemologies and philosophies. These
pillars and their principles will be integrated at both programme and module levels as a phased-
in approach. You will notice a marked change in the teaching and learning strategy
implemented by Unisa, together with how the content is conceptualised in your modules. We
encourage you to embrace these changes during your studies at Unisa in a responsive way
within the framework of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

LECTURERS ARE THERE TO ASSIST WITH ACADEMIC MATTERS ONLY, NOT

ADMINISTRATIVE MATTERS, LIKE REGISTRATIONS, MARKS, SUPPLEMENTARY
EXAMINATIONS OR STUDY MATERIAL!

The lecturers responsible for this module are:

Dr SB Mahlambi: Tel: 012 429 2629; e-mail: emahlasb@unisa.ac.za

Prof AS Mawela: Tel: 012 429 4381; e-mail: mawelas@unisa.ac.za

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Please note: All academic-related queries should be made DURING OFFICE HOURS
ONLY from 8:00 to 16:00 during the week, AND NOT OVER WEEKENDS AND PUBLIC
HOLIDAYS.

4.2 Department

Mrs Florenza B Lewis

Departmental secretary

NS Radipere Building, 6-70

School for Teacher Education

College of Education

Office # 0124294033

Email: lewisfb@unisa.ac.za

4.3 University

Communication with the University

DO NOT CONTACT YOUR LECTURER FOR ANY ADMINISTRATIVE MATTERS!

USE THE FOLLOWING TELEPHONE NUMBERS OR EMAIL ADDRESSES:

Call centre (all enquiries): 0800 001 870

Applications enquiries: applications@unisa.ac.za

Registration enquiries: educare@unisa.ac.za
Fax: 012 429-4150
Tel. numbers: 012 429 2645;
012 481 1162/2549/2749/2702/7200

Exemptions application requests e-mail: ADHOCH@unisa.ac.za or rpl@unisa.ac.za (follow the

exemption application process)
RPL enquiries: morokvt@unisa.ac.za

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General education specific enquiries: edu-enquiries@unisa.ac.za
Unisa web page: www.unisa.ac.za
EDUCATION
Mr Steven Shabangu: 012 429 2645 shabasm@unisa.ac.za
Tebatso Moloto: molotsw@unisa.ac.za
Assignment division: Telephone number: 012 429 8720 /
3710/2986/2660/2897/2602
Examination division: Telephone number: 012 429 2667 /
6090/6130/2267/2700/2986
Please send all enquiries to exams@unisa.ac.za.
Enquiries regarding the remarking of examination scripts should please be emailed to
remark@unisa.ac.za.
If you wish to purchase a copy of your examination script, please send a request to
purchasescript@unisa.ac.za.
Teaching Practice office: 012 484 2891/2822/2732/1059/2730/2700/1048 or 012 429 4897/4550
Dr MJ Sethusha (sethumj@unisa.ac.za; 012 429 2258)
Dr MA Setlhako (setlhma@unisa.ac.za; 012 481 2881)
Dr HJ Kriek (kriekhj@unisa.ac.za; 012 429 6964)

5 RESOURCES

5.1 Prescribed book(s)

There is no prescribed book for this module. However, you are encouraged to purchase CAPS
Life Orientation books that the Department of Basic Education prescribes within the specific
grade and phase. This will help you familiarise yourself with the content knowledge relevant to
the grade and phase you are to teach after your BEd completion.

5.2 Recommended book(s)

There are no recommended books for this module.

5.3 Electronic reserves (e-reserves)

There are no electronic reserves for this module.

E-reserves can be downloaded from the Library catalogue. More information is available at
https://libguides.unisa.ac.za/request/request

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5.4 Library services and resources

The Unisa Library offers a range of information services and resources:

• For a general Library overview, go to

https://www.unisa.ac.za/sites/corporate/default/Library/About-the-Library
Library @ a glance
• For detailed Library information, go to
https://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (e.g. personal librarians and literature search services),
go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support

The Library has created numerous Library guides to assist you: http://libguides.unisa.ac.za

Recommended guides:

• Request recommended books and access e-reserve material:

https://libguides.unisa.ac.za/request
• Requesting and finding library material: Postgraduate services:
https://libguides.unisa.ac.za/request/postgrad
• Finding and using library resources and tools (Research Support):
https://libguides.unisa.ac.za/research-support
• Frequently asked questions about the Library:
https://libguides.unisa.ac.za/ask
• Services to students living with disabilities:
https://libguides.unisa.ac.za/disability
• A-Z databases:
https://libguides.unisa.ac.za/az.php
• Subject-specific guides:
https://libguides.unisa.ac.za/?b=s
• Information on fines & payments:
https://libguides.unisa.ac.za/request/fines

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Assistance with technical problems accessing the Unisa Library or resources:
https://libguides.unisa.ac.za/techsupport

Lib-help@unisa.ac.za (insert your student number in the subject line, please)

General library enquiries can be directed to Library-enquiries@unisa.ac.za

6 STUDENT SUPPORT SERVICES

The Study @ Unisa website is available on myUnisa: www.unisa.ac.za/brochures/studies

This website has all the tips and information you need to succeed at Unisa.

6.1 First-Year Experience Programme @ Unisa

For many students, the transition from school education to tertiary education is beset with
anxiety. This is also true for first-time students to Unisa. Unisa is a dedicated open distance and
e-learning institution. Unlike face-to-face/contact institutions, Unisa is somewhat different. It is a
mega university, and all our programmes are offered through a blended learning mode or fully
online learning mode. It is for this reason that we thought it necessary to offer first-time students
additional/extended support so that you can seamlessly navigate the Unisa teaching and
learning journey with little difficulty and few barriers. In this regard, we offer a specialised
student support programme to students entering Unisa for the first time. We refer to this
programme as Unisa’s First-Year Experience (FYE) Programme. The FYE is designed to
provide you with prompt and helpful information about services that the institution offers and
how you can access information. The following FYE programmes are currently offered:

• FYE website: All the guides and resources you need to navigate through your first year at
Unisa can be accessed using the following link: www.unisa.ac.za/FYE

• FYE emails: You will receive regular emails to help you stay focused and motivated.

• FYE broadcasts: You will receive emails with links to broadcasts on various topics related to
your first-year studies (e.g. videos on how to submit assignments online).

• FYE mailbox: For assistance with queries related to your first year of study, send an email to
fye@unisa.ac.za

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7 STUDY PLAN

Please consult Study @ Unisa for a generic study plan. Adapt this study plan to your specific
needs and context. The plan contains valuable time management and planning skills.

8 PRACTICAL WORK

The practical work for this module comprises a teaching practice period of five weeks. You are
expected to be actively involved in lesson planning and teaching Life Orientation. This
includes designing Life Orientation assessment activities, different assessment tools,
assessing learners, giving learners feedback, recording learners’ work, and how feedback
is given to different stakeholders. The subject teacher at your placement school will have to
assist you.

9 ASSESSMENT

9.1 Assessment criteria

The assessment criteria can be read under 2. A range of tasks and assignments in study
guides, tutorial letters, various forms of multimedia, assignments, examinations and practical
teaching will show that the students have achieved the objectives. At Take-home examination
will be written for the module TMS3721. Students are expected to complete TWO compulsory
assignments and an examination in the form of a Take-Home examination. Please register on
myUnisa to submit activities to pass this Teaching Life Orientation in Further Education and
Training module. For this module, assignments and the examination must be submitted and
consist of student work that displays the mastery of knowledge and skills of the tasks and
activities in the subject. Save all assignments as pdf documents before uploading them to
myUnisa, Moodle platform. Students receive an assignment link via myUnisa to upload their
work.

9.2 Assessment plan

• To complete this module, you will be required to submit TWO (2) assignments.

• All information on when and where to submit your assignments will be made available to
you via the myUnisa site for your module.

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• Due dates for assignments, as well as the actual assignments, are available on the
myUnisa site for this module.

• To gain admission to the examination, you will be required to submit ONE assignment,
but it will be to your advantage to submit all assignments.

• Your assignments will comprise of short questions.

• You need to obtain a year mark average of 50% for the assignments to gain admission to
the examination.

• The assignments weighting for the module is 20% (assignment 1 = 10% plus assignment
2= 10%)

• The examination will be a Take-Home Examination which you will have to complete at
home and upload it into the system.

• The examination will count 80% towards the final module mark.

9.3 Assignment numbers

• There is no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the landing page of myUnisa for
this module. We envisage that the due dates will be available to you upon registration.

• Please start working on your assignments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due dates
for the submission of the assignments

9.4 Assignment due dates

• Modules offered by Unisa are either blended (meaning that we use a combination of
printed and online material to engage with you) or online (all information is available via
the internet). In all cases of online engagement, we use myUnisa as our virtual campus.

• From 2022, the myUnisa virtual campus will be offered via a new learning management
system, Moodle LMS. This is an online system used to administer, document and deliver
educational material to you and support engagement with you.

• Look out for information from your lecturer as well as other Unisa platforms to determine
how to access the virtual myUnisa module site.
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• Information on the tools that will be available to engage with the lecturer and fellow
students to support your learning will also be communicated via various platforms.

• The University undertakes to communicate as clearly and as frequently as is necessary

to ensure optimum advantage in using the new learning management system.

• Additional information on the use of the myUnisa site for the module and features to
engage and communicate with your lecturer and other students will also be made
available via the online site for the module.

• Therefore, log on to the myUnisa site for your module to gain more information on where
to complete and upload your assignments and how to communicate with your lecturer.

9.5 Submission of assignments

Each assignment has been allocated DUE DATE with a specific unique number which must be
copied on your assignments. Before you upload your assignment on myUnisa Moodle LMS,
check the correctness of the unique number. NO LATE assignments will be accepted, but only
when a valid reason (only medical certificate as proof for a reason).

Before submitting your assignments or an out-of-timetable examination such as an e-portfolio,

you must include a SIGNED DECLARATION at the beginning of your assignments and e-
portfolio that the work submitted is your work, you are also declaring that you are aware of
Unisa’s policy documents and that you are aware of the legal consequences if found guilty of
plagiarism. It would be best to avoid PLAGIARISM OR CHEATING and penalties applicable
where plagiarism is detected in any assignment.

In each assignment, make sure that you provide the following:

• SIGNED DECLARATION at the beginning of your assignment (APPENDIX A)

• Your name and student number
• The assignment number (01) or (02)
• Module code: TMS3721
• Subject name: Teaching Life Orientation
• Unique assignment number
• After completion of each assignment, sign the plagiarism form and attached it to your
assignment. No assignment will be marked without this plagiarism form. The
assignment will be send back to you.

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As indicated in section 9.2, you need to complete two assignments for this module. Details on
the assignments are below. NO POSTED ASSIGNMENT WILL BE ACCEPTED.

9.5.1 ASSIGNMENT 1 (Compulsory)

MARKS: 100

Save all your answers to these questions in one PDF document for assessment. Upload the
PDF document to myUnisa. You may submit typed or handwritten answers. NO POSTED OR
EMAILED ASSIGNMENTS will be accepted.

COVER PAGE OF ASSIGNMENT

• SIGNED DECLARATION at the beginning of your assignment (APPENDIX A)
• Your name and student number
• The assignment number (02)
• Module code: TMS3709
• Subject name: Teaching Life Orientation
• Unique assignment number

QUESTION 1
1.1 Read about the social constructivism theory and answer the following questions:
(Google social constructivism theory. Read Tutorial Letter 501.)

a) What do you understand by the concept of social constructivism theory? (2)

b) What are the similarities between the social constructivism theory and
the learner-centred approach? (2)

c) Do you think learners will benefit from applying this theory in teaching Life
Orientation in class? Support your answer. (2)

d) Do you agree with the belief that learners should be just passengers and master
all that you as a teacher should narrate in class? (2)

e) Mention two roles of a Life Orientation teacher in teaching and learning. (2)

f) Indicate two roles of learners in a Life Orientation class. (2)

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1.2 Mention five specific aims of Life Orientation. (10)

1.3 Mention and explain four types of assessment in Life Orientation. (8)

1.4 What is the role of learners in a Life Orientation class according to the constructivist

learning theory (Olivier 1999)? (7)

[37]

QUESTION 2
Development of the self in society (Refer to the Grade 7 Life Orientation Teacher Guide and
Learner Book.)

a) Briefly explain what the concept “self-image” entails. (4)

b) Develop an activity for learners in Grade 7 that will address awareness of changes

in boys’ and girls’ bodies during puberty.

Your activity should include:

• Topic (1)
• Group, paired or individual activity (1)
• Purpose (1)
• Form of assessment (1)
• Instructions from the teacher (3)
• Indication of the final product of the activity (1)
• Assessment tool to be used (1)
• Indication of how feedback is going to be given to learners (1)

c) Draw a mind map and illustrate five factors with boys and five factors with girls that

contribute to peer pressure. (10)

d) You have given learners a project to research on the importance of personal diet and
nutrition. Indicate five items that you will include in your assessment checklist tool. (10)

[34]

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QUESTION 3
3.1 Health, social and environmental responsibility

a) Under the topic “Social factors that contribute to substance abuse”, indicate how you
will present the following elements of the lesson plan:

i) Indicate the lesson introduction. (2)

ii) In your planned learners’ activity, indicate what the learners will do, what your role

is, what an end product of the activity will be, which instrument will be used to assess

the activity, and how you will give learners feedback. (10)

iii) Besides a chalkboard and a textbook, which other two relevant resources for this

topic will you use when presenting your lesson? Give reasons for each. (8)

iv) If you were to present this lesson in a class with few learners with challenges of

hearing and short-sightedness, what measures will you put in place to address

this challenge? (4)

3.2 Constitutional rights and responsibilities

a) Indicate three crucial aspects of teaching learners about upholding women’s

and children’s rights in South Africa and other parts of the world. (3)

b) In your view, what will be the role of traditional leaders, religions and sports

ethics in promoting the rule of law and human dignity? (2)

[29]

[100]

Assignment 02 (Compulsory)
Save all your answers to these questions in one PDF document for assessment. Upload the PDF
document to myUnisa. You may submit typed or handwritten answers. NO POSTED OR EMAILED
ASSIGNMENTS will be accepted.

COVER PAGE OF ASSIGNMENT

• SIGNED DECLARATION at the beginning of your assignment (APPENDIX A)
• Your name and student number
• The assignment number (02)
• Module code: TMS3709
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• Subject name: Teaching Economics in Further Education and Training

• Unique assignment number

QUESTION 1

1.1 According to the Department of Basic Education (2011b:3), how can teachers respond
to diversity through the curriculum? (8x2=16)
1.2 Which principles foreground the NCS implementation? (4x1=4)
1.3 The Curriculum and Assessment Policy Statement (CAPS) is divided into four sections.
Use the CAPS document for Life Orientation Senior Phase and briefly describe what each
section presents. (4x2=8)
1.4 How does the Department of Basic Education define Life Orientation? (1x2=2)
[30]

QUESTION 2

2.1 Identify and briefly describe FOUR types of classroom assessments as prescribed by the
CAPS policy. (4x2)

2.2 Develop a formal assessment activity (research project) for learners in Grade 8 that will
address “common diseases and their causes”.

The activity should include:

i) Topic for the activity (1x1=1)

ii) Purpose for the activity (2x2=4)
iii) The knowledge, skills and values that learners will gain during the completion
of the research project (3x2=6)
iv) A form of assessment that the learners will be engaged in (2x1=2)
v) The final product of the activity (2x1=2)
vi) An assessment grid (assessment tool) that will be used to mark learners’ work
(The grid should have five criteria and the total marks for the activity.) (5x2=10)

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vii) How the assessment feedback is going to be given to learners (2x1=2)

viii) How the different learning styles will be catered for in the activity (3x3=9)
[44]

QUESTION 3

3.1 The programme of assessment for Life Orientation describes the different nature of formal tasks.
What is the importance of the various forms of assessment listed below?

3.1.1 Project (5x1=5)

3.1.2 Assignment (5x1=5)
3.1.3 Case study (5x1=5)
3.1.4 Examination (5x1=5)

3.2 Name and briefly explain the three types of alternate assessments as they apply in schools.
(3x2=6)
[26]
[100]

9.6 Other assessment methods

There are no other assessment methods

9.7 The examination

Examination information and details on the format of the examination will be made available to
you online via the myUnisa site. Look out for information that will be shared with you by your
lecturer and for communication from the University

10 ACADEMIC DISHONESTY

10.1 Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft that involves several unethical academic activities, such as the
following:

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• Cutting and pasting from any source without acknowledging the source.
• Not including or using incorrect references.
• Paraphrasing without acknowledging the original source of information.

10.2 Cheating

Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying from another student

during an assessment or allowing a student to copy from you.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files.
• Buying completed answers from “tutors” or internet sites (contract cheating).

10.3 More information about plagiarism can be downloaded on the link below

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENT WITH DISABILITY

The Advocacy and Resource Centre for Students with Disability ARCSWiD) provides an
opportunity for staff to interact with new and returning students with disabilities.

• If you are a student with a disability and would like additional support or need additional
time for assessments, you are invited to contact Dr SB Mahlambi,
emahlasb@unisa.ac.za (NS Radipere 6-43) so that you can be assisted

12 FREQUENTLY ASKED QUESTIONS

The brochure Study @ Unisa contains an A–Z guide to the most relevant information. The frequently
asked questions in this module (TMS3721) are:

13 SOURCES CONSULTED

Dreyer, JM. 2014. The educator as assessor. 2nd edition. Pretoria: Van Schaik.

South Africa. Department of Basic Education. 2011a. National Policy Pertaining to the Programme and
Promotion Requirements of the National Curriculum Statement Grades R–12. Available at:
http://www.education.gov.za

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South Africa. Department of Basic Education. 2011b. National Protocol for Assessment of Grades R–12.
Available at: http://www.education.gov.za

South Africa. Department of Basic Education. 2011c. National Curriculum Statement: Curriculum and
Assessment Policy Statement Further Education and Training Grades R–12. Tourism. Available
at: http://www.education.gov.za
The University of South Africa. 2022. Teaching Life Orientation: only study guide for
LADLORD. Pretoria: University of South Africa.

14 IN CLOSING

We sincerely hope that you will enjoy this module and wish you success with your studies. You
are welcome to contact your lecturer for assistance with academic-related queries.

15 ADDENDUM

The following addendums are included in this Tutorial Letter.

➢ A: Declaration Form [should be submitted with each assignment as one document]

➢ B: Glossary

➢ C: Teaching Life Orientation Questionnaire

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Declaration form
UNIVERSITY OF SOUTH AFRICA
COLLEGE OF EDUCATION
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL
STUDIES

Should be completed and submitted by ALL STUDENTS

The Department of Curriculum and Instructional Studies places specific emphasis on integrity and ethical
behaviour concerning the preparation of all written work to be submitted for academic evaluation.

Although academic personnel will provide you with information regarding reference techniques and ways to
avoid plagiarism, you also have a responsibility to fulfil this regard. Should you feel unsure about the
requirements, you must consult the lecturer concerned before you submit any written work.

You are guilty of plagiarism when you extract information from a book, article or web page without
acknowledging the source and pretend that it is your work. In truth, you are stealing someone else’s property.
This does not only apply to cases where you quote verbatim but also when you present someone else’s work in
a somewhat amended format (paraphrase) or even when you use someone else’s deliberation without the
necessary acknowledgement. You are not allowed to use another student’s previous work. Furthermore, you are
not allowed to let anyone copy or use your work to present it as his or her own.

Students who are guilty of plagiarism will forfeit all credit for the work concerned. Besides, the matter can also be
referred to the Disciplinary Committee for a ruling to be made. Plagiarism is considered a severe violation of the
University’s regulations and may lead to suspension from the University.

For the period that you are a student at the Department of Curriculum and Instructional Studies, the under-
mentioned declaration must accompany all written work to be submitted. No written work will be accepted
unless the declaration has been completed and attached.

Full names and surname ____________________________________________

Student number

Subject/module code

Declaration

1. I understand what plagiarism entails and am aware of the University’s policy in this regard.
2. I declare that this (e.g., essay, report, project, assignment, dissertation, thesis etc.) is my
own, original work. Where someone else’s work was used (whether from a printed source, the internet or
any other source), the due acknowledgement was given, and reference was made according to
departmental requirements.
3. I did not use another student’s previous work and submitted it as my own.
4. I did not allow and will not allow anyone to copy my work to present it as his or her work.

Signature: _______________

Date: ________________

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ADDENDUM B:

GLOSSARY

Curriculum and Instructional Studies

University of South Africa

LANGUAGES TERM DEFINITION

English Learning styles Different bits of intelligence in learners, which allows them to get equal opportunities in
learning to achieve

Northern Sotho Mehuta ya go ithuta Mahlale a go fapana mo barutwaneng, ao a ba dumelelago go hwetša dibaka tša go lekana
ka go ithuta go
acquired knowledge
IsiZulu Izindlela zokufunda Ubuhlakani obuhlukene kubafundi, okubavumela ukuthi bathole amathuba alinganayo
ekufundeni ukufeza
fihlelela tsebo ye ba ithutilego
Tshivenda Nḓila dza kugudele Vhuṱali ho fhambanaho kha vhagudiswa, hune ha vha tendela zwikhala zwine zwa lingana
kha u guda u swikelela nḓivho yo waniwaho
ulwazi abalutholile
English Planning A logical arrangement of things step by step according to the goal to be achieved

Northern Sotho Peakanyo Peakanyo ya go kwagala ya dilo kgato ka kgato go ya ka nepo ye e swanetšwego go
fihlelelwa
IsiZulu Ukuhlela Ukuhleleka okunengqondo kwezinto isitebhu nesitebhu ngokwenhloso okumele izuzwe
Tshivenda Nzudzanyo Nzudzanyo dza thevhekano ya zwithu ḽiga nga ḽiga u ya nga tshipikwa tshine tsha fanela u
swikelelwa

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English Lesson A fixed period when people are taught about a particular subject or taught how to do
something
Northern Sotho Thutwana Pakana ye e beilwego ya go se fetogefetoge ya nako ge batho ba rutwa ka thutwana ye e
itšego goba ba

IsiZulu Isifundo Isikhathi esinqunyiwe lapho abantu befundiswa ngesihloko esithile noma befundiswa ukuthi
bangenza
rutwa go dira se sengwe
Tshivenda Ngudo Tshifhinga tsho tiwaho musi vhathu vha tshi funzwa nga ha thero yo tiwaho kana vha tshi
funzwa uri vha
kanjani okuthile
English Lesson Objectives Brief statements that describe what learners will be expected to learn by the end of the
period
itisa hani zwithu
Northern Sotho Dinepo tša thutwana Ditatamente tše kopana tšeo di hlalošago seo barutwana ba tla se letelago go ithuta
IsiZulu Izinhloso Zesifundo mafelelong
Izitatimendeaezimfushane
pakana ezichaza lokho abafundi okulindeleke ukuthi bakufunde
Tshivenda Zwipikwa zwa Ngudo ekupheleni kwesikhathi
Zwitatamennde zwi pfufhi zwine zwa ṱalusa zwine vhagudiswa vha lavhelelwa u zwi guda
magumoni a

English Baseline Assessment The activity of assessment demonstrates the learner’s prior knowledge.

tshifhinga
Northern Sotho Kelo ya go thoma Mošongwana wa kelo woo o fago bohlatse bja tsebo ya pele ya morutwana.
IsiZulu Ukuhlola okuyisisekelo Umsebenzi wokuhlola onikeza ubufakazi bolwazi lwangaphambili lomfundi.
Tshivenda Ndingo ya Mutheo Mushumo wa
English Formative Assessment The assessment that determines progress made in learning

Northern Sotho Kelo ya go nepiša dinepo Kelo ya go laola tšwelopele yeo e dirilwego mo go ithuteng
tša ndingo une wa ṋea vhuṱanzi ha nḓivho thangeli ya mugudiswa
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IsiZulu Ukuhlola okwakhayo Ukuhlola okunquma inqubekela phambili eyenziwe ekufundeni

Tshivenda Ndingo ya Fomathivi Ndingo ine ya ta mvelaphanḓa yo no itwaho kha u guda
English Diagnostic Assessment An assessment that determines the strengths and weaknesses in learning

Northern Sotho Kelo ya phekolo Kelo yeo e laolago maatla le bofokodi mo go ithuteng
IsiZulu Ukuhlozwa kokuhlola Ukuhlola okunquma amandla nobuthakathaka ekufundeni
Tshivenda Ndingo ya Ṱhaṱhuvho Ndingo ine ya ta maanḓa na u shaya nungo kha u guda
English Teaching The process of imparting unknown knowledge and understanding to learners

Northern Sotho Go ruta Tshepetšo ya go ruta tsebo ye e sa tsebjego le kwešišo mo barutwaneng

IsiZulu Ukufundisa Inqubo yokudlulisa ulwazi nokuqonda okungaziwa kubafundi
Tshivenda U funza Kuitele kwa u fhirisa nḓivho ine ya sa ḓivhee na u pfesesa kha vhagudiswa.
English Learning How the imparted knowledge and understanding is grasped and captured in learners

Northern Sotho Go ithuta Tsela yeo tsebo ye e sa tsebjego le kwešišo e latelwago le go swarwa barutwaneng
IsiZulu Ukufunda Indlela ulwazi nokuqonda okunikezwayo okubanjwa ngayo futhi kudluliswe ngayo kubafundi
Tshivenda U guda Nḓila ine nḓivho yo fhiriselwaho fa pfeseswa na u bveledzwa nga vhagudiswa
English Teaching approach A set of principles, beliefs, or ideas about the nature of learning, which is translated into the
classroom
Northern Sotho Mokgwa wa go ithuta Sehlopha sa melao, ditumelo, goba dikgopolo ka ga mohuta wa go ithuta, woo o fetolelwago
IsiZulu Indlela yokufundisa ka phapošing
Iqoqo lezimiso, izinkolelo, noma imibono ngohlobo lokufunda, oluhunyushelwa ekilasini
Tshivenda Kufunzele Milayo yo tendelaniwaho khayo, mihumbulo nga ha kugudele, kune kwa fhiriselwa kiḽasini
English Barriers in learning The limitations that prevent one to acquire knowledge and understanding

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Northern Sotho Mapheko mo go ithuteng Dikiletšo tšeo di thibelago motho go hwetša tsebo le kwešišo
IsiZulu Izithiyo ekufundeni Imikhawulo evimbela umuntu ukuthola ulwazi nokuqonda
Tshivenda Zwithivheli zwa u guda Phimo dzine dza thivhela muthu u swikelela nḓivho na u pfesesa.
English Performance The level at which the learner is after having been assessed

Northern Sotho Phihlelelo Legato leo morutwana a bego go lona ka morago ga go elwa
IsiZulu Ukusebenza Izinga umfundi akulo ngemuva kokuhlolwa
Tshivenda Kushumele Ḽeveḽe ine mugudiswa a i lavhelela musi o no itwa ndingo
English Feedback Report that one gets after having been assessed or evaluated

Northern Sotho Karabo Pego yeo motho a e hwetšago ka morago ga go elwa goba go lekolwa
IsiZulu Ibuyisambiko Ukubika lokho umuntu akutholayo ngemuva kokuhlolwa
Tshivenda U vhiga murahu Muvhigo une muthu a u wana musi o no itwa ndingo kana u lingwa
English Presentation Skills Teacher’s ability to successfully engage in the classroom when delivering a lesson

Northern Sotho Mabokgoni a go aba Bokgoni bja morutiši go boledišana ka katlego ka phapošing ge a aba thutwana
IsiZulu Amakhono Okwethula Ikhono likathisha lokuzibandakanya ngempumelelo ekilasini lapho ethula isifundo
Tshivenda Tshikumedzwa Vhukoni ha mudededzi ha u ḓidzhenisa tshoṱhe kiḽasini musi a tshi khou ṋetshedza ngudo
English Ubuntu philosophy Every person depends on others to achieve more.

Northern Sotho Filosofi ya Ubuntu Motho mang le mang o ithekgile ka ba bangwe go fihlelela tše dintši
IsiZulu Ifilosofi yobuntu Wonke umuntu uncike kwabanye ukufeza okuningi.
Tshivenda Fiḽosofi ya vhuthu Muthu muṅwe na muṅwe u ḓi tika nga muṅwe uri a swikelele zwinzhi.

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English Development The process of building knowledge and understanding in learning

Northern Sotho Tšweletšopele Tshepetšo ya go aga tsebo le kwešišo mo go ithuteng

IsiZulu Intuthuko Inqubo yokwakha ulwazi nokuqonda ekufundeni
Tshivenda Mveledzo Kuitele kwa u fhaṱa nḓivho na u pfesesa kha u guda
English Decolonisation The action of freeing the country from being under the control of another powerful country

Northern Sotho Go tloša bokoloni Kgato ya go lokolla naga go ba ka fase ga taolo ya naga ye nngwe ye maatla
IsiZulu Ukuqeda umbuso Isenzo sokukhulula izwe ekubeni ngaphansi kokuphathwa kwelinye izwe elinamandla
Tshivenda U fhelisa Vhukoloni Nyito ya u vhofholola shango u vha nga fhasi ha ḽiṅwe shango ḽa maanḓa
English Constructive feedback Well-developed and purposive guidance to the student

Northern Sotho Karabo ye botse Tlhahli ye e dirilwego gabotse ye e nepišago go moithuti

IsiZulu Ibuyisambiko eyakhayo Ukuqondiswa okuthuthukiswe kahle futhi okunenhloso kumfundi
Tshivenda
English Africanisation The affirmation of African culture and identities in the world of community

Northern Sotho Go dira Seafrika Kgonthišo ya setšo le dimelo tša Maafrika mo lefaseng la setšhaba
IsiZulu Ukuzigqaja ngobu-Afrika Ukuqinisekiswa kwesiko nobunikazi base-Afrika emhlabeni womphakathi
Tshivenda U vhiga murahu hune ha Nyendedzi dzo dzudzanywaho zwavhuḓi na u livhiswa kha matshudeni
English fhaṱa
Learner Cognitive An exploration of learners’ thinking process and reasoning level

Northern Sotho Go nagana ga morutwana Tekolo ya go nagana ga morutwana le legato la go fahlela

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IsiZulu Ukuqonda komfundi Ukuhlolwa kwenqubo yokucabanga kwabafundi nezinga lokucabanga
Tshivenda Nḓivho ya mugudiswa U wanulusa kuhumbulele kwa mugudiswa na ḽeveḽe ya kuhumbulele
English Paradigm The perspective in which something is being interpreted or looked at
Northern Sotho Kgopolo Kgopolo yeo selo se hlathollwago goba se bonwago
IsiZulu Uhlelo lwezimo zonke Umbono noma indlela lapho okuthile kuhunyushwa noma kubhekwa khona
zezizwe/ Pharadimu

Tshivenda Pharadaimi Kuvhonele kune tshithu tsha ṱalutshedzwa kana u sedzea ngatsho
English Curriculum The content that is taught for learners to gain knowledge

Northern Sotho Lenaneothuto Diteng tšeo di rutwago gore barutwana ba hwetše tsebo
IsiZulu Uhlelo lwezifundo/ Okuqukethwe okufundiswa abafundi ukuze bathole ulwazi

Tshivenda Kharikhuḽamu Zwi re ngomu zwine zwa funzwa vhagudiswa u wana nḓivho
Ikharikhulamu
English Indigenous knowledge Some perspectives and knowledge that were accumulated naturally by experiences,
observations, trial and

Northern Sotho Tsebo ya setala/setšo Dikgopolo tše dingwe le tsebo tšeo di hweditšwego ka tlhago ka maitemogelo, ditemogo, go
leka le go šaetša
error, and experimentation
IsiZulu Ulwazi lwendabuko Eminye imibono nolwazi obekunqwabelene ngokwemvelo ngokuhlangenwe nakho,
ukubonwa, ukulingwa
le boitekelo
Tshivenda Nḓivho ya Vhongwaniwapo Dziṅwe mbonalo na nḓivho zwo waniwaho kha mupo nga tshenzhelo, u sedza, u lingedza u
swikela u tshi
nephutha kanye nokuhlolwa
English Traditional The usual way of doing things in teaching and learning

kona na u edzisa
Northern Sotho Wa setšo Mokgwa wa tlwaelo wa go dira dilo ka go ruta le go ithuta

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IsiZulu Okwesiko mpilo Indlela ejwayelekile yokwenza izinto ekufundiseni nasekufundeni

Tshivenda Sialala Nḓila yo ḓoweleaho ya u ita zwithu kha u funza na u guda
English Lesson plan The guideline that the teacher uses to deliver knowledge and understanding to learners

Northern Sotho Peakanyo ya thutwana Tlhahli yeo morutiši a e šomišago gore a kgone go aba tsebo le kwešišo go barutwana
IsiZulu Uhlelo lwesifundo Umhlahlandlela osetshenziswa nguthisha ukuletha ulwazi nokuqonda kubafundi
Tshivenda Pulane ya ngudo Nyendedzi dzine vhadededzi vha dzi shumisa u itela u ḓisa nḓivho na u pfesesa kha
English Formal assessment vhagudiswa
Systematic way of evaluating the learners’ progress in learning
Northern Sotho Kelo ya semmušo Tsela ye e beakantšwego ya go lekola tšwelopele ya barutwana mo go ithuteng
IsiZulu Ukuhlola okuhlelekile Indlela ehlelekile yokuhlola inqubekela phambili yokufunda kwabafundi
Tshivenda U linga ha fomaḽa Nḓila ya sisiṱemetheki ya u linga mvelaphanḓa ya vhagudiswa kha u guda
English Recording A process in which the teacher documents the evidence of learners’ performance in a
Northern Sotho Go rekota specific
Tshepetšotask
yeo morutiši a rekotago bohlatse bja phihlelelo ya barutwana ka mošomo wo o
IsiZulu Ukuqopha/Ukurekhoda itšego
Inqubo lapho uthisha ebhala khona ubufakazi bokusebenza kwabafundi emsebenzini othile
Tshivenda U rekhoda Kuitele kune mudededzi a ṅwala vhuṱanzi ha Kushumele kwa vhagudiswa kha mishumo wo
English Taxonomy tiwaho
A tool that is used to standardise an activity according to different cognitive levels

Northern Sotho Theksonomi Sedirišwa seo se šomišwago go lekanetša mošongwana go ya ka magato a go fapana a go
IsiZulu Ithakzonomi nagana
Ithuluzi elisetshenziselwa ukulinganisa umsebenzi ngokuya ngamazinga ahlukene
Tshivenda Thezonomi wokuqonda
Tshishumiswa tshine tsha shumiselwa u linganyisa mishumo u ya nga ḽeveḽe dzo
English Moderation fhambanaho dza
The process of nḓivho the quality and standard in an assessment task
ensuring

Northern Sotho Tekanetšo Tshepetšo ya go kgonthiša boleng le boemo mo mošomong wa kelo

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IsiZulu Ukulinganisela/ Inqubo yokuqinisekisa ikhwalithi nezinga lomsebenzi wokuhlola

Tshivenda Vhuleludzi Kuitele kwa u khwaṱhisedza ndeme na tshilinganyo kha mishumo wa u linga
Ukumoderayitha
English Knowledge Information acquired that determines to understand

Northern Sotho Tsebo Tsebo yeo e hweditšwego yeo e laolago kwešišo

siZulu Ulwazi Ulwazi noma imininingwane etholakele okuyiyona enquma ukuqonda
Tshivenda Nḓivho Mafhungo o waniwaho ane a ta kupfesesele
English Informal assessment Daily monitoring of learners’ progress in learning

Northern Sotho Kelo yeo e sego ya Tekolo ya letšatši le lengwe le lengwe ya tšwelopele ya barutwana mo go ithuteng
IsiZulu semmušo

Tshivenda U linga hu si ha fomaḽa U ṱola mvelaphanḓa ya vhagudiswa ḓuvha ḽiṅwe na ḽiṅwe kha u guda
English Reporting The process of communicating the learners’ performance to different stakeholders

Northern Sotho Go bega Tshepetšo ya go boledišana ka phihlelelo ya barutwana go bakgathatema ba go fapana

IsiZulu Ukubika Inqubo yokudlulisa ukusebenza kwabafundi kubabambiqhaza abahlukene
Tshivenda U vhiga Kuitele kwa u davhidzana Kushumele kwa vhagudiswa kha vhadzhiamukovhe vho
English Monitoring fhambanaho
Observe with the purpose of checking progress and the correctness of the process followed

Northern Sotho Tekolo Lemoga ka nepo ya go lekola tšwelopele le nepagalo ya tshepetšo ye e latetšwego
IsiZulu Ukuqapha Bheka ngenhloso yokuqapha inqubekela phambili kanye nenqubo elandelwayo elungileyo
Tshivenda U ṱola U sedza hu na nḓivho ya u sedza mvelaphanḓa na vhukoni ha kuitele ku tevhelaho
English Understanding The ability to comprehend information to increase knowledge
Northern Sotho Kwešišo Bokgoni bja go kwešiša tshedimošo gore o oketše tsebo

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IsiZulu Ukuqonda Amandla wokuqonda imininingwane ukuze wandise ulwazi

Tshivenda
English Skills Specific knowledge gained to perform certain work

Northern Sotho Mabokgoni Tsebo ye e itšego yeo e hweditšwego go dira mošomo wo o itšego
IsiZulu Amakhono Ulwazi oluthile olutholile ukwenza umsebenzi othile
Tshivenda Zwikili Ndivho yo tiwaho yo waniwaho u shuma muṅwe mushumo
English Values Worthiness in attaining knowledge and understanding

Northern Sotho Mehola Mohola wa go hwetša tsebo le kwešišo

IsiZulu Ubugugu Ukufaneleka ekutholeni ulwazi nokuqonda
Tshivenda Ndeme U fanela kha u wana nḓivho na u pfesesa
English Attitude Behavioural change caused by understanding and knowledge gained

Northern Sotho Boitshwaro Go fetoga ga maitshwaro moo go hlotšweng ke kwešišo le tsebo ye o e hweditšego
IsiZulu Indlela yokubuka izinto/ Ukushintsha kokuziphatha okubangelwa ukuqonda nolwazi olutholakele
Isimo

Tshivenda Maime U shandukisa vhuḓifari zwo vhangwa nga u pfesesa na nḓivho yo waniwaho
English Policy
sengqondo The document that is authorised to guide the processes and procedures in the education
system
Northern Sotho Pholisi Tokumente yeo e dumeletšwego go hlahla ditšhepetšo le ditshepedišo ka lenaneong la thuto
IsiZulu Inqubomgomo Umqulu noma idokhumenti egunyazwe ukuqondisa izinqubo nendlela yokwenza ohlelweni
Tshivenda Mbekanyamaitele lwezemfundo
Ḽiṅwalo ḽo themendelwaho u endedza maitele na matshimbidzele kha sisiṱeme ya pfunzo

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English Inclusivity The practice or policy of providing equal access to opportunities and resources for people
who might otherwise

Northern Sotho Kakaretšo Tirišo goba pholisi ya go fa phihlelelo ya go lekana go dibaka le methopo go batho bao ba ka
se akaretšwego
be excluded or marginalised
IsiZulu Ukubandakanywa/ Umkhuba noma inqubomgomo yokunikeza ukufinyelela okulinganayo emathubeni
Ukufakwa nasezinsizakalweni
goba ba hlokomologilwego
Tshivenda U katela Kuitele kana mbekanyamaitele ya u ṋetshedza u swikelela u lingana kha zwikhala na
zwishumiswa kha
phakathi zabantu abangahle bakhishwe inyumbazane noma ababenganakiwe ngaphambilini
English Practical Hands-on activity

vhathu vhane vha nga vha vho siwa nnḓa kana u sa katelwa
Northern Sotho Tirišo Mošongwana wo o dirwago ka nako yeo
IsiZulu Okusebenzayo Umsebenzi wezandla noma wokwenza into ngezandla
Tshivenda Nyito U dzhenelela kha mushumo
English Criteria The aspects in the content that need to be assessed and are identified during the planning of
the assessment
Northern Sotho Mekgwa Dikarolo ka go diteng tšeo di hlokwago go elwa gomme tša utollwa nakong ya peakanyo ya
IsiZulu Imibandela/Isimo kelo
Izici kokuqukethwe okudingeka zihlolwe futhi zikhonjwe ngenkathi kuhlelwa ukuhlolwa
Tshivenda sokunquma

English Guideline Steps that are followed in planning of or for something

Northern Sotho Tlhahli Dikgato tšeo di latelwago ka go peakanyo ya goba se sengwe

IsiZulu Umhlahlandlela Izinyathelo ezilandelwayo ekuhleleni noma entweni ethile
Tshivenda Tshilinganyo Zwiteṅwa zwine zwa tea u lingiwa zwi topolwa musi hu tshi pulaniwa ndingo

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English Profile The evidence of learners’ activities that outlines the performance even from previous grades

Northern Sotho Profaele Bohlatse bja mešongwana ya barutwana bjoo bo akaretša phihlelelo le go dikreiti tša go feta
IsiZulu Iphrofayela Ubufakazi bemisebenzi yabafundi eveza ukusebenza ngisho nasemabangeni adlule
Tshivenda Phurofaiḽi Vhuṱanzi ha mishumo ya vhagudiswa ine ya bvisela khagala kushumele na u bva kha gireidi
English File dza murahu
A folder that is used to document learners’ and teachers’ evidence of work

Northern Sotho Faele Foltara yeo e šomišwago go boloka bohlatse bja barutwana le barutiši
IsiZulu Ifayela Ifolda esetshenziselwa ukubhala ubufakazi bomsebenzi babafundi nobothisha
Tshivenda Faila Folida ine ya shumiselwa u faila vhuṱanzi ha mushumo wa vhagudiswa na vhadededzi
English Quality The standard of an assessment activity against the prescribed principles

Northern Sotho Boleng Maemo a mošongwana wa kelo kgahlanong le dinyakwa tšeo di boletšwego
IsiZulu Ikhwalithi Izinga lomsebenzi wokuhlola elihambisana nemigomo ebekiwe
Tshivenda
English Recognition Acknowledging the knowledge gained in a person except by formal assessment

Northern Sotho Temogo Go amogela tsebo yeo e hweditšwego mo mathomong ntle le kelo ya semmušo
IsiZulu Ukwazisa Ukwamukela ulwazi olutholwe kumuntu ngaphandle kokuhlolwa okusemthethweni
Tshivenda U dzhielwa nṱha U dzhiela nṱha nḓivho yo waniwaho nga muthu nga nnḓa ha u linga ha fomaḽa
English Standardised The quality level of an assessment that is acceptable

Northern Sotho Lekaneditšwe Legato la boleng la kelo yeo e amogelegago

IsiZulu Okumiselwe Izinga lekhwalithi lokuhlola elamukelekayo

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Tshivenda U shumisa tshilinganyo Ḽeveḽe ya ndeme ya u linga hune ha ṱanganedzwa
English Diversity Mixed and different capabilities in learners’ levels of understanding

Northern Sotho Phapano Mabokgoni ao a kopanego le go fapana mo magatong a kwešišo a barutwana

IsiZulu Ukuhlukahluka Amandla ahlanganisiwe nahlukahlukene emazingeni okuqonda kwabafundi
Tshivenda U ṱanganelana Vhukoni ho ṱanganelaho ho fhambanaho kha ḽeveḽe ya kupfesesele kwa vhagudiswa
English Implementation Effecting the changes in the process that existed

Northern Sotho Phethagatšo Go dira diphethogo mo tshepetšong ye e lego gona

IsiZulu Ukwenza okuthile Ukwenza ushintsho kunqubo ebikhona
Tshivenda U shumiswa U ḓisa tshanduko kha kuitele kune kwa vha hone
English Intervention The support that is given when necessary for improving the current situation

Northern Sotho Tsenogare Thekgo ye e filwego ge go hlokega ka nepo ya go kaonafatša maemo a gonabjale
IsiZulu Ukungenelela Ukwesekwa okunikezwa lapho kunesidingo ngenhloso yokwenza ngcono isimo esikhona
Tshivenda U dzhenelela manje
Thikhedzo ine ya ṋetshedzwa zwo tea hu tshi itelwa u khwinisa nyimele ya zwino
English Schedule The tool that is used to record the learners’ marks for all the subjects that they do to prepare
the report cards
Northern Sotho Šetulo Sedirišwa seo se šomišwago go rekota meputso ya barutwana ya dithutwana ka moka yeo
ba e dirago go beakanya dikarata tša direphotho

IsiZulu Isheduli Ithuluzi elisetshenziselwa ukuqopha amamaki abafundi kuzo zonke izifundo abazenzayo
ukuze

Tshivenda Shedulu Tshishumiswa tshine tsha shumiswa u rekhoda maraga dza vhagudiswa kha thero dzoṱhe
dzine vha dzi ita u
kulungiselelwe amakhadi okubika noma amariphothi
English Document A piece of work put together to serve as important information
Mbekenya mashumele
34 itela u lugisela garaṱa dza muvhigo
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Northern Sotho Tokumente Karolwana ya mošomo ye e beilwego mmogo go šoma bjalo ka tshedimošo ye bohlokwa
IsiZulu Umqulu / Idokhumenti Ucezu lomsebenzi oluhlanganisiwe ukuze lusebenze njengolwazi olubalulekile
Tshivenda Ḽiṅwalo Tshipiḓa tsha mushumo tsho dzudzanywaho fhethu nthihi sa mafhungo a ndeme
English Method A way that is preferred in doing things

Northern Sotho Mokgwa Mokgwa woo o ratwago ge go dirwa dilo

IsiZulu Indlela yokwenza Indlela ekhethiwe ekwenzeni izinto
Tshivenda Ngona Nḓila ine ya takalelwa ya u ita zwithu
English Senior The middle stage in the learning process at the end of primary school to the beginning of the
secondary school
]Northern Sotho Kgolwane Legato la gare mo tshepetšong ya go ithuta mo mafelelong a sekolo sa praemari go ya
mathomong a

IsiZulu Isigaba Esiphakeme/ Isigaba esiphakathi nendawo kunqubo yokufunda ekugcineni kwesikole samabanga aphansi
Esiphezulu kuya ekuqaleni kwesikole samabanga aphakeme
sekontari
Tshivenda Vhuhulwane Ḽiga ḽa vhukati kha kuitele kwa u guda magumoni a tshikolo tsha phuraimari u ya mathomoni
a tshikolo tsha

English Foundation The starting point of learning grades at the primary school

Northern Sotho Motheo sekondari

Mathomong a dikreiti tša go ithuta mo sekolong sa praemari
IsiZulu Isigaba Esiyisisekelo Indawo yokuqala yamabanga okufunda esikoleni samabanga aphansi
Tshivenda Mutheo Mathomo a gireidi dza u guda tshikoloni tsha phuraimari
English Further Education and The last stage of learning grades at the secondary school

Training (FET)
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Northern Sotho Thuto ye e Tšwelago pele Legato la mafelelo la dikreiti tša go ithuta mo sekolong sa sekontari
le

IsiZulu Imfundo Eqhubekayo Isigaba sokugcina samabanga okufunda esikoleni samabanga aphakeme

Tshivenda Tlhahlo (FET)

Vhugudisi na Pfunzo dza Ḽiga ḽa u fhedzisela ḽa gireidi dza u guda tshikoloni tsha sekondari
Nṱha
Nokuqeqesha (IEN)
English Phase Stage or level in the learning sector

Northern Sotho Karolo Kgato goba legato mo lekaleng la go ithuta

IsiZulu Isigaba Isiteji noma izinga emkhakheni wokufunda
Tshivenda Vhuimo Ḽiga kana ḽeveḽe kha sekhithara ya u guda
English Management The control of processes and guidance in the school environment

Northern Sotho Taolo Taolo ya ditshepetšo le ditlhahli ka tikologong ya sekolo

IsiZulu Ukuphathwa Ukulawulwa kwezinqubo nokuholwa endaweni yezikole
Tshivenda Ndangulo Ndangulo ya maitele na nyendedzi vhuponi ha tshikolo
English Professional Practice that is expected from a qualified person

Northern Sotho Setsebi Tirišo ye e letetšwego go tšwa go motho yo a nago le bokgoni

IsiZulu Uchwepheshe Ukwenza noma umkhuba okulindelwe kumuntu okuqeqeshelwe lokho ngokwemfundo
Tshivenda Phurofeshinaḽa Maitele ane a lavhelelwa kha muthu o gudelaho
English Ethics The behaviour in terms of respect in a qualified person

Northern Sotho Maitshwaro Maitshwaro go ya ka tlhompho go motho yo a nago le bokgoni

IsiZulu Ukuziphatha Ukuziphatha ngenhlonipho kumuntu okuqeqeshelwe lokho ngokwemfundo

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Tshivenda Vhuḓilisi Mikhwa u ya nga muthu o gudelaho

English Technique The strategy used to identify the necessary information

Northern Sotho Thekniki Mokgwa wo o šomišwago go utolla tshedimošo ye e hlokegago

IsiZulu Amasu Isu elisetshenzisiwe ukukhomba ulwazi noma imininingwane edingekayo
Tshivenda Tshishumiswa tsha Ngindo Tshishumiswa tshine tsha shumiselwa u ela ḽeveḽe ya kupfesesele kwa vhagudiswa kha
ndingo yo

English Assessment Tool An instrument that is used to measure the level of learners’ understanding of the assessment
given
Northern Sotho Sedirišwa sa Kelo ṋetshedzwaho
Sedirišwa seo se šomišwago go lekanetša legato la kwešišo ya barutwana ya kelo yeo e
IsiZulu Ithuluzi Lokuhlola filwego
Ithuluzi elisetshenziselwa ukukala izinga lokuqonda kwabafundi ekuhlolweni okunikeziwe
Tshivenda Tshishumiswa tsha Ngindo Tshishumiswa tshine tsha shumiselwa u ela ḽeveḽe ya kupfesesele kwa vhagudiswa kha
ndingo yo

English Product The final work produced by the learner after completing an activity

ṋetshedzwaho
Northern Sotho Setšweletšwa Mošomo wa mafelelo wo o tšweleditšwego ke morutwana ka morago ga go phetha
IsiZulu Umkhiqizo mošongwana
Umsebenzi wokugcina okhiqizwe ngumfundi ngemuva kokuqedela umsebenzi
Tshivenda Tshibveledzwa Mushumo wa u fhedzisela wo bveledzwaho nga mugudiswa nga murahu ha u ṱhaphudza
English Reflection mushumo
A way of looking back after doing an activity to strengthen and rectify

Northern Sotho Tšweletšo Mokgwa wa go lebelela morago ka morago ga go dira mošongwna go matlafatša le go
IsiZulu Ukujeqeza phošolla
Indlela yokubheka emuva ngemuva kokwenza umsebenzi ukuze uqinise amatomu futhi
Tshivenda Tshivhoniswa ulungise
Nḓila ya u sedza murahu nga murahu ha u ita mishumo u itela u khwaṱhisedza na u lulamisa

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English Context The framework in which the content is put to relate it to what is already known

Northern Sotho Kgopolo Tlhako yeo diteng di bewago go e amatšha le seo se šetšego se tsebega
IsiZulu Umongo/ Ingqikithi Uhlaka okubekwa kulo okuqukethwe ukuze kuhlotshaniswe nalokho osekuvele kwaziwa
Tshivenda
English Content The subject knowledge that forms part of the educational product that is needed in learning

Northern Sotho Diteng Tsebo ya thutwana yeo e dirago karolo ya setšweletšwa sa thuto seo se hlokegago mo go
IsiZulu Okuqukethwe ithuteng
Ulwazi lwesifundo oluyingxenye yomkhiqizo wezemfundo oludingekayo ekufundeni
Tshivenda Nyimele Furemiweke ine zwi re ngomu zwa dzudzanywa zwavhuḓi u ṱalutshedza zwine zwa vho
ḓivhiwa
English Integrated Involving more than one aspect of content in an assessment activity

Northern Sotho Kopantšwe Go akaretša dikarolo tša go feta ye tee tša diteng ka mošongwana wa kelo
IsiZulu Okuhlanganiswe Ukubandakanya okungaphezulu kokukodwa kokuqukethwe emsebenzini wokuhlola
Tshivenda
English Overall The complete process that gives the final judgement of learners’ performance

Northern Sotho Ka kakaretšo Tshepetšo ye e feletšego yeo e fago kahlolo ya mafelelo ya phihlelelo ya barutwana
IsiZulu Kukonke/Konke kuphelele Inqubo ephelele enikeza ukwahlulela kokugcina ngokusebenza kwabafundi
Tshivenda Ṱanganelana U katela tshiteṅwa tshine tsha fhira tshithihi tsha zwi re ngomu ka mishumo wa ndingo.
English Involvement Being engaged in an activity

Northern Sotho Go kgatha tema Go kgatha tema mošongwaneng

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IsiZulu Ukubandakanya/ Ukuba Ukwenza noma ukuzibandakanya kumsebenzi

Tshivenda U didzhenisa U ḓidzhenisa kha mushumo

English Achievement
yingxenye A certain level of performance gained

Northern Sotho Katlego Legato le le itšego la phihlelelo ye e fihleletšwe

IsiZulu Impumelelo Izinga elithile lokusebenza elizuziwe
Tshivenda U swikelela Iṅwe ḽeveḽe ya kushumele yo waniwaho
English Aim The purpose of engaging in an activity

Northern Sotho Maikemišetšo Nepo ya go kgatha tema mo mošongwaneng

IsiZulu Inhloso/Injongo Inhloso yokuhlanganyela emsebenzini
Tshivenda Ndivho Ndivho ya u ḓidzhenisa kha mushumo
English Official Authentic, coming from the authorities

Northern Sotho Semmušo Nnete, go tšwa go balaodi

IsiZulu Okusemthethweni Okuqinisekisiwe, okuvela kuziphathimandla
Tshivenda Tshiofisi Tsho khwaṱhisedzwaho, u bva kha maanḓalanga
English School-Based The task that is set and administered at the school level
Assessment
Northern Sotho Kelo ye e Theilwego Mošomo wo o beakantšwego le go laolwa legatong la sekolo

IsiZulu Ukuhlola Okusezikolweni Umsebenzi obekelwe isikhathi esithile futhi uphathwe wenziwe esikolweni
Sekolong
Tshivenda Ndingo yo Ḓisendekaho Mushumo une wa dzudzanywa na u langulwa tshikoloni.
nga

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Tshikolo
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ADDENDUM C

TEACHING LIFE ORIENTATION QUESTIONNAIRE

(After completion of the questionnaire, please SEND IT TO ME – emahlasb@unisa.ac.za)

Read Instructions before you complete this online survey.

Dear Life Orientation Student

You are invited to participate in a survey. The survey you have received has been designed to
help you reflect on your journey studying TMS3721. The answers you provide will improve the
module and provide support to students in an ODeL context. You were selected to participate in
this survey because you are registered in the module. By completing this survey, you agree that
the information you provide may improve teaching and learning. It is anticipated that the
information we gain from this survey will help us to generate new knowledge on student support
towards students’ self-directed learning in an ODeL context, effecting changes to the e-learning
and e-assessment through assessment policy practices of Unisa. You are, however, under no
obligation to complete the survey, and you can withdraw from the study before submitting the
survey. The survey is developed to be anonymous, meaning that we will have no way of
connecting the information you provide to you personally.

Thank you for your time to complete this questionnaire.

Dr SB Mahlambi
Lecturer

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SECTION A: Biographical information

Respond to the below information and mark (X) in the applicable block.
Male

Gender Female

Postgraduate Certificate in Education

Qualification Registered Bachelor of Education

Province of residence

Home Language

Disability

SECTION B: Students experiences of planning for teaching

Statements on planning for effective teaching Strongly Agree (A) Disagree (D) Strongly
Agree (SA) Disagree
(SD)
Lesson planning is a waste of time and energy as I 4 3 2 1
can use the textbook to teach
I can teach without planning because I know LO 4 3 2 1
content to be taught
Planning boosts my confidence in the subject matter 4 3 2 1

Planning is tiresome for a LO teacher 4 3 2 1

Palnning ties all activities to a learning objective 4 3 2 1

Planning complicates the job of a teacher 4 3 2 1

Lesson plans should be open to change due to 4 3 2 1

classroom context
A teacher should not deviate from what they have 4 3 2 1
documented on the lesson plan
It helps the teacher to reflect on his/her teaching 4 3 2 1
approach and method
TMS3721 has prepared me for effective teaching 4 3 2 1

SECTION C: Student’s views on classroom teaching

Statement on the role of a teacher in effective Strongly Agree (A) Disagree (D) Strongly
teaching Agree (SA) Disagree
(SD)
I understand what teaching LO entails 4 3 2 1

I am confident that I have valuable knowledge on 4 3 2 1

teaching

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I know different teaching approaches 4 3 2 1

Learners have different learning abilities 4 3 2 1

Learners in a classroom come from the same 4 3 2 1

context in a particular area
Differentiation suggests that learners should be 4 3 2 1
taught at the same level
Classroom discussions promote cooperative learning 4 3 2 1

4 3 2 1

SECTION D: Student’s views classroom assessment

Statement on the role of a teacher in learner Strongly Agree (A) Disagree (D) Strongly
assessment Agree (SA) Disagree
(SD)
I understand the importance of assessment in 4 3 2 1
teaching and learning
I can differentiate between types and forms of 4 3 2 1
assessment in LO
Assessment is the backbone of effective teaching 4 3 2 1

Feedback is only crucial for reporting purposes 4 3 2 1

Teachers learn about themselves and learners 4 3 2 1

during the development of feedback
Teachers receive feedback only from activities they 4 3 2 1
give to their learners
Group assessments promote laziness as it limits the 4 3 2 1
ability of a learner to work individually

SECTION E: Student’s views on the South African education context

1.

What classroom challenges do you think hinder the 2.

teaching of LO?
3.

1.

What do you think is missing in schools that can help 2.

promote the culture of teaching and learning?
3.

In your opinion, what change do you think you will bring

to a school when you get employed by DBE?

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Which shortcoming do you need to address in future?

Thank you for your participation

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