BTE2601/101/0/2023

Tutorial Letter 101/0/2023

STUDENT GUIDELINES FOR

CONTINUOUS ASSESSMENT
MODULES
BECOMING A TEACHER

BTE2601
Year Module

Department: Curriculum of Instructional Studies

This tutorial letter contains important information about BTE2601.

BARCODE
 CONTENTS

Page

1 INTRODUCTION .......................................................................................................................... 4
2 PURPOSE AND OUTCOMES ...................................................................................................... 4
2.1 Purpose ........................................................................................................................................ 4
2.2 Outcomes ..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION ........................................................................................... 5
4 LECTURER(S) AND CONTACT DETAILS .................................................................................. 5
4.1 Lecturer(s) .................................................................................................................................... 5
4.2 Department ................................................................................................................................... 6
4.3 University ...................................................................................................................................... 6
5 RESOURCES ............................................................................................................................... 7
5.1 Prescribed book(s)........................................................................................................................ 7
5.2 Recommended book(s) ................................................................................................................ 7
5.3 Electronic reserves (e-reserves) ................................................................................................... 7
6 STUDENT SUPPORT SERVICES ................................................................................................ 8
6.1 The Unisa First-Year Experience Programme............................................................................... 9
7 STUDY PLAN............................................................................................................................. 10
7.2 Assessments .............................................................................................................................. 11
7.3 General Instructions and guidelines ............................................................................................ 11
8. PRACTICAL ............................................................................................................................... 11
9. ASSESSMENT ........................................................................................................................... 11
9.1 Assessment criteria.................................................................................................................. 11
9.2 Assessment plan ...................................................................................................................... 12
9.3 Assessment due dates ............................................................................................................... 13
9.4 Submission of assessments ....................................................................................................... 13
9.5 The assessments........................................................................................................................ 14
9.6 Other assessment methods ........................................................................................................ 24
9.7 The examination ......................................................................................................................... 24
9.7.1 Invigilation/proctoring .................................................................................................................. 24
10 ACADEMIC DISHONESTY ........................................................................................................ 25
10.1 Plagiarism ................................................................................................................................... 25
10.2 Cheating ..................................................................................................................................... 25

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10.3 For more information about plagiarism, follow the link below: ..................................................... 25
11 STUDENTS LIVING WITH DISABILITIES ................................................................................. 25
12 FREQUENTLY ASKED QUESTIONS ........................................................................................ 25
13 SOURCES CONSULTED ........................................................................................................... 26
14 IN CLOSING............................................................................................................................... 26
15. ADDENDUM............................................................................................................................... 28

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Dear Student

1 INTRODUCTION
Type here

Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving towards

becoming a fully online institution. You will therefore see that all your study material, assessments
and engagements with your lecturer and fellow students will take place online. This tutorial letter is
intended to offer you some guidance in this regard.

2 PURPOSE AND OUTCOMES

2.1 Purpose

Module BTE2601 is an essential part of the Initial Teacher Education (ITE) programmes.
All the ITE programmes have three components: educational theory, professional studies
and teaching practice, which is the most fascinating part of the professional preparation
of teachers.

BTE2601 is the educational theory module for this programme. This module provides a base
for other core modules. The purpose of this module is for students to acquire understanding
and skills that are needed in a classroom to work with the curriculum, media and assessment
for learning and managing diversity. In order to achieve this, the students will interact with
pedagogical content knowledge (PCK) and application, reflective practice, curriculum theories
and implications for practice. Furthermore, the module presents scenarios from diverse
educational settings to prepare student teachers for the challenges of teaching in the South
African context in the General Education and Training (GET) and Further Education and
Training bands. Preparing learners for a world of work and success after school which will be
very different from our own, requires a combination of knowledge, competencies and
mindsets that form the Entrepreneurial Mindset (also known as the Solution-seeking mindset).
The entrepreneurial mindset empowers learners to take ownership of their learning, becoming
purpose-driven opportunity-finders and problem-solvers able to succeed in employment,
entrepreneurship and further education. This is the reason we teach.

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2.2 Outcomes

The outcomes envisaged in this module are as follows:

a. developing the art of teaching

b. interpreting and implementing theories

c. interpreting and implementing the curriculum

d. planning learning activities that are appropriate for learners

e. assessing the learners

f. managing a diverse classroom

g. designers of learning environments

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed curriculum
transformation high on the teaching and learning agenda. Curriculum transformation includes 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. All of these will be phased
in at both programme and module levels, and as a result of this you will notice a marked change in the
teaching and learning strategy implemented by Unisa, together with the way in which 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)

Ms LMM Maleka and Ms ZP Kubheka are the lecturers for the module this year. All enquiries
concerning assignments and other academic matters related to the module should be directed
to them

Name Email

Ms LMM Maleka emaleklm@unisa.ac.za

Ms ZP Kubheka kubhezp@unisa.ac.za

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 We want to help you to complete your studies successfully. Please do not hesitate to contact
us if you feel uncertain about anything in the study material or if you experience any
difficulties with your studies. We are here to help you and to give support where we can, but
it is your responsibility to contact us in good time. Our experience indicates that your
eventual success in this module depends greatly on your willingness to contact us whenever
you need direction or support.

Only academic-related questions and enquiries concerning the content of the module should
be directed to the lecturers (when you need clarity about concepts in the study material).
For administrative or registration queries, please consult your Study @ Unisa brochure.

PLEASE NOTE: Do not send your assignments directly to the lecturers.

4.2 Department

Department of Curriculum and Instructional Studies

Senior administrative officer: Khunjulwa Peter

Telephone: 012 429 4033/429 6861

E-mail: peterk@unisa.ac.za

4.3 University

DO NOT CONTACT YOUR LECTURER FOR ANY ADMINISTRATIVE MATTERS. USE THE
FOLLOWING TELEPHONE NUMBERS OR E-MAIL ADDRESSES:

• Call centre (all enquiries): 0800 001 870

• Application 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
• Requests for exemptions: ADHOCH@unisa.ac.za or
• rpl@unisa.ac.za (follow the exemption application process)
• RPL enquiries: morokvt@unisa.ac.za
• General education-specific enquiries: edu-enquiries@unisa.ac.za
• Unisa web page: www.unisa.ac.za

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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
• Examination division: telephone number: 012 429 2667/6090/6130/2267/2700/2986
• Teaching practice office: 012 484 2891/2822/2732/1059/2730/2700/1048 or 012 429
4897/4550

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include the student number in all correspondence.

5 RESOURCES
5.1 Prescribed book(s)

Prescribed book for the module which you must purchase:

Title: Becoming a Teacher: UNISA Custom Edition Authors: Gravett, S, DeBeer, JJ & Du
Plessis, E Publisher and date: Pearson, 2019

ISBN 978-1-485-70973-2

5.2 Recommended book(s)

There are no recommended book(s) for this module.

5.3 Electronic reserves (e-reserves)

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

• https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01124/full
• https://doi.org/10.35542/osf.io/g623d
• https://www.tandfonline.com/doi/pdf/10.1080/10888691.2018.1537791?needAccess=true
• https://elimindset.com/wp-content/uploads/2021/03/The-Entrepreneurial-Mindset-
Imperative.pdf

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5.4 Library services and resources information

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

• For brief information, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (e.g. the services offered by personal librarians and the
request a literature search service offered by the information search librarians), go to
http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support
• For library training for undergraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training

The library has created numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides:

• Request and find library material/download recommended material:

http://libguides.unisa.ac.za/request/request
• Postgraduate information services: http://libguides.unisa.ac.za/request/postgrad
• Finding and using library resources and tools:
http://libguides.unisa.ac.za/Research_skills
• Frequently asked questions about the library:
http://libguides.unisa.ac.za/ask
• Services to students living with disabilities:
http://libguides.unisa.ac.za/disability
• A–Z of library databases:
https://libguides.unisa.ac.za/az.php

Important contact information:

• Ask a librarian: https://libguides.unisa.ac.za/ask
• Technical problems encountered in accessing library online services:
Lib-help@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

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

This brochure contains important information and guidelines for successful studies through Unisa.

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If you need assistance with regard to the myModules system, you are welcome to use the following
contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodules22@unisa.ac.za or myUnisaHelp@unisa.ac.za

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment and
how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students get a free myLife e-mail account. Important information, notices and
updates are sent exclusively to this account. Please note that it can take up to 24 hours for your
account to be activated after you have claimed it. Please do this immediately after registering
at Unisa, by following this link: myLifeHelp@unisa.ac.za

Your myLife account is the only e-mail account recognised by Unisa for official correspondence
with the university and will remain the official primary e-mail address on record at Unisa. You
remain responsible for the management of this e-mail account.

6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is also true in the
case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-learning
institution, and it is very different from face-to-face/contact institutions. It is a mega university, and all our
programmes are offered through either blended learning or fully online learning. It is for this reason that we
thought it necessary to offer first-time students additional/extended support to help them seamlessly navigate
the Unisa teaching and learning journey with little difficulty and few barriers. We therefore offer a specialised
student support programme to students enrolling at Unisa for the first time – this is Unisa’s First-Year
Experience (FYE) Programme, designed to provide you with prompt and helpful information about services
that the institution offers and how you can access information. The following FYE services are currently
offered:

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

• FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.

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

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

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7 STUDY PLAN
7.1 Study guide

The study guide covers a wide field to provide you with the necessary background knowledge.
If you work systematically through study guide and other tutorial matter, according to a set
timetable, you should have no difficulty in mastering the subject matter.

BTE2601/101

It is advisable to download the study guide as soon as you can so that you can follow an
uninterrupted study programme, even when there may be technical problems with the
myUnisa site. Speaking of technical problems with the myUnisa site; it is a reality that when

thousands of students are trying to upload their assignments electronically at the same time
– one minute before midnight on the day that assignments are due – the technical systems

are under immense pressure and this may be problematic. You are therefore most strongly
advised to submit your assignments a few days before the due date as they are more likely
to be uploaded and registered without any problems when the system is not overloaded.

HOW TO STUDY ONLINE

What it means to study fully online

Studying fully online modules differ completely from studying some of your other modules at Unisa.

• All your study material and learning activities for online modules are designed to be
delivered online on myUnisa. Except for the prescribed book, all other study material
will be made available online on the myUnisa site for this module. No course material,
besides this tutorial letter, will be sent to you via post.
• All your assignments must be submitted online. This means that you do all your
activities and submit all your assignments on myUnisa. In other words, you may NOT
post your assignments to Unisa, using the South African Post Office. No assignments
will be accepted if submitted through the post. Only assignments submitted in the
correct format (PDF)via myUnisa will be accepted and/or processed.
• All communication between you and the University happens online. Lecturers will
communicate to you by e-mail, using the tools Announcements and Discussion
Forums. You may also use the above channels of communication to ask questions and
contact your lecturers.
It is very important that you log in to myUnisa regularly. We recommend that you log in at
least three times a week to do the following:

• Check for new announcements. You can also set your myLife e-mail account to receive
the announcement e-mails on your cellphone.

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• Do the weekly self-assessments. For some of the unit activities, you will need to take
a quiz or complete a survey under the Self-assessments tool. Do not skip these
activities because they will help you to complete the assignments and the activities for
the module.

7.2 Assessments

After you have received your study package, immediately start with Assignment 01 (admission)
and submit it. Then do Assignment 02, Assignment 03 and Assignment 04 (Each assignment
contributes 25% to a year mark of 100% that will be calculated on the basis of achievement in
Assignment 01, 02, 03 and 04). When preparing for Assignments 01, 02, and 03 it is crucial
that you read through your prescribed book before attempting to answer the questions. You
must read information posted on additional resources and e-reserves (articles) to complete
assignment 04

7.3 General Instructions and guidelines

a). Do not waste time; start as soon as you receive your study material. You can even go
to myUnisa if the delivery of your material is delayed. Download if from Official Study
Materials and Additional Resources.

b). Include unique numbers on the cover page of your assignments.

d). Keep a copy of all your assignments.

8. PRACTICAL
This module is not linked to teaching practice modules in the B Ed programme, but you
need to understand the concepts and theories of this module to do your teaching
practice successfully.

9. ASSESSMENT

9.1 Assessment criteria

For continuous assessment, do all four assignments weighting 25% each.

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9.2 Assessment plan

The assessment will only consist of formative assessments (continuous assessment). This module
is following an online continuous assessment approach. In continuous assessment, the principles
of a participation mark and a final examination mark are not used. This means that there will be
several compulsory formative assessments throughout the year to assess students’ ongoing
progress with respect to the attainment of outcomes pertaining to this module. There will be no
single final summative assessment (examination).

The rationale for continuous assessment is to ensure that students work consistently. The
continuous assessment model provides early indicators of student performance, with built-in
measures of feedback and support to guide students towards mastering particular areas within the
module. The aim is to foster critical awareness and reflection by students to enable them to take
responsibility for their learning and monitor their own progress. Continuous assessment provides
regular progress updates for students through lecturer feedback.

Assessment tasks are designed to scaffold student learning. Scaffolding means that each task
builds on preceding tasks/learning to enhance understanding and to integrate learning. This will
allow the lecturer and students to identify and close learning gaps. This means that there will be
no additional supplementary opportunity once marks have been finalised. There will be four
compulsory formative assessments, each contributing 25% towards the promotion mark. In the
event that you have failed to submit either Assessments 02, 03 or 04, as an elective. Please note
that Assessment 01 cannot be replaced by Assessment 05.

Number of Percentage
Type of assessment
formative towards the
assessments promotion mark
Assessment 01

Compulsory Multiple Choice Question

25%
(cannot be substituted by (MCQ)
any one of the other 4 based assessment
assessments)
Written assignment
Assessment 02 25%
discussions

Written
questionsassignment
Assessment 03 25%
discussions

Written
questionsassignment
Assessment 04 25%
discussions

questions

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To complete this module, you will be required to submit FOUR assessments.

• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.
• Due dates for assessments, as well as the actual assessments are available on the
myModules site for this module.
• The final mark will be composed of multiple formative assessments during the tuition
period.
• No summative assessment is available for this module.

9.3 Assessment due dates

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

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

• Please start working on your assessments 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 assessments.

9.4 Submission of assessments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving towards

becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturer and fellow students will take place online.
We use myUnisa as our virtual campus.

• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed. This
is an online system that is used to administer, document, and deliver educational material
to students and support engagement between academics and students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the myModules
2023 button to access the online sites for the modules that you are registered for.

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

ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with you.

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 • When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message you will see
the assessment shells for the assessments that you need to complete. Some assessments
may be multiple choice, some tests, others written assessments, some forum discussions,
and so on. All assessments must be completed on the assessment shells available on the
respective module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you. When
the assessment is open, access the quiz online and complete it within the time available to
you. Quiz assessment questions are not included in this tutorial letter
(Tutorial Letter 101),and are only made available online. You must therefore access the quiz
online and complete it online where the quiz has been created.

• It is not advisable to use a cell phone to complete the quiz. Please use a desktop computer,
tablet or laptop when completing the quiz. Students who use a cell phone find it difficult to
navigate the Online Assessment tool on the small screen and often struggle to navigate
between questions and successfully complete the quizzes. In addition, cell phones are more
vulnerable to dropped internet connections than other devices. If at all possible, please do
not use a cell phone for this assessment type.

• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the myModules site
of the modules that you are registered for. Before you finalise the upload, double check that
you have selected the correct file for upload. Remember, no marks can be allocated for
incorrectly submitted assessments.

9.5 The assessments

As indicated in section 9.2, you need to complete FOUR assessments for this module. Details on
the assessments are in this tutorial letter.

Assignments and due dates will be made available to you on myModules for this module. We
envisage that the due dates will be available to you upon registration.

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ASSIGNMENT 01 - MCQ ANSWER ALL QUESTIONS

Total: 1x50=50

Answer all the questions. Login to MyModules to complete this assignment

The purpose of the multiple-choice question assignment is to help you to become familiar with study
units one to six of the prescribed book. Remember that these assignments should be done by using
the writing material included in your study package. Study the brochure Study @ Unisa for
guidelines on how to complete a mark-reading sheet. Make sure that you use the correct unique
number as well as your student number, name, address and module code on the assignment
covering sheet.

NB: Further instructions will be provided.

ASSIGNMENT 02: COMPULSORY

ANSWER ALL THE QUESTIONS, USING YOUR PRESCRIBED TEXTBOOK: BECOMING A

TEACHER

Total: 50

(a year mark of 25% will be calculated.)

INSTRUCTIONS

1. All questions must be answered.

2. The cover page of your assignment must contain all your personal details.

3. Do not forget to write the assignment unique number.

4. Attach declaration form.

QUESTION 1

1.1. In your own words describe the following terms:

a) Rote Learning (2)

b) Pedagogical content knowledge (2)

c) Pedagogy (2)

d) Epistemologies (2)

e) Empirical (2)

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1.2. Shulman (2004:504) described classroom teaching as “perhaps the most complex,
most challenging and most demanding and frightening activity our species has
ever invented”. He claims good teaching combines knowledge of different aspects.
Name SEVEN knowledge bases that the teacher should possess and briefly explain
why it is important for a teacher to possess this knowledge.
(10)

1.3. List any FIVE different intelligences as suggested by Howard Gardner (1943). (5)

(25)

QUESTION 2

2.1. Outline different roles that the teacher should display. (7)

2.2. State the benefits of applying a caring pedagogy. (8)

2.3. Discuss the following theories and the assumptions they hold regarding
teaching and learning:

a) Behaviourism (5)

b) Social theory (5)

(25)

TOTAL:[50]

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ASSIGNMENT 03: COMPULSORY

ANSWER ALL THE QUESTIONS, USING YOUR TEXTBOOK: BECOMING A TEACHER

Total: 50

(A year mark of 25% will be calculated.)

INSTRUCTIONS

1. All questions must be answered.

2. The cover page of your assignment must contain all your personal details.

3. Do not forget to write down the assignment unique number.

4. Attach declaration form.

QUESTION 1

1.1. Identify universal principles that are applied to curriculum documents and
approaches to curriculum. (8)
1.2. Briefly discuss key planning elements that should be included when designing
a learning programme. (12)
1.3. Mention three principles of assessment and demonstrate how you will apply
them in your classroom. Practical examples should be provided. (6)

(26)

QUESTION 2

According to Education White Paper 6: Special Needs Education: Building an Inclusive Education
and Training System (Department of Education 2001), Inclusive education (IE) regards education
is for all children. Youth and also adults have the potential to learn, given the necessary support.
The education system’s inability to recognise and accommodate the diverse range of learning needs
results in a breakdown of learning. All learners can learn, irrespective of gender, race and language
or their sexual orientation.

2.1. Describe inclusive education in your own words. (5)

2.2. Discuss the key strategies for implementing 2001 White Paper 6 on special
needs education. (12)
2.3. What are the characteristics of the social right approach? (7)

(24)

TOTAL: [50]
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 ASSIGNMENT 4: COMPULSORY

This assignment requires of you to complete a series of questions on the

content of the module, using links for articles provided on additional
resources and e-reserves

(a year mark of 25% will be

calculated.) Total: 50

QUESTION 1: Creating a solar energy oven -Task one

Learning Objective for task one

• To experience the benefits of designing a lesson that utilizes the benefits of a

playful in the activation of competencies, skills, and knowledge of a particular
project.
• Reduce, Reuse, Recycle lesson plan to teach learners how to save the earth.

Your Task one

1.1. Your task is to build a solar energy oven. Think about how you will make this object
move given the items that are available to you. You do not need to buy anything
for this activity but simply collect and use what is available to your area/community.

Collect recycled materials together such as box, newspaper prints, clear plastic, foil,
box, newspapers and whatever you can find in your area. Once you have made your solar
energy oven, take a picture of it and share it. Outline the benefits of recycled project-based
learning using your own experience of doing this project. You will refer to the board theories,
philosophies, pedagogies, and principles that underpin this approach.
(10)
1.2. Think about all the different things you learnt while making this solar energy
oven and explain them. (5)
1.3. Why are playful learning environments important for all learners, no matter
their age or grade? Refer to the literature in your answer. (7)

(22)

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QUESTION 2

Creating a learning environment using the SPECIAL Principles. Task two

Learning Objective for task two.
• To understand how to create learning environments that enable social interaction,
purpose, enjoyment, curiosity, enable iteration, actively engaging and that activates
learner autonomy.
• To understand how to create the conditions for learners to develop the ‘skills for a
changing world’ that make up the entrepreneurial mindset.

Your Task two

Think about a topic or lesson you can present or teach in the classroom. It can be a lesson topic
of any subject of DBE grades. In preparation for your lesson presentation, consider the essential
Principles for an Effective Teaching and Learning Environment and complete the table below.

Principle What does the Why is this In your chosen What skills and
principle mean? important? lesson what competencies
specific would you
activity/ies expect to see if
would you do in this principle if
order to being practiced
activate this well in your
principle? classroom?
Example: Purpose is about Purpose Instead of telling Learners would
Purpose learners finding stimulates learners the demonstrate
meaning from motivation and information I curiosity; they
what they are can lead to would ask them would be
learning, so lifelong learning. the question motivated and
learner is what is the interested in the
relevant to them. secret about lesson. I hope
XXX topic that if they are
Purpose is also
Fisher, Hirsh- motivated and
about connecting
Pasic, curious, they
what you are
Newcombe and would be
learning in the
Glandorf (2013). engaged, asking
classroom to the
questions, and
real world.
interested in the
(Lego, 2017)
I would ensure lesson.
that the project
or activity they
are working on
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 relates to their
lives and their
interests.
Social
Interaction

Purpose

Enjoyment

Curiosity

Iteration

Active
Engagement

Learner
Autonomy

(1x28 =28)
TOTAL: [50]

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ASSIGNMENT 05

QUESTION 1

1.1 In South Africa, critical education theory is particularly important because it provides
a resource to both critique and change unequal practices related to schooling and
society (Giroux,1993). Discuss critical education theory in the South African context
and mention the advantages it could provide for a teacher. (10)

1.2. Describe in your own words the Value of learning theories for your teaching practice
in the classroom. You are expected to indicate how these discussed learning
theories can be linked to the practice of teaching and learning in your class. (10)

1.3 Briefly discuss the phases of information processing. (6)

(26)

QUESTION 2

2.1 Differentiate the following terms:

a. Assimilation and accommodation (4)

b. Equilibrium and disequilibrium (4)

c. Positive reinforcement and negative reinforcement (4)

(12)

QUESTION 3

3.1. What are the FOUR basic parts of Ralph Tyler’s curriculum model? (8)

3.2. List and explain with practical examples the key elements that should be included
in the learning programme. Demonstrate your answer with practical examples from
the CAPS document. (10)

3.3. Tabulate the most common intrinsic and extrinsic barriers to learning in the South

African context. (10)

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3.4. Explain the difference between formative assessment and summative assessment
in your own words. (4)

3.5. Discuss how you can assist learners with visual barriers. (10)

(42)

QUESTION 4

Plan and prepare a lesson for “The grade and topic of your choice” topic. (The lesson should be
from the one prescribed topic in the CAPS document).

HINT: LESSON PLAN ASSESSMENT RUBRIC

Use this lesson plan assessment rubric as a guideline to DESIGN YOUR OWN lesson plan. Do
not redraw the rubric below or complete any information on it. The rubric only serves as a guideline
to help you design your own lesson plan.

Assessment rubric for lesson plan

Components of Detailed criteria / information Marks Marks

lesson allocated

Subject
1. Localising 1 mark
details Grade

Time allocation

Number of learners
2. Learning Provide knowledge, skills and values. 3 marks
objectives

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3. Curriculum topic Topic from the CAPS document. 1 mark

4. Lesson theme A curriculum sub-theme or lesson 1 mark

content theme.
(curriculum
sub- theme)

5. Introduction Linking learners’ background 2 marks

knowledge with the new content.

6. Teacher’s What will the teacher be doing? 3 marks

activities

7. Learners’ What will learners be doing? 3 marks

activities

8. Method(s), 2 marks
(a) Motivate your choice of teaching
teaching
support aids methods/techniques/strategies.
and learning
2 marks
material
(b) Teaching aids
9. Place of the 1 mark
(a) Indicate where the theme fits
lesson in the
curriculum into the curriculum.

(b) Lesson content

1 mark

20 marks
TOTAL MARKS

(100)

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9.6 Other assessment methods

This module uses continuous assessment.

9.7 The examination

No examination is used at the end of the tuition period. Multiple formative assessments
throughout the tuition period contributes to the final mark.

9.7.1 Invigilation/proctoring

Since 2020 Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to unlawfully
assist them with the completion of assignments and examinations, the University is obliged to
assure its assessment integrity through the utilisation of various proctoring tools: Turnitin, Moodle
Proctoring, the Invigilator App and IRIS. These tools will authenticate the student’s identity and flag
suspicious behaviour to assure credibility of students’ responses during assessments. The
description below is for your benefit as you may encounter any or all of these in your registered
modules:

Turnitin is a plagiarism software that facilitates checks for originality in students’ submissions
against internal and external sources. Turnitin assists in identifying academic fraud and ghost
writing. Students are expected to submit typed responses for utilisation of the Turnitin software.

The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their Quiz assessments. This tool requires access to a student’s mobile or laptop camera.
Students must ensure their camera is activated in their browser settings prior to their assessments.

The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-by-proxy and
ensures that the assessment participant is the registered student. This invigilation tool requires
students to download the app from their Play Store (Google, Huawei and Apple) on their mobile
devices (camera enabled) prior to their assessment.

IRIS Invigilation software verifies the identity of a student during assessment and provides for
both manual and automated facial verification. It has the ability to record and review a student’s
assessment session. It flags suspicious behaviour by the students for review by an academic
administrator. IRIS software requires installation on students’ laptop devices that are enabled with
a webcam.

Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceeding.

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Please note:

Students must refer to their module assessment information on their myModule sites to determine
which proctoring or invigilation tool will be utilised for their formative and summative assessments.

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. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files as per examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).

10.3 For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time 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 (Ms LMM Maleka on emaleklm@unisa.ac.za ) to discuss
the assistance that you need.

12 FREQUENTLY ASKED QUESTIONS

We refer you to the brochure Study @ Unisa which contains an A–Z guide of the most relevant
study information.

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13 SOURCES CONSULTED
Gravett, S, DeBeer, JJ & Du Plessis, E. (2019). Becoming a Teacher: UNISA Custom Edition.
Pearson.

14 IN CLOSING
I hope you have enjoyed this module. Please share your experience by answering the following
questions to help me improve the module. You can submit this questionnaire with Assignment 03.

a. Which part of the module did you find challenging?

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

b. Which part of the module did you find interesting?

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

c. What can be done to improve the module?

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

d. Have the instructions been clearly defined? If not, cite examples of questions that
were confusing.

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

e. Which parts of the module did you find irrelevant? Motivate your answer.

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

f. What would you like to see included in the module?

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………
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Your feedback matters! All the best for 2023.

Your lecturers

Ms LMM Maleka and Ms. ZP Kubheka

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15. ADDENDUM

STUDENT DECLARATION FORM

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

COLLEGE OF EDUCATION

UNIVERSITY OF SOUTH AFRICA

You need to include a completed and signed copy of this form when you submit Assignments
02,03 and 04 for this module. Assignments without the form will be cancelled and returned
unmarked .

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

Although your lecturers can provide you with information about reference techniques and
guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you at
any time feel unsure about the requirements, you must consult your lecturers before you submit
any assignment.

You are guilty of plagiarism when you extract information from a book, article, web page or fellow
student without acknowledging the source and submit it as your own work. In truth, you are stealing
someone else’s property. You may not use another student’s work. You may not allow anyone to
copy or use your work with the intention to submit it as his/her own.

Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a
serious violation of the University’s regulations and may lead to expulsion.

The under-mentioned declaration must accompany written assignments. Your assignment will be
cancelled and returned unmarked if you do not include a fully completed and signed declaration
form.

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BTE2601 module

I (full names):

Student number:

Declare that…

1. I understand what plagiarism entails and am aware of the University’s policy in this regard.

2. I declare that this assignment is my own, original work. Where I used someone else’s work,
whether a printed source, the internet or any other source, I give the proper
acknowledgement and include a complete reference list.

3. I did not use another current or previous student’s work, submitting it as my own.

4. I did not allow and will not allow anyone to copy my work with the intention of submitting it
as his or her own work.

Signature________________________ Date:_____________________

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