Multilingual Glossary

Multilingual glossary
Chapter 1
ENGLISH AFRIKAANS ISINDEBELE ISIXHOSA ISIZULU NORTHERN SOTHO SESOTHO SETSWANA SISWATI TSHIVENDA XITSONGA
approach benadering indlela indlela indlela mokgwa mokgwa molebo indlelakwenta kuitele Endlelo/pfelelo
a way of doing or ’n manier waarop yindlela yokwenza uhlobo lokwenza indlela yokwenza tsela ya go dira tsela ya ho etsa mokgwa wa go dira indlela yekwenta ndi nḓila ya u ita ndlela ya ku endla
thinking about iets gedoen word of nanyana okuthile okanye into noma goba go nagana ka kapa ho nahana ka kgotsa go nagana noma kana u humbula kumbe ku
something hoe daar oor ’n yokucabanga lokucinga yokucabanga selo ntho e itseng ka ga sengwe yekucabanga nga ha zwithu ehleketa hi
saak gedink word ngento ethileko ngokuthile ngento ethile ngentfo letsite mayelana na
xin'wana.
assessed geassesseerde ikharikhyulamu ikharityhulami ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu ine kharikhyulamu
curriculum kurrikulum ehlolako ehloliweyo ehloliwe le lekotšwego lekolwang tlhatlhobiwang lehlolwako ya shumiswa kha leyi kamberiwaka
knowledge and kennis en kulilwazi ulwazi nezakhono ulwazi kanye tsebo le mabokgoni tsebo le bokgoni bo kitso le dikgono tse lwati nemakhono ndingo vutivi na swikili
skills that are vaardighede wat namakghonofundw ezivavanywayo namakhono tšeo di lekotšwego lekangwang ho di lekanyediwang lakalwako noma nḓivho na leswi swi
measured to gemeet word om a lawo amedwa ukuze okuhlolwa ukuze go laetša katlego, bona hore phihlelo, go swetsa ka lalinganiswako zwikili/vhukoni pimiwaka ku
determine prestasie te bepaal ngokuthola kufumaniseke kuqagulwe maikemišetšo goba dipheo kapa phitlhelelo, kute kutsi zwine zwa elwa u kumisisa
achievement, en of die doelwitte ipumelelo, ukuba umntu okuzuziwe, dipoelo tša goithuta diphetho tsa thuto maikemisetso kubonwe itela u wana zwine mfikelelo,
objectives or of leeruitkomste iminqopho nanyana uphumelele izinhloso noma tšeo di di fihletswe. kgotsa dipoelothuto lokuzuziwe, zwa tea u swikongomelo
learning outcomes bereik is imiphumela kangakanani imiphumela fihleletetšwego tse di fitlheletsweng tinjogo noma-ke swikelela, kumbe mivuyelo
met yokufunda kwiziphumo yokufunda imiphumela zwipikwa kana ya ku dyondza leyi
iyafikeleleka. zemfundo okukwazwe ukuthi yekufundza mvelelo dza fikeleriweke
ezifunekayo kuhlangatshezwane lekuhlangabetwen ngudo dzo
nayo e nato swikelelwaho
covert curriculum koverte ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu i kharikhyulamu
teaching that is not kurrikulum efihlekileko efihlakeleyo ecashile/eyimfihlo le sego nyanyeng patehileng sa bontshiweng lebhacile singo tou leyi nga ri ku
spelt out, but onderrig wat nie kulihlelo imfundo ukufundisa thuto yeo e sa ho ruta ho sa thuto e e sa kufundzisa ṅwalwaho rivaleni
deliberate on the uitgespel word nie, lokufundisa engabhalwa okungaphinyiselwe hlalošwago ka totobatswang, totobadiweng, mme lokungakaphinyise u gudisa hu songo vudyondzisi lebyi
part of the educator maar met elingavezwa ebhodini, kodwa ngaphandle, kodwa botlalo, eupša e no empa hoo titjhere e rulagantswe mo lwa, kodvwa tou sumbedzwaho byi nga
or school, for voorbedagte rade ngaphandle, enikwa okwenziwa itlela kgopolong ya kapa sekolo se ho karolong ya lokwentiwa kha hlamuseriwangiki,
example ‘play’ in deur die opvoeder kodwanaekhuluma ngumfundisi- ngumfundisi, noma morutiši goba etsang ka morutabana kgotsa nguthishela nome kharikhuḽamu/hu kambe byi nga hi
early childhood of skool toegepas ngengcenye ntsapho isikole ngenhloso, sekolong, mohlala maikemisetso a sekolo, sekai, mo sikolo ngenhloso, sa ḓivhei, fhedzi xikongomelo
schooling is used word, byvoorbeeld katitjhere nanyana esezingqondweni. isibonelo ‘ukudlala’ ‘thaloko’ nakong ya itseng, ho etsa sekolong sa ba sibonelo ‘kudlala’ hu tshi shumiswa etlhelweni ra
as deliberate ‘spel’ in vroeë- yesikolo, Umzekelo, phaya okwenzeka thuto ya bana ba mohlala ‘ho bapala’ bannye lokwenteka nga mudededzi mudyondzisi
curriculum strategy kinderontwikkeling njengesibonelo’uku kwisigaba kwimfundo yodado bannyane sekolong ho etswang ‘motshameko’ o emfundvweni kana tshikolo hu kumbe xikolo,
to develop attitudes word doelbewus as dlala’ esikolweni sabafundi kusetshenziswa e šomišwa bjalo ka dilemong tse diriswa jaaka yabokhewane na ndivho, sa xikombiso ‘ku
and skills kurrikulumstrategie sabasakhasako abasaqalayo njengeqhinga maano a qalang sekolong ho togamaano ya kusetjentiswa tsumbo ‘u tamba’ tlanga’ eka ku
gebruik om kusetjenziswa ‘ukudlala’ lekharikhulamu lenaneothuto leo le sebediswa e le kharikhulamo e e njengelisubuciko kha vhugudisi ha nghena xikolo ka
houdings en ngabomu kusetyenziswa okuqondwe ngalo tlago kgopolong go lewa la rulagantsweng go lekharikhulamu vhana vhaṱuku le vutsongwanini
vaardighede te njengamano njengesixhobo ukuthuthukisa godiša maikutlo le kharikhulamo leo aga mekgwa le lekutfutfukisa zwi shumiswa hu swi tirhisiwa tanihi
ontwikkel wekharikhyulamu esilungileyo imiqondo kanye mabokgoni maikemisetso a dikgono timongcondvo na ndivho sa nḓila qhinga ra
wokwakha sobuchule namakhono lona e leng ho kanye ya kushumisele kharikhyulamu leyi
imikghwa kanye bekharityhulam hodisa maikutlo le nemakhono. kwa kharikhuḽamu nga na
namakghonofundw sokuphuhlisa bokgoni baneng xikongomelo ku
u itela u bveledza
a indlela yokucinga hluvukisa
kuhumbulele na
nezakhono ezithile maehleketelelo na
zwikili
swikili
Open Rubric
curriculum kurrikulum ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto kharikhulamo kharikhulamo ikharikhulamu kharikhuḽamu kharikhyulamu
has its origins in the het sy oorsprong in inemvelaphi yayo eli gama leli yigama tlhago ya lereo le e e tswa lereong la e tlholega mo ligama lelisuselwa vhubvo haḽo vhu yi na masungulo
Latin currere, which die Latyn currere, ngesiLathini lineengcambu elisuselwe egameni tšwa go lentšu la Selatini la currere, Selatining currere, egameni leSilatini kha Tshiḽatini kha ya yona eka rito ra
means ‘run’ and wat ‘hardloop’ currere, okutjho ezivela kwigama lesiLathini elithi Selathini currere, le bolelang ‘matha’ e e kayang ‘go lelitsi currere, ipfi currere, zwine Xilatini currere, leri
with further beteken en ook ‘run’ kanti godu itjho elithi ‘currere’ currere, nelisho leo le hlalošago go le ho tswella ho taboga’ mme e lelisho ‘kugijima’ zwa amba u ri vulaka ‘ku
reference to the verwys na die ukugijima emideni eliphuma kulwimi ‘ukugijima’ kanti ‘kitima’ gomme ge bolela tswelopele kaya gape metlhala kantsi lenshokutsi ‘gada’ nahone zwi tsutsuma’
running chariot hardloop- lapho kugijima lweLatin elithetha uma linwetshwa go šupša go ya ya ho matha. Le ya kariki e e yalo nayingetwa tshi ḓo vha zwa naswona ri
tracks or a course. /koetsbaan. Dit ikaranyana ‘ukubaleka’, lingasho pele le ra tsela ya nkwa e le tabogang kgotsa isho imivila amba u gada ha kongomisa ku yisa
It is seen as an word gesien as ’n nanyana itatawu kwakhona ukugijima/imigudu (mehlala ya) go maikemisetso, tsela. E bonwa yekugijima nome bere mugadoni. emahlweni eka
intention, plan or bedoeling, plan, lokugijima iimpera. lingqamane okugijinywa kuyo kitima/kariki goba morero kapa jaaka indlela. Ibonakala Zwi vhonwa sa mitila kumbe
prescription, an voorskrif of idee Lokhu kuthathwa nentetho noma indawo tshepelo. E bjalo ka kgothalletso, maikemisetso, inenjongo, ilisu muhumbulo, ndlela ya
idea of what one van wat mens wil njengomnqopho, yeenqwelo yokugijima. maikemišetšo, mohopolo wa seo thulaganyo kgotsa nome pulane kana u swigolonyana yo
would like to hê in skole moet njengehlelo zakudala Ibonakala maano goba taelo, motho a ka ratang taelo, kakanyo ya lokuncunyiwe, tiwa, ha tsutsuma eka
happen in schools, gebeur, maar dit nanyana umlayelo ezazitsalwa njengenhloso, kakanyo yeo motho ho bona se se mongwe a ngumbono waloko muhumbulo une yona. Yi voniwa
but it is also seen word ook gesien as wesilinganiso, ngamahashe. uhlelo, noma a ratago gore e etsahala dikolong, batlang gore se umuntfu latsandza muthu a tama u tanihi
as the existing state die bestaande umbono walokho Ikharityhulam umyalo wokumele direge dikolong, empa le nkwa hape diragale mo kutsi kwenteke tshi bvelela xikongomelo,
of affairs in schools, stand van sake in umuntu afuna ibonwa kwenziwe ngaleyo eupša e bonwa e le maemo a dikolong, mme etikolweni, zwikoloni, fhedzi kungu kumbe
what does in fact skole – dit wat in kwenzeke njengenjongo, ndlela ebekiwe, gape bjalo ka renang dikolong, se gape e bonwa kodvwa iphindze zwi ḓo vha zwa ndzawulelo,
happen werklikheid gebeur eenkolweni, ubuchule okanye umbono walokho seemo sa ditaba etsahalang e le ka jaaka boemo jo bo futsi ibonakale vhonala sa tshiimo muanakanyo wa
kodwana godu amalungiselelo, umuntu afuna dikolong, seo nnete. gona jwa merero njengesimo tshine tsha vha leswi munhu a
lokhu kuthathwa ingcinga ukukubona gabotse se mo sekolong, se e lesikhona hone kha tsakelaka leswaku
njengobujamo ehambelana kwenzeka ezikoleni, diregago leng gore se nalesentekako mafhungo a swi humelela
obukhona nemisebenzi kanti futhi diragala ka etikolweni. zwikolo, eswikolweni,
eenkolweni, ngabe ekufanelekileyo kubonakala mmatota zwavhuḓivhuḓi uri kambe swi
eqinisweni ukuba iyaqhutywa njengesimo hu bvelela mini tlhelaka swi
kwenzekani. esikolweni, sangempela voniwa tanihi
ekugqibeleni esikhona xiyimo lexi nga
iyaphinda nokwenzeka kona xa timhaka
ibonakalise indlela ezikoleni eswikolweni, leswi
isimo esiyiyo kahlekahle swi
kwixesha esiphila humelelaka
kulo, ibonakalise
ukuba
enyanisweni
kwenzeka ntoni
ezikolweni
curriculum design kurrikulum- idizayini uyilo isakhiwo noma moakanyetšo wa moralo wa thadiso ya idizayini nyolo ya dizayini ya
the aims, ontwerp yekharikhyulamu lwekharityhulam idizayini lenaneothuto kharikhulamo kharikhulamo yekharikhulamu kharikhuḽamu kharikhyulamu
outcomes, culture, die doelstellings, Iinhloso, Iinjongo, yekharikhulamu maikemišetšo, dipheo, diphetho, maikaelelo, dipoelo, tinhloso, zwipikwa, mvelele, swikongomelo,
context and the uitkomste, kultuur, imiphumela, iziphumo, Izinhloso, dipoelo, setšo, tlwaelo ya ho etsa setso, bokao le imiphumela, lisiko, nyimele na ndivho mivuyelo, mfuwo,
purpose for the konteks en doel isikopilo, ubujamo inkcubeko, imiphumela, usiko, kamano le morero dintho, lebaka gonne indzikimba dza kharikhuḽamu xiyimo na
curriculum influence van die kurrikulum kanye nomnqopho umxholo kunye izimo izinto tša lenaneothuto di maemo/tikoloho le kharikhulamo e nenjongo kutsi zwi ṱuṱuwedzaho xikongomelo swa
the structure of the beïnvloed die womthintela nomsebenzi ezenzeka huetša popego ya sepheo sa tlhotlheletsasebope kube nemtselela tshivhumbeo tsha kharikhyulamu swi
curriculum as a struktuur van die wekharikhyulamu, wokukhuthaza ngaphansi kwazo, lenaneothuto ka tshusumetso eo go sa kharikhulamo wekharikhulamu kharikhuḽamu nga hlohlotela
whole kurrikulum in sy isakhiwo ubume kanye nenhloso botlalo kharikhulamo e ka gotlhe kusakhiwo u angaredza xivumbeko xa
geheel sekharikhyulamu bekharityhulam yezinguquko nang le yona sekharikhulamu kharikhyulamu
soke. iyonke zekharikhulamu, tlhophisong ya yonkhana. hinkwayo ka yona
nokunomthelela kharikhulamo
kwisakhiwo sonke kaofela
sekharikhulamu
curriculum kurrikulum- ukuthuthukiswa uphuhliso ukuthuthukiswa tlhabollo ya ho etswa ha tlhabololo ya kutfutfukisa mveledziso ya nhluvukiso wa
development ontwikkeling kwekharikhyulam lwekharityhulam kwekharikhulamu lenaneothuto kharikhulamo kharikhulamo ikharikhulamu kharikhuḽamu kharikhyulamu
planned, ’n beplande, u inkqubo Lokhu tshepetšo ye e tshebetso e tirego e e yinchubo zwo prosese leyi
purposeful, doelgerigte, kulihlelo, ecetyiweyo, kungachazwa hlamilwego, rerilweng, ya rulagantsweng, e e lehleliwe, dzudzanywaho, kunguhatiweke,
progressive, and progressiewe en elipulaniweko, enenjongo, njengohlelo ikemišeditšwego, sepheo se itseng, e nang le lebaka, e e lenenhloso, zwine zwa vha na leyi nga na
systematic process sistematiese proses elinehloso, enenkqubela oluhleliwe, tšwelago pele gape bontshang tswelelang, mme e lenenchubekelem ndivho, zwa vha xikongomelo, leyi
in order to create wat gevolg word eliragelaphambili nelungiselelwe olunenhloso, e beakantšwego kgatelopele le ho na le tsamaiso gore bili futsi nenchubo na mvelaphanḓa, ya ka emahlweni,
positive om positiewe nehlelo lesistimu ukuphuhlisa olunengqubekela- gore go hlolwe hlophiswa ka tsela e dire ditokafatso lehlelikile kute na kuitele nga u na ku va ya
improvements in verbeterings in die elenzelwe ukwakha nokuphucula phambili kanye dikaonafatšo tša e itseng hore ho be tse di siameng mo kwentiwe tevhekana u itela xisistematiki hi
the educational onderwysstelsel amahlelo umgangatho nenqubo ehleliwe, maleba le dintlafatso tse tsamaisong ya intfutfuko lenhle uri hu vhe na xikongomelo xa ku
system teweeg te bring wokwenzangcono wemfundo jikelele ukuze lwakhe peakanyong ya ahang/kgothatsang thuto eluhlelweni mvelaphanḓa tumbuluxa
isistimu yezefundo. intuthuko enhle thuto thutong lwetemfundvo. yavhuḓi kha miantswiso
kwinqubo yemfundo sisiṱeme ya leyinene eka
pfunzo sisteme ya
dyondzo
curriculum-in-use kurrikulum-in- ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto la kharikhulamo e kharikhulamo mo ikharikhulamu kharikhuḽamu ine kharikhyulamu
the curriculum as gebruik esebenzako esetyenziswayo esetshenziswayo semmušo sebetsang tirisong lesetjentiswako ya khou leyi nga le ku
applied in the die kurrikulum soos kuyikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto bjalo kharikhulamo e kharikhulamo jaaka lena shumiswa tirhisiweni
classroom and wat dit in die esetjenziswa esetyenziswa njengalokhu ka ge le šomišwa sebediswang ka e dirisiwa mo yikharikhulamu kharikhuḽamu sa kharikhyulamu
affected by klaskamer ngematlasini kanti eklasini okanye isetshenziswa phapošing ya tlelaseng le ho phaposiborutelong, njengaloku zwine ya khou tanihilaha yi
resources and toegepas word en inomthintela kumagumbi ekilasini futhi borutelo le go angwa ke mme e angwa ke isetjentiswa shumisiswa tirhisiwaka hakona
materials to support geraak word deur wemithombo kanye okufundela, njengalokhu huetšwa ke dithuši, disebediswa tse ditlamelo le eklasini futsi zwone kiḽasini nga eklasini yo
the learning die hulpbronne en namamatheriyali echatshazelwa ithintwa yizinsiza ditlakelo go thekga tshehetsang dimatheriale go njengaloku u shumisa dyondzela na ku
process; disruption materiaal om die ahlose ukusekela yimithombo yizinto ukweseka tshepedišo ya go ketsahalo ya ho tshegetsa tirego ya inemtselela tshomedzo na khumbiwa hi
or continuity; and leerproses te ihlelo lokufunda, nezixhobo uhlelo lokufunda; ithuta; tšhitišo goba ithuta; tshitiso e ka go ithuta; wemitfombolusito matheriaḽa u itela swipfuno na
the quality and ondersteun; elinqophe , zokufunda ukuze ukuphazamiseka tšwelelo; gammogo hlahang kapa kgoreletsego kute kusekelwe u khwaṱhisa timatheriyali ku
morale of teachers ontwrigting of ukuphula nanyana kuxhaswe inkqubo noma ukuqhubeka; le boleng le tswelopele ya kgotsa tsweletso; le inchubo maitele a pfunzo; seketela prosese
deurlopendheid; en ukuragelaphambili yemfundo; kanti boitshwaro le ketsahalo; le boleng boleng le boitshepo yekufundza; u thithisea kana u ya ku dyondza;
die gehalte en kanye nokuletha ukuphazamiseka nezingabunjalo mafolofolo a le boitshepo le jwa barutabana kutsikameteka bvela phanḓa; na nkavanyeto
moraal van die ikhwalithi okanye kanye nomoya barutiši maikemisetso a nome kuchubeka; maimo na kumbe ku ya
onderwysers nokukhuthaza ukuqhubeka; wothisha matitjhere. kanye mafulufulu a emahlweni; na
abotitjhere. umgangatho nelizingasimo vhadededzi risima na
wokusebenza kanye nemoya nkhutazeko wa
kunye nomoya wabothishela. vadyondzisi
weemvakalelo
zabefundisi-
ntsapho.
diverse context diverse kontekste ubujamo Iimeko izizinda kamano ye e moelelo o bokao jo bo indzikimba nyimele dzo swiyimo swo
accommodating ’n situasie waar bendawo/besikhat ezahlukileyo ezehlukahlukene fapanego fapaneng farologaneng leyehlukile fhambanaho hambana
more than one daar vir meer as hi Ukwamkela ezengamela izimo go amogela dikemo ho amohela le ho go amogela bokao leshwambakanya u katela nyimele ku amukela ku
cultural context een kulturele obuhlukahlukileko inkcubeko kunye zamasiko tša ditšo tša go feta sebedisa maemo a jwa setso jo bo tindzika temasiko dza mvelele dzi tlula swiyimo swa
konteks voorsiening Lobu kubujamo namasiko ehlukahlukene se tee mangata a tlwaelo fetang bongwe letahlukene. fhiraho nthihi mfuwo wo tlula
gemaak word obufaka ngaphezu ahlukeneyo ya ho etsa dintho wun'we
kwesikopilo
elilodwa
enacted uitgevoerde Ikharikhyulamu Ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu ine kharikhyulamu
curriculum kurrikulum ephilwa ngezenzo eyenzekayo ephasisiwe le lego molaong letleletsweng lephasisiwe ya shumisea leyi endliweke
the curriculum as it die kurrikulum soos kuyikharikhyulamu Ikharityhulam ikharikhulamu dimeletšwego kharikhulamo jwalo kharikhulamo jaaka ikharikulamu kharikhuḽamu nga nawu
is experienced or wat dit ervaar word lokha ngokwamava njengalokhu lenaneothuto bjalo ka ha e sebediswa fa e itemogelwa njengaloku nḓila ine ya kharikhyulamu
the ‘nonofficial, of die ‘nie- nakuhlangatjezwan nezimvo isetshenziswa ka ge le lemogwa kapa ‘kharikhulamo kgotsa ‘ isetjentiswa nome shumiswa ngayo tanihilaha yi
implicit curriculum’ amptelike, a nayo nanyana zabefundisi- noma goba lenaneothuto e seng molaong, e kharikhulamo e e ‘lengekho kana ‘ i si ya tokotiwaka hakona
as implemented by implisiete ‘engakahleleki ntsapho okanye ‘ikharikhulamu leo le sego la patehileng’ jwalo ka seng ya semmuso, emtsetfweni, tshiofisi kana kumbe
an educator and kurrikulum’ soos nonofficial’, ikharityhulam engekho semmušo, le le sa ha e rutwa ke e e sa tlhagisiweng nalengakacaciswa kharikhuḽamu ya i ‘kharikhyulamu
reflecting what is deur die opvoeder ikharikhyulamu engekho emthethweni hlagišwego thwi, titjhere le ho ka tlhamalalo’ jaaka ’ njengaloku songo tou leyi nga ri ki
actually taught and geïmplementeer en engabonakaliko ezincwadini nengacacisiwe’ bjalo ka ge le bontsha nnete ya e diragadiwa ke ifezekiswa ṅwalwaho’ sa erivaleni, leyi nga
learnt wat weerspieël wat ngamehlo‘,’implicit okanye njengalokhu isuke phethagatšwa ke se rutwang le seo morutabana, mme nguthishela kanye zwine zwa funziwa ri ki ya ximfumo’
werklik onderrig en curriculum’ engalungiselelwan yenziwa nguthisha morutiši le go baithuti ba ithutang e supa se tota se nekucabanga nga mudededzi na tanihilaha yi
geleer word njengombana ga. Le kanti isuke iveza bontšha seo sona rutiwang le go ngaloko kahlehle u sumbedza zwine tirhisiwaka hakona
isetjenziswa yikharityhulam lokho okusuke gabotsebotse se ithutiwa lokufundziswako zwa khou funzwa hi mudyondzisi na
ngutitjhere begodu ebonisa kufundwa futhi rutwago le go ithuta nalokufundvwako. na u gudiwa ku kombisa leswi
iveze lokho okwenzeka ngqo kufundiswa kahlekahle swi
okufundiswa xa kufundiswa ngempela dyondzisiwaka na
okufundiswa naxa kufundwa ku dyondziwa
nokufundwa
kwamambala.
experiental ervaringsleer ukufunda ukufunda ukufundela go ithuta ka go ho ithuta ka ho go ithuta ka kufundzela ngudo nga nyito ku dyondza ko
learning leer gebaseer op ngokwenza/wenza ngokulinga ukuthola amava itemogela etsa seo ho tekeletso kutfola sipiliyoni u guda hu ḓitika tirhisa
learning is based ervaring of wat kufunda kukufunda ukufunda okugxile go ithuta mo go ithutwang sona go ithuta go ikaegile kufundza lokugcile nga kana hu swipirimente
on or involving ervaring behels okudzimelele phezu okusekelwe kwisipiliyoni noma theilwego go goba ho ithuta ho kgotsa go akaretsa esipiliyonini nome katela u wana ku dyondza loku
experience kokwenza nanyana okanye ukufunda okufaka go go akaretšago itshetlehile kapa ho maitemogelo kufundza lokufaka tshenzhemo ku simekiwaka
okubandakanya okubandakanya phakathi isipiliyoni boitemogelo kenyeletsa ekhatsi sipiliyoni eka kumbe ku
ilwazi olithola amava kutlwisiso le khumbaka ntokoto
nawenzako boiphihlelo
hidden curriculum verskuilde ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu i kharikhyulamu
learning that is kurrikulum efihliweko efihlakeleyo efihliwe le khutilego patehileng fitlhegileng lefihliwe kufundza siho khagala leyi tumbeleke
hidden from the leer wat ukufunda lokho ukufunda ukufunda okufihliwe go ithuta go go ho ithuta ho go ithuta mo go lokufihliwe u guda ho ku dyondza loku
educators and weggesteek word okufihlekileko okufihlakeleyo kubafundisi sego nyanyeng go etsahalang hoo fitlhegileng mo kubothishela dzumbelwaho tumbeleke eka
learners; another vir die opvoeders kubotitjhere okanye (kothisha) kanye barutiši le baithuti; matitjhere le barutabaneng le kanye nebafundzi; vhadededzi na vadyondzisi na
form of implicit en leerders; ’n nakubafundi, okungabonakaliyo nabafundi; enye mokgwa wo baithuti ba sa ho barutwaneng; ngulenye indlela vhagudiswa; vadyondzi;
learning, which the ander vorm van ngenye indlela kubefundisi- indlela yokufunda mongwe wa go boneng; mofuta o mofuta o mongwe yekufundza tshiṅwe muxaka wun'wana
educators did not implisiete leer, wat yokufunda ntsapho kunye engacacisiwe ithuta wo o sa mong wa ho ithuta wa go ithuta go go lengakacaciswa tshivhumbeo tsha wa ku dyondza
intend and are die opvoeders nie okungabonakali nabafundi; lolunye yabekwa obala, hlagišwego thwi, ho keneletseng ho sa tlhagisiweng, e yabekwa ebaleni, ngudo i songo tou loku nga ri ku
probably not even beplan het nie en ngamehlo, lokho uhlobo lwemfundo othisha abasuke woo barutiši ba sa o seo ho ithutwang ka leng se barutabana bothishela ṅwalwaho, tshine erivaleni, loku
aware of heel waarskynlik abotitjhere ebuthumileyo, bengaqondile rerago gape sona ba neng ba sa se labasuke a si muhumbulo vadyondzisi a va
nie eers bewus is abangakakuhlosi apho abefundisi- ukukuveza kodwa mogongwe ba sa o ikaelela, mme e bile bangakayihlosi wa vhadededzi nga ku
van nie begodu ntsapho uthole ukuthi nabo lemogego gongwe ba sa se futsi kahlehle nahone hu vha na kongomisangiku
abangakakutjheji. bebengazimiselan basuke bengazi lemoge abayati nekuyati khonadzeo ya uri eka yona
ga kwaye ngisho nokwazi a vha hu ḓivhi naswona nkarhi
bengayiqondi ngakho wun'wana a va
nokuba iyenzeka nga ku tivi
loo nto
intended voorgeskrewe ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu yo ku dyondza loku
curriculum kurrikulum ehlosiweko emiselweyo ehlosiwe le rerilweng ikaeletsweng lehlosiwe lena tiwaho kongomisiweke
prescribed voorgeskrewe yikharikhyulamu Imithetho lena yikharikhulamu ikemišeditšwego kharikhulamo e kharikhulamo e e yikharikhulamu kharikhuḽamu yo kharikhyulamu leyi
curriculum serving kurrikulum wat as ehleliweko emisiweyo kunye okuyiyona esuke lenaneothuto leo le behetsweng eo e tlhaotsweng e bile e lencunyiwe randelwaho ine ya hlamuseriweke
as blueprint for bloudruk vir esebenza nomgaqo siseko inqunwe ukuthi kgethetšwego leo le leng moralo wa dirisiwa jaaka kaedi lokuhlose kutsi shuma sa leyi tirhaka tanihi
teaching onderrig dien njengomgomo wokufundisa ifundwe esikoleni šomago bjalo ka thuto ya go ruta ifundziswe nyendedzi kha u kungu leri nga
ofanelwe ulandelwe abafundi nethathwa leano leo le etikolweni funza rivaleni eka ku
nawufundisako nanjengohlelo hlalošago thuto ka dyondzisa
lokufundisa botlalo
learner-centred leerdergesentreer ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu yo kharikhyulamu
curriculum de kurrikulum edzimelele esekeleze egxile kubafundi le šetšago itshetlehileng ikaegileng ka legcile ḓisendekaho kha leyi simekiweke
a curriculum ’n kurrikulum kumfundi umfundi ikharikhulamu moithuti ditlhokong tsa morutwana kumfundzi lena mugudiswa eka mudyondzi
characterised by gekenmerk deur Kuyikharikhyulamu Ikharityhulam enokubamba lenaneothuto leo le baithuti kharikhulamo e e yikharikhulamu ndi kharikhuḽamu kharikhyulamu leyi
participation, deelname, ebonakala egxila ekuthatheni iqhaza, ebhekela bontšhago ka go kharikhulamo eo bonagalang ka go lenetimphawu yo bveledzwaho hlawulekisiwaka hi
affective teaching affektiewe onderrig ngokuzibandakanya inxaxheba, imizwa nezinzwa tšea karolo, go ruta baithuti ba nkang nna le seabe, go tekutimbandzakan nga u dzhenelela, vutekaxiave,
and problem posing en probleemstelling , ngokufundisa imfundiso ekhulisa kanye nokufaka ka go naganela karolo ho seo ba ruta mo go ya, kufundzisa u funza ho teaho vudyondzisi bya
in the classroom in die klaskamer okunomthelela imiba izikinga ekilasini baithuti le dipotšišo rutwang sona, eo nonofileng, le go ngemphumelelo na u tandulula vuyelo lebyinene
kanye nokufunda yomphefumlo tša go hlohla baithuti ba nang le tlisa mathata mo kanye thaidzo kiḽasini na ku tisa
okuletha umraro kunye monagano ka matla a ho phehisa phaposiborutelong nekusombulula swiphiqo eklasini
ngetlasini nokusombulula phapošing ya diqetong tse tinkinga eklasini ro dyondzela
iingxaki eklasini borutelo nkwang le
tharollong ya
diphephetso tseo
ba bang le tsona ka
tlelaseng
objectives doelwitte Iminqopho Iziphumo umphumela dipoelo dipheo maikemisetso tinjongo zwipikwa swikongomelo
(outcomes) (uitkomste) (imiphumela) ezibonakalayo yilokho esifuna seo re ratago (diphetho) (dipoelo) (imiphumela) (mvelelo) (mivuyelo)
what we want wat ons wil hê ngilokho esifuna okufaneleke ukuthi abafundi baithuti go se seo re batlang hore se re batlang gore nguloko lesifuna zwine ra ṱoḓa leswi hi lavaka
learners to leerders moet kan abafundi ukuba abafundi babonise ukuthi bontšha mafelelong baithuti ba se barutwana ba se kutsi bafundzi vhagudiswa vha leswaku
demonstrate at the demonstreer aan bakukhombise bakubonakalise bayakwazi a maitemogelo a bontshe qetellong bontshe kwa bakukhombise tshi zwi sumbedza vadyondzi va swi
end of a significant die einde van ’n ngezenzo bekufundile emva ukukwenza bohlokwa a go ya thuto e itseng bokhutlong jwa kutsi bayakwati magumoni a kombisa
learning experience wesentlike ekugcineni kwesifundo ngemuva ithuta maitemogelo a go kukwenta ngudo ya ndeme emakumu ka
leerervaring kwesifundo esithile kwesipiliyoni ithuta a a botlhokwa ngemuva ntokoto wa ku
ebasifundileko sokufunda kwesipiliyoni dyondza wa nkoka
esibalulekile sekufundza.
pragmatic pragmatiese Indlela esebenza uhlobo inqubo yokwenza mokgwaphihlelelo mokgwa o molebo wa inchubo phimo i endlelo ra
approach benadering kuhle lwentsebenzo ebambekayo wa kgonthe itshetlehileng tirisego yekwenta shumiseaho pragmatiki
a philosophy of ’n filosofie van ‘om yifilosofi olubambekayo ifilisofi “yokwenza filosofi ya “go dira maemong a nnete filosofi ya “go dira lephatsekako muhumbulo/fiḽosof filosofi ya “ku
‘doing what works te doen wat die yokwenza/yokuland Ifilosofi ethi ngokulandela lokho seo se šomago mohopolo wa “ho seo se dirang go ifilosofi “yekwenta i ya “u shumisa endla leswi swi
best’ beste werk’ ela lokho kufanele ukuba okusebenza kahle bokaonekaone go etsa se loketseng le gaisa” loko lokusebenta nḓila ine ya tirhaka kahle
okusebenza kusetyenzwe nakangcono feta ka moka” ho tsamaellana le kahle kakhulu.” shuma zwa swinene”
ngcono ngohlobo olulunge kakhulu” maemo ao se leng khwinesa”
ngaphezu kwazo ho sona”
zonke ezinye
iintlobo
syllabus leerplan isilabhasi uqingqo isilabhasi lenaneothuto e na silabase lenaneothuto isilabhasi ligama siḽabasi silabasi
has a Greek origin van Griekse leligama lidabuka lwezifundo/isilab yigama elisuselwe le botšo bja lereo le tswang le na le tlholego ya lelisuselwa ḽi bva kha yi na ntumbuluko
and means ‘a oorsprong en elimini lesiGriki hasi olimini IwesiGriki segerika gomme e puong ya Segerike Segerika, mme le eGrigini kantsi Tshigerika nahone wa Xigiriki
concise statement’ beteken ‘’n bondige kanti litjho ligama eliphuma kanti lisho hlaloša gore ke le bolelang kaya ‘polelo e lisho ‘sitatimende zwi amba ‘ naswona yi vula
or ‘table of the stelling’ of ‘’n tabel isitatimende kulwimi lwesiGrike ‘isitatimende ‘setatamente se ‘kgutsufatso kapa khutshwane’ kgotsa lesinefisha’ nome tshitatamende ‘xitatimente xo
topics of a van die esifitjhazana elibhekisa esifushane’ noma sekopana’ goba tafole ya dihlooho ‘tatelano ya ditlhogo ‘lithebula letihloko tshipfufhi kana koma’ kumbe
discourse’ or the diskoersonderwerp nanyana ‘itheyibula ‘kwintetho ecacisa ‘ithebula lezihloko ‘lenaneo la direrwa tseo ho buuwang tsa puisano’ kgotsa tenkhulumo’ nome thebulu ya ṱhoho ‘tafula ra
‘list of contents of a e’ of die ‘lys van yeenhloko ngqo’ okanye zokuduna’ noma tša poledišano’ ka tsona’ kapa ‘lenane la diteng tsa ‘luhlu lwaloko dza tinhlokomhaka ta
subject’ inhoud van ’n vak’ zesifundo’ nanyana ‘isicwangiso ‘uhla lwalokho goba lenaneo la lenane la dikahare serutwa’ lokucuketfwe nyambedzano’ mbulavurisano’
‘irhelo sezihloko’ okanye okuqukethwe diteng la thutwana’’ tsa thuto e itseng’ sifundvo.’ kana ‘mutevhe wa kumbe
lokumunyethwe ‘uluhlu lwemixholo yisifundo’ goba lenaneo la zwi re ngomu nga ‘nxaxamelo wa
sifundo’ kumba othile’ diteng tša thuto’ ha pfunzo’ vundzeni bya
dyondzo’
Chapter 2
africanisation afrikanisering ukwenza ukuveza ubu- indlela yobu- go dira seafrika aforikafatso go dira boaforika indlela yebu- vhuafrika ku endla swi va
it is the process of die proses ngendlela yesi- Afrika Afrika ke tshepetšo ya go mokgwa wa ho ke tirego ya go Afrika ndi maitele a u swa Xiafrika
defining or waardeur Afrika- Afrika indlela kunye lena yinqubo hlaloša goba go hlalosa boAforika le tlhalosa kgotsa go lena yinchubo ṱalutshedza kana i prosese ya ku
interpreting African identiteit en -kultuur kulihlelo nohlobo nenkambiso hlatholla boitšhupo botjhaba ba bona – ranola boitshupo le nenkhambiso u ṱalusa vhuvha hlamusela leswi
identity and culture gedefinieer of lokuhlathulula lokucacisa ubume, yokuchaza noma le setšo sa Afrika – tsweletso ya ho setso sa Seaforika yekuhumusha bu- na mvelele zwa swi vulaka swona
– a learning geïnterpreteer word kafitjhazana amasiko kunye ukuqondisisa izinto tshepetšo ya go ithuta le tsela eo – tirego ya go ithuta Afrika nelisiko – Tshiafrika – kumbe ku humesa
process and a way – ’n leerproses en nanyana nenkcubeko ngendlela nosiko ithuta le mokgwa Maaforika a le mokgwa wa inchubo maitele a u guda nhlamuselo ya
of life for Africans ’n leefwyse vir ukuhlathulula yabantu base lobu-Afrika – le wa bophelo wa phelang ka yona botshelo wa yekufundza kanye na nḓila ya vutitivi bya Xiafrika
Afrikane khudlwana Afrika – inkqubo yinqubo yokufunda Maafrika Maaforika nendlela yekuphila kutshilele ya na mfuwo wa
ubunjalo/isithombe yokufunda kunye kanye nokuphila kweMa-Afrika. vhathu vha Afrika Xiafrika – prosese
kanye nesikopilo nempilo ephilwa kwama-Afrika ya ku dyondza na
lomu-Afrika ngama-Afrika ndlela ya vutomi
Kulihlelo lokufunda ya Maafrika
kanye nendlela
yokuphila yama-
Afrika
conscientisation gewentens- ukulemukisa/ukuy ukuvuselela ukuqwashiwa/uku go kwešiša lefase ho ruta motho ka go dira boitemogo kuvusa kusungula u wanulusa vulemukisi
developing an bewustheid elelisa ukukhulisa vusa/ukwazisa go godiša temogo se itseng go dira boitemogo kucaphelisa zwithu nga ku hluvukisa
awareness of social die kweek van ’n uwakha ummoya ukuqonda ukusungula ukwazi ya ditaba tša leago ho ba le tsebo jwa dintlha tsa ngetindzaba huhulu vulemukisi bya
and political issues bewustheid van wokulemukisa ngaphakathi nokuqwasha le dipolotiki tšeo di ditabeng tse amang loago le sepolitiki tetenhlalo u ṋetshedza timhaka ta swa
that has the power sosiale en politieke iindaba zobuntu emntwini malunga ngezindaba nago le maatla a go setjhaba le tse di nang le nepolitiki nḓivho nga ha vanhu na swa
to transform reality kwessies wat die kanye neendaba nemiba yezentlalo ezithinta ezenhlalo fetoša nnete dipolotiki, tse nang maatla a go fetola naletinemandla mafhungo a tipolitiki lebyi byi
vermoë het om die zepolotiki lezo nezepolitiki, nezepolitiki le matla a ho fetola bonnete ekugucula simo tshitshavha na nga na matimba
werklikheid te ezinamandla ekwaziyo ukuba nezinamandla diketsahalo tsa lesikhona. zwa poḽotiki ine ya ya ku cinca
ontvorm wokutjhugulula namandla okushintsha isimo nnete vha na maanḓa a vuxiviri
iqiniso okuguqula isimo esikhona u shandukisa
sokuhlala semihla nyimele ine ya tou
ngemihla vhonala
context konteks ubujamo imeko isimo boemo moelelo bokao/tiriso indzikimba timo, nyimele mbangu
the circumstances, die omstandighede, bendawo/besikhat imiba nemingeni, izimo, umlando, maemo, botšo, maemo, tshetleho, mabaka, lemorago, limuva, nyimele, vhubvo, swiyimo,
background, omgewing, hi imvelaphi, indawo isizinda-ndawo, tikologo, tlhako, tikoloho, moralo wa tikologo, simondzawo, mupo, mutheo, vundzhaku,
environment, raamwerk of kubujamo, ekuphilwa kuyo, uhlaka, isizinda lefelo, goba maemo tshebetso kapa letlhomeso, boalo, luhlakamsebenti, nzulele kana mbangu, rimba,
framework, setting, situasie waarbinne umlando, isakhelo, isimo noma isimo ao a dikologilego boemo boo kgotsa maemo a a sibekandzaba, tshiimo kha zwine ndhawu, kumbe
or situation ’n gebeurtenis of ibhoduluko, sentlalo okanye esikhungethe tiragalo goba ketsahalo e amang tiragalo nome simo zwa khou bvelela xiyimo lexi nga
surrounding an voorval plaasvind, isakhiwo, isizinda okuthile isehlakalo noma maitemogelo etsahallang ho lesikhungatse kana zwine zwa rhendzela
event or occurrence of die agtergrond nanyana ubujamo okwenzekileyo okwenzekayo bona sehlakalo nome khou vhonala xiendleko kumbe
waarteen dit obukhungethe ngenxa senteko. xihumelelo
plaasvind isehlakalo nanyana yesiganeko
isenzeko
cognitive kognitiewe ukukhulisa/ukwak uphuhliso ukuthuthuka kgolo ya ngwana kgodiso ya kgolo ya kutfutfuka mveledziso ya nhluvukiso wa
development ontwikkeling ha ingcondo lwengqiqo/lokuq ngomqondo ke kago ya tiragalo monahano tlhaloganyo ngengcondvo muhumbulo ngqondo
is the construction die konstruksie van kukwakhiwa onda lesi yisimo lapho ya kgopolo, go popeho ya ke kago ya ditirego lesi simo lapho u fhaṱa i ku akiwa ka
of thought denkprosesse, kwamahlelo ukudibanisa kwakheka khona akaretša go gopola, tshebetso ya tsa tlhaloganyo, go kwakheka khona kuhumbulele, zwi tiprosese ta
processes, insluitende die wokukhuliswa iingcinga nezimvo, inqubo yomqondo go rarolla mathata, monahano, e akaretsa go simo tshi katela u miehleketo, ku
including proses van onthou, komngcondo, ezifana nokucabanga, le go tšea diphetho, kenyeletsang ho gakologelwa, semcabango, humbula, u katsa na ku
remembering, probleemoplossing kufaka phakathi nokukhumbula, okubandakanya go tloga bobjaneng hopola, ho rarolla tharabololo ya lokufaka ekhatsi tandulula thaidzo tsundzuka, ku
problem solving, en besluitneming, ukukhumbula, ukusombulula ukukhumbula, go ya mathata le ho nka mathata, le go kukhumbula, na u dzhia tsheo, ololoxa swiphiqo,
and decision- vanaf die kinderjare ukurarulula imiraro iingxaki kunye ukusombulula mahlalagading go diqeto, ho tloha tsaya ditshwetso, sombulula tinking u bva muthu a kha na ku teka
making, from en adolessensie tot kanye nokuthatha nokwenza izinkinga kanye ya go bogolo bongwaneng ho ya go tswa kwa kanyse nekutsatsa ḓi vha muṱuku u swiboho, ku suka
childhood through volwassenheid iinqunto, ukusukela izigqibo, nokuthatha bohlankaneng/borw bongwaneng, go tincumo, kusukela ya kha u vha eka vutsongwana
adolescence to esigabeni ukusukela izinqumo, etsaneng le kgabaganya esigabeni muswa u swika a ku ta hi le ka
adulthood sobuntwana kwixesha ukusukela boholong dingwaga tsa sebuntfwana tshi vha mualuwa xiyimo xa lava va
ukudlula esigabeni ebuntwaneni esigabeni bosima go ya kwa kwendlule ha nghenaka eka
sobutlawana ukudlula kwixesha sobungane bogolong esigabeni vuntshwa ku fika
ukufika esigabeni lokufikisa kude ukufikela esigabeni sekutfomba eka vukulukumba
somuntu omdala. kuye ebudaleni sobujongosi kuze kudzimate
kufike esigabeni kuyewufika
sokuba umuntu ebudzaleni.
omdala
decolonisation dekolonisering ukuqedwa ukuphelisa ukuqeda inqubo phetšišo ya koloni tshebetso ya ho phediso ya Kucedza u fhelisa Vuheta vukoloni
is the undoing of is die proses kobukoloni ubukholoni nenkambiso ke go dira gore tswa ho kolone ya bokoloniale bukholoni vhukoloni i ku herisa
colonialism, where waardeur kususa kukupheliswa yobukoloni naga ye e nago le mehleng ke phediso ya puso (kutfunjwa) ndi u ṱutshela kule fambiselo ra
a nation establishes kolonialisme (waar ikholoniyalizimu, kobukoloniyali, lokhu kuchaza maatla e se sa laola ke ho heletswa ha ya bokoloniale, moo kucedvwa na vhukoloni hune vukoloni, laha
and maintains its ’n nasie sy kulokha isitjhaba apho isizwe ukuqeda inqubo yeo e se nago le bokoloniale, moo setšhaba se kwembusobucalu lushaka lwa rixaka ri
domination over heerskappy oor nasisungula siseka kwaye yobukoloni maatla, fao naga e naha e thehang le simololang le go (bukholoniyalizimu bveledza na u na tumbuluxaka no
dependent afhanklike gebiede ukubusa begodu sigcine ulawulo yokubuswa kwezwe hlomago le go ho boloka puso ya tsweletsa go ), lapho khona u isa phanḓa na u yisa emahlweni
territories vestig en handhaaf) sibambelele phezu lwaso ngabaphangi tšwetša pele pušo yona hodima fekeetsa dinaga tse sive sitfola langula mashango ntshikilelo eka
ongedaan gemaak kokulawula ezinye kwimimandla bakwelinye izwe, ya yona go dibaka tse di ikaegileng ka siphindze futsi o ḓitikaho ngaḽo tindhawu leti ti
word iindawo exhomekeke kuyo lapho isizwe dinagaselete tšeo e itshetlehileng ka sona sichubeke titshegeke.
ezidzimelele phezu sisungula inqubo di laolago tsona nekubusa
kwazo yokubhozomela nekulawula emave
elinye izwe lagwamandziwe
nemihlaba yezinye
izizwe ezaphangwa
ngababusi
bakwelinye izwe
indigenous inheemse isistimu yelwazi ulwazi inqubo yolwazi lenaneo la tsebo tsebo ya thulaganyo ya luhlelo lwelwati sisiṱeme ya sisteme ya vutivi
knowledge system kennisstelsels lendabuko (IKS) lweenkqubo lomdabu (IKS) ya setala (IKS) botswallwa kitso ya tlholego lwendzabuko (i- nḓivho ya bya ndhavuko
(IKS) (IKS) kulilwazi lendabuko zemveli ulwazi tsebo ya setšo yeo tsebo, bokgoni le (IKS) IKS) vhongwaniwapo vutivi bya
informal traditional informele elingakahleleki, ulwazi olungabhaliwe e sego ya dintho tseo motho a kitso ya setso e e lwati lwendzabuko (IKS) ndhavuko bya
knowledge that is tradisionele kennis okulilwazi elithileko olungalungiselelw phansi ezincwadini semmušo yeo e ithutang tsona sa rulaganang e e lolungakahleleki nḓivho i songo tou nkalamafundza
culturally specific wat kultuurspesifiek lesikopilo kanti leli anga lwamasiko kanti ulwazi theilwego go setšo botjhabeng ba totileng tsa setso, lolucondzene ṅwalwaho ya lebyi byi
and has been is en van geslag tot lwazi kusukela nezithethe lwasemandulo gomme e dutše e habo, tse mme e fetiseditswe ngco nemasiko mvelele ine ya kongomaka hi
passed down from geslag oorgedra is emandulo zakudala olujolise noluqondene ngqo fetišetšwa go tloga fetisetswang go tswa mo futsi tshimbilelana na ndlela ya mfuwo
one generation to lidluliselwa kwinkcubeko nosiko kanti go moloko wo melokong e tshikeng e nngwe lwendluliselwe mvelele yeneyo naswona byi
the next eenzukulwaneni nolugcinwa lwedluliselwe mongwe go ya go latelang go ya go e e kusukela na u fhiriselwa u hundziseriwaka ku
ezilandelako ngohlobo lokuthi lusuka wo mongwe latelang kusitukulwane bva kha murafho u suka eka
abantu abadala esizukulwaneni nesitukulwane. ya kha muṅwe jenerexini
babalisele esithile lwaya yin'wana ku ya
abancinane kubo kwesinye eka leyi
ukuze ulwazi isizukulwane landzelaka
luhlale lukhona ngokomlando
lugcinwe ongabhaliwe
lived curriculum geleefde ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu sa kharikhyulamu
how the curriculum kurrikulum ephilwako ephilwayo ezwakalayo le lego gona sebediswang itemogetsweng lephilwako kusho zwo leyi hanyiwaka
is experienced hoe die kurrikulum Indlela mava abantu indlela ka moo kamoo ka moo sipiliyoni lobanaso dzudzanywaho hilaha
ervaar word ikharikhyulamu ngekharityhulam ikharikhulamu efika lenaneothuto le kharilkhulamo e kharikhulamo e ngaleyo zwine kharikhyulamu yi
ephilwa ngayo ngakhona itemogetšwego sebediswang ka itemogelwang ka kharikhulamu. kharikhuḽamu ya tokotiwaka hakona
epilweni kwabayenzayo teng gona tshenzheliswa
yamambala zwone
paradigm shift paradigmaskuif ukutjhuguluka ukuguquka linguquko phetogo ye phetoho ya tsela phetogo ya ingcucuko tshanduko ya ncinco wa
a time when the ’n beduidende kwesikhathi kwexesha kwizinqubo bohlokwa ya ya ho nahana botlhokwa yenchubo ndeme kha pharadayimi
usual and accepted verandering in die kusikhathi lokha lokwenza nezinkambiso mokgwa kapa ho etsa nako e mokgwa wa nenkhamiso kuhumbulele nkarhi lowu ndlela
way of doing or gewone en ejayelekileko nokucinga lesi yisikhathi lapho nako yeo tsela ye e dintho tlwaelo le o o kushiwo sikhatsi tshifhinga tshine ya ntolovelo
thinking about aanvaarde manier nendlela lixesha elenzeka indlela esivamise amogelegago le ya nako eo tsela e amogetsweng wa lapho indlela nḓila yo kumbe leyi
something changes waarop iets gedoen eyamukelekako xa kuguquka ukwenza izinto tlwaelo ya go dira itseng ya ho etsa go dira le go leyelekile ḓoweleaho amukeriwaka ya
completely word of waarop yokwenza izinto indlela ngayo futhi dilo e fetoga ka kapa ho nahana, e nagana ka ga nalemukelekile nahone i ku endla kumbe
daar oor ’n saak nanyana ebekufudula nesicabanga botlalo fetohang sengwe o fetogang yekwenta tintfo ṱanganedzeaho ku ehleketa hi
gedink word yokucabanga kusenziwa okanye nokubona ngayo kahohlehohle gotlhelele nekucabanga ya u ita kana u mayelana na
ngokuthize kucingwa ngayo izinto iguquka kugucuka humbula nga xin'wana yi
itjhuguluka ngokuphelele ngalokuphelele. zwithu ya cincaka hi ku
ngokuzeleko shanduka tshoṱhe hetiseka
socio- sosio- umqondo ingcinga ebunjwa uhlelo olugxile go hlaloša le go mohopolo wa mogopolo wa luhlelo lolugcile nḓila ya ngudo socio-
constructionist konstruktivistiese wokwakha sisimo emqondweni arola dihlopha tša motshehetsi wa kagelelokitso- ekwakheni yo ḓitikaho nga constructionist
perspective perspektief umuntu somphakathi wabantu batho socio- loago tenhlalo intfutfuko perspective
vhathu
development is die perspektief dat lapha ukukhula uphuhliso intuthuko encike tšwelotšopele e constructivism tlhabololo e ikaegile yeyame nhluvuko wu
mveledziso ine yo
dependent on ontwikkeling van komuntu lwengqiqo yomntu ekuxhumananeni theile go tsenelano kgolo ya motho e ka kgolagano ya ekuchumaneni tshembela eka
ḓitika nga
social interaction, sosiale interaksie kudzimelele phezu luxhomekeka kwabantu, nokuthi ya leago, le gore go itshetlehile loago, mme go ngekwetenhlalo, n'wangulano wa
matshilisano
and that social afhanklik is en dat kokuhlangana kuhlobo umntu ukufunda kwabanye ithuta ga leago go dikamanong tsa ithuta ka ga loago kantsi loko vanhu, na leswaku
tshitshavhani, na
learning actually sosiale leer in nabanye abantu, asebenzisana abantu kuholela iša go kgolo ya hae le batho ba tota go isa kwa kufundza ku dyondza ka
ine u guda ha
leads to cognitive werklikheid tot lelo hlelo lokufunda ngalo kunye ekuthuthukeni ngwana bang, le hore ho kgolong ya ngekwetenhlalo vanhu kahlekahle
tshitshavha hu
development kognitiewe ebantwini nomphakathi ngokomqondo ithuta ho ba bang tlhaloganyo mbambamba ku vanga
livhisa kha
ontwikkeling eqinisweni kwaye loo ho hodisa kuholela nhluvukiso wa
mveledziso ya
aanleiding gee kurholela mfundiso monahano ekutfutfukeni ngqondo
muhumbulo
ekukhuleni yomphakathi kwengcondvo.
kwengcondo ikhokhelela
ngokwelwazi kuphuhliso
lwengqiqo
zone of proximal sone van ukukhula ummandla indawo phapano gare ga karolo e karolo ya kgolo e indzawo zounu ya zone of proximal
development proksimale komqondo kanye wophuhliso yokusondelana seo morutwana a bontshang kgolo e gaufi yekusondzelana mveledziso ya development
difference between ontwikkeling nekghonakalo olukutshane nentuthuko ka se dirago a le ya nnete pharologano nentfutfuko ndeme ku hambana
the learner’s actual die verskil tussen lokukhula nobukrelekrele umehluko okhona tee le seo a ka se phapang pakeng magareng ga seelo umehluko phambano vhukati exikarhi ka levhele
developmental level die leerder se ngomqondo ngumahluko phakathi kwezinga fihlelelago ge a tsa boemo ba nnete sa nnete sa kgolo emkhatsini ha kualutshele ya ku hluvuko wa
and their potential werklike mumehluko phakathi kwezinga lokuthuthuka hlahlwa ba kgolo ya moithuti ya morutwana le welizinga mbamba kwa muhumbulo xiviri na levhele ya
level ontwikkeling en ophakathi lophuhliso akulo kwangempela phapano gare ga le boemo boo ba ka seelo se a ka lekutfutfuka wa mugudiswa na yena ya vuswikoti
hulle potensiële kukukhula umfundo nelo komfundi kanye legato la nnete la bang ho bona kgonang ka sona kwemfundzi kanye tshiimo tshavho leyi mudyondzi a
vlak kwamambala zinga anokuba nezinga umfundi morutwana le nemandla tshine vha vho nga fikelelaku eka
komqondo kulo akwazi ukuthi legato la gagwe la ekufinyelela kona u shuma nga yona
womfundi kanye afinyelele kulo bokgoni kulangakhona vhoṱhe
nekghonakalo ngokwekhono lakhe
yokukhula
komqondo
womfundi
barriers to leerstruikelblokke Iinqabo/ imiqobo imigoqwane mapheko a go dithibelathuto dikgoreletsi tsa go tihibe letivimba zwithithisi zwa u swirhalanganyi
learning of -versperrings linthikamezi ekufundeni evimba ukufunda ithuta mathata a thibelang ithuta kufundza guda eka ku dyondza
difficulties blocking probleme wat zokufunda Imingeni edala ubunzima mathata ao a baithuti ho ithuta le mathata a a bumatima vhukonḓi vhu ku tikeriwa loku
access to learning toegang tot leer en kubudisi obujame ubunzima obukhona thibelago phihlelelo kgolo ya bona, a kgoreletsang lobuvimba thivhelaho u kona sivelaka mfikelelo
and development, ontwikkeling endleleni yokufunda nenqanda obuvimbela ukuthi ya go ithuta le fumanwang phitlhelelo ya go kufinyelela kutsi u guda na eka ku dyondza
located either in the blokkeer wat in die nokukhula, lezi ukufikelela kube nokufunda tšwelotšopele, a tlhophisong ya ithuta le kgolo, a ka kube nekufundza mveledziso, zwine na ku hluvuka,
education system, onderwysstelsel, zithikamezo ekufundeni kunye kanye nentuthuko, hwetšwago thuto, sekolong ne a le nentfutfuko, zwa vha kha loku kumekaka ku
the school or the skool of die leerder zitholakala nophuhliso. Le kuyenzeka uthole peakanyong ya kapa ho moithuti thulaganyong ya kuyenteka kutsi sisiṱeme ya nga va eka
learner gesetel is mhlambe kusistimu mingeni ukuthi isohlelweni thuto, sekolong thuto, sekolo kgotsa titfolakale pfunzo, tshikolo sisteme ya
yefundo, esikolweni isenokuba lapha lwemfundo goba go morutwana mo morutwaneng mhlawumbe kana mugudiswa dyondzo, xikolo
nanyana kumfundi kwinkqubo olusetshenziswayo, eluhlelweni kumbe mudyondzi
yemfundo okanye esikolweni noma lwetemfundvo,
ibe sesikolweni kumfundi uqobo esikolweni nome
okanye kumfundi kumfundzi.
ngokwakhe
CAPS KABV (CAPS) I-CAPS I-CAPS I-CAPS CAPS CAPS CAPS i-CAPS CAPS CAPS
Curriculum and Kurrikulum- en KusiTatimende Ligama isifinyezo esisho Setatemente sa Seteitemente sa Polelo ya Sitatimende Tshitatamende Xitatimente xa
Assessment Policy assesserings- seKharikhyulamu elisisishunqulelo ukuthi: Isitatimende Pholisi ya Pholisi ya Kharikhulamo le Lesiytinchubomgo tsha Pholisi ya
Statement. beleidsverklaring. noMthethomgomo lesiNgesi elimele Esiyinqubomgomo Lenaneothuto le Kharikhulamo le Pholisi ya mo Mbekanyamaitele Kharikhyulamu na
It stipulates the aim, Dit stipuleer die wokuHlola. Curriculum and Yekharikhulamu Kelo Tekolo Tlhatlhobo. E Yekharikhulamu ya Ndingo na Makambelelo.
scope, content and doelstelling, Sihlathulula Assessment Nokuhlola. Se šupa se bolela ka tlhagisa maikaelelo, Nekuhlola. Kharikhuḽamu. Xi hlamusela
assessment for omvang, inhoud en umnqopho, Policy Statement. Lesi sitatimende maikemišetšo, sepheo, boholo le sekoupu, diteng le Sichaza inhloso, Tshi sumbedza xikongomelo,
each subject listed assesserings- ubukhulu, ilwazi Ibeka elubala sichaza inhloso, morero, diteng le dikahare tsa seo ho tlhatlhobo ya bubanti, ndivho, tshikoupu, vuanami,
in the NCS Grades proses ten opsigte elimunyethweko injongo, umhlaba ubukhulu kelo ya thutwana ye rutwang ka sona le serutwa sengwe le lokucuketfwe zwine zwa tea u vundzeni na
R–12 van elke vak wat in kanye nokuhlolwa wezifundo, nokunaba, nngwe le ye nngwe tekolo ya thuto e sengwe se se leng kanye nekuhlola katela na ndingo makambelelo eka
die NKV Graad R– kwesifundo soke imixholo kunye okuqukethwe/ ye e lego nngwe le e nngwe e mo lenaneng la kuleso naleso kha thero iṅwe na dyondzo yin'wana
12 gelys is esirheliswe ku-NCS nohlolo kwisifundo indikimba kanye lenaneong la NCS boletsweng ka hara NCS la Dikereiti R– sifundvo iṅwe yo na yin'wana leswi
amaGreyidi R– 12 ngasinye nohlelo lokuhlolwa Dikreiting tša R–12 NCS ya Dikereiti 12 lesibhalwe ku- sumbedzwaho xaxametiweke eka
esiweliswe kwesinye nesinye tsa R-12 NCS Grades R-12 kha NCS ya Tigredi ta R–12 ta
kumqulu weNCS isifundo esichazwe Gireidi R -12 NCS
wamaBanga R-12 kwi-NCS ukusukela
kumabanga-R – 12
centralisation sentralisasie ukusenthralayisa/ ukuzikithisa uhlelo lapho kgobokanyo ya taolo ya kgolaganyo luhlelo lwekenta ndaulo kha vutekaswiboho
at government level op regeringsvlak ukubeka endaweni eburhulumenteni imisebenzi diphetho mosebetsi mo legatong la umsebenti vhupo vhuthihi bya le xivindzini
a defined bevat ’n omskrewe eyodwa ikharityhulam yenziwa wuhlaka leatong la mmušo sebakeng se le puso kharikhulamo endzaweni yinye kha muvhuso ndi eka levhele ya
curriculum contains kurrikulum esigabeni echaziweyo olulodwa, kanti lolu lenaneothuto le na seng e e tlhalositsweng e lolusezingeni kharikhuḽamu yo mfumo
detailed regulations uitvoerige sikarhulumende iqulethe imigaqo hlelo ezingeni le melawana ka boemong ba na le melawana ka lwahulumende ṱaluswaho ine ya kharikhyulamu leyi
for objectives and regulasies vir ikharikhyulamu yeziphumo likahulumeni botlalo la diteng, mmuso, botlalo ya lapho vha na vekiweke yi na
content, school doelwitte en ehlathululwako ezibonakalayo luchaza nako ya sekolo, kharikhulamo e maikaelelo le ikharikhulamu zwidodombedzwa swinawana leswi
time, selection of inhoud, skooltyd, imumethe imithetho nomxholo, ixesha ikharikhulamu kgetho ya didirišwa hlalositsweng e na diteng, nako ya lechaziwe zwa ndaulo na nga na
educational die selektering van elawulako yoke lesikolo, njengohlelo tša thuto, maemo le le melawana e sekolo, tlhopho ya ucukatsa zwo katelwaho, vuxokoxoko bya
materials, teaching opvoedkundige ngokwehloso ukukhethwa oluqukethe kelo hlalositsweng ka dimatheriale tsa imitsetfosimiso zwifhinga zwa swikongomelo na
standards and materiaal, yeminqopho kanye kwezixhobo imitheshwana botlalo ya dipheo le thuto, maemo a go lenemininingwane tshikolo, u topolwa vundzeni, nkarhi
assessment onderwysstandaard nelwazi zokufunda, yenqubo dikahare, nako ya ruta le tlhatlhobo yetinhloso ha wa xikolo,
e en assessering elimunyethweko, imigangatho enemininingwane sekolo, ho kgethwa nalokucuketfwe, matheriaḽa/tshome nhlawulo wa
isikhathi sesikolo, yokufundisa yezinhloso kanye ha disebediswa tsa sikhatsi dzo dzi timatheriyali ta
ukukhethwa nohlolo nendikimba thuto, dipehelo le sekufundza shumiswaho kha dyondzo, mipimo
kwamamatheriyali yesifundo, isikhathi tekolo ya ho ruta. sesikolo, pfunzo, ya ku dyondzisa
wefundo, amazing sokufunda kukhetfwa zwilinganyo zwa u na makambelelo
wokufundisa kanye esikoleni, kwetinsita guda na ndingo
nokuhlolwa ukukhethwa tekufundza,
kwezisetshenziswa tilinganisozinga
zokufunda, tekufundzisa
amazinga kanye nekuhlola.
okufundisa kanye
nohlolo
decentralisation desentralisasie ukudisenthralayiz ukususa uhlelo lapho phatlalatšo ya taolo ya kgaoganyo kusabalalisa phaḓaladzo ya vutekaswiboho
a more flexible ’n meer buigsame a/ukuhlukanisa uzikithiso imisebenzi taolo mosebetsi kharikhulamo e e luhlelo ndaulo lebyi
curriculum, requires kurrikulum, wat die ikharikhyulamu apha kuthethwa yenziwa yizinhlaka lenaneothuto leo le dibakeng tse obegang thata, e lwekharikhulamu kharikhuḽamu i hangalasiweke
the direct direkte etjhuguluka lula, ngekharityhulam ezehlukene fetogafetogogo, le fapaneng batla seabe ka legucuka lula, shandukiswaho, i kharikhyulamu leyi
involvement and betrokkenheid en efuna evumela Lolu wuhlelo nyaka gore sekolo kharikhulamo e tlhamalalo le go ludzinga ṱoḓaho u cincacincekaka
co-ownership of mede-eienaarskap ukubandakanyeka uhlengahlengiso, lwekharikhulamu le barutiši mmogo kgonang ho fetolwa nna beng ga dikolo kutimbandzakany dzhenelela thwii swinene, leyi
schools and van skole en okungasibunqopha apho kukho eguquka kalula, ba tšee karolo thwii ho ya ka maemo a le barutabana a ngco kanye na u dzhia lavaka ku
teachers onderwysers vereis kanye nobunikazi ukuthatha kanti ludinga le gore bobedi ba itseng, e hloka hore mmogo nebunikati vhuḓifhinduleli u khumbeka ko
obuhlanganyelweko inxaxheba okuthe ukwenziwa be beng ba sekolo dikolo le matitjhere bekuhlanganyela lingana ha zwikolo kongoma
beenkolo kanye ngqo nokuba mathupha kanye a be le seabo le ho betikolo na vhadededzi vun'winikulobye
nabotitjhere ngabanini nobunikazi ba le tokelo ya ho e nabothishela. bya swikolo na
ababambiseneyo obuhlanganyelwe laola vadyondzisi
phakathi bezikole kanye
kwesikolo nabafundisi.
nootitshala
diverse learners diverse leerders abafundi abafundi abafundi baithuti ba baithuti ba baithuti ba ba bafundzi vhagudiswa vho vadyondzi vo
learners with leerders met abahlukahlukileko abahlukeneyo abehlukene dinyakwa tša go fapaneng farologaneng labahlukene fhambanaho hambana
different language verskillende bafundi abafundi abafundi fapana baithuti ba barutwana ba ba bafundzi vhagudiswa vha vadyondzi lava
usage, learning taalgebruik, abasebenzisa ilimi abasebenzisa abanezindlela baithuti ba tšhomišo sebedisang dipuo nang le tiriso ya labanetindlela shumisaho tirhisaka tindzimi
styles, types of leerstyle, soorte ngendlela ulwimi ezahlukene ya polelo, mokgwa tse fapaneng, ba puo e e letahlukene nyambo, to
intelligence, levels intelligensie, ehlukileko, olwahlukileyo zokusebenzisa wa go ithuta, ithutang ka mekgwa farologaneng, tekusebentisa magudele, hambanahamban
of development and ontwikkelings- abaneentayila okanye izimbo ulimi, izitayela mehuta ya bohlale, e fapaneng, ba ditaele tsa go ithuta lulwimi, titayela tshakha dza a, switayili swa ku
economic, social vlakke en ezihlukeneko, zokufunda zokufunda, magato a matšo a bontshang bohlale tse di farologaneng, tekufundza, vhuṱali, zwiimo dyondza swo
and cultural ekonomiese, abanokuhlakanipha ezahlukeneyo, izinhlobo tšweletšopele le ba mefuta e mefuta ya botlhale tinhlobo zwa mveledziso hambanahamban
backgrounds sosiale en kulturele okuhlukileko, iindidi zokuhlakanipha, ekonomi, leago le fapaneng, bao e e farologaneng, tekuhlakanipha na ikonomi, a, mixaka yo
agtergronde abanemilando zobukrelekrele, amazinga setšo kgolo ya bona e seelo sa kgolo se emazinga vhubvo ha hambanahamban
yetuthuko amazinga okuthuthuka, leng maemong a se farologaneng le ekutfutfuka kanye mvelele na a ya vutlhari,
newomnoth ophuhliso, imilando fapaneng, le ho ba lemorago le le nemamuva tshitshavha zwo tilevhele to
ehlukileko, nomahluko yezomnotho, maemong a farologaneng la etemnotfo, fhambanaho hambanahamban
abanomlando kwimvelaphi yenhlalo kanye fapaneng moruong, ikonomi, loago le etenhlalo a ta nhluvukiso na
wabantu kanye yezentlalo neyazamasiko setjhabeng le setso newetemasiko. vundzhaku byo
nesikopilo nenkcubeko botjhabeng ba bona hambanahamban
ehlukilekozetuthuko a eka swa
nezomnotho ikhonomi, swa
ezihlukileko, vanhu na swa
mfuwo
inclusive inklusiewe ifundo imfundo equka imfundo efaka thuto ye e thuto e amohelang thuto e e imfundvo pfunzo i katelaho dyondzo yo
education in onderwys in Suid- ebandakanya uwonke-wonke wonke umuntu akaretšago tšohle baithuti kaofela akaretsang botlhe wonkhe umuntfu ya Afrika katsa hinkwavo
South Africa Afrika woke eSewula eMzantsi Afrika eNingisimu Afrika ka Afrika Borwa Aforika Borwa mo Aforikaborwa eNingizimu Tshipembe eAfrika-Dzonga
the practice and die praktyk en Afrika imisebenzi kunye isenzo kanye setlwaedi le ho etsa maemo a tiriso le tirego ya go Afrika kushumisele na endlelo na
process of creating proses om izenzo kanye nenkqubo nohlelo lokwakha tshepetšo ya go tshehetsang dira inchubo nesento maitele a u sika prosese ya ku
supportive ondersteunende nehlelo lokwakha yokudala amakilasi hlola ditlhoko tse diphaposiborutelo sekutsi kube kiḽasi na zwikolo tumbuluxa tikklasi
classrooms and klaskamers en amatlasi kanye amagumbi asekelanayo kanye diphapoši fapaneng tsa tse di tshegetsang nekwesekelwa zwine zwa katela to dyondzela leti
schools that involve skole te skep om neenkolo okufundela anika nezikole ezifaka tšaborutelo le dikolo baithuti kaofela ka le dikolo tse di emaklasini na u swikelela seketelaka na
and meet the die uiteenlopende ezisekelako, lezo inkxaso nezikolo zihlangabezane tše di thekgago ditlelaseng le akaretsang le go nasetikolweni ṱhoḓea dza swikolo leswi swi
diverse needs of all behoeftes van alle ezifaka nezanelisa ezibandakanya nezidingo tšeo di kgathago dikolong, le ho etsa kgotsofatsa letifaka tiphindze vhagudiswa katsaka na ku
learners leerders te betrek iindingo zabo boke zibuye ezahlukene zabo tema gape di hore ba be le seabo ditlhokwa tse di tihlangabetane vhoṱhe fikelela swidingo
en te bevredig abafundi zihlangabeze bonke abafundi fihlelelagodinyakwa le ho kgotsofatsa farologaneng tsa netidzingo tabo swo hambana swa
izidingo tše di fapanego tša ditlhoko tsena. barutwana ba bonkhe bafundzi. vadyondzi
ezahlukileyo barutwana ka moka botlhe hinkwavo
zabafundi
bebonke
Language of Taal van Onderrig ILimi lokuFunda Ulwimi lokufunda Ulimi lokufunda Leleme la Go Puo e Puo ya Go Ithuta Lulwimi Luambo lwa u Ririmi ra ku
Learning and en Leer (TvL) nokuFundisa nokufundisa nokufundisa Ithuta le go Ruta sebediswang le Go Ruta (LoLT) Lwekufundza Funza na u Guda Dyondza na ku
Teaching (LoLT) die taal wat in die (LoLT) (iLoLT) (LoLT) (LoLT) Thutong puo e e diriswang neKufundzisa (i- (LoLT) Dyondzisa
the language used klaskamer vir lilimi elisetjenziswa ulwimi ulimi leleme leo le puo e go ruta le go ithuta LoLT) luambo lune lwa (LoLT)
for teaching and onderrig en leer ukufundisa olusetyenziswayo olusetshenziselwa šomišwago go ruta sebedisetswang ho mo lulwimi shumiswa kha u ririmi leri
learning in the gebruik word nokufunda xa kufundiswa ukufunda le go ithuta ka ruta le ho bala ka phaposiborutelong lolusetjentiswa funza na u guda tirhisiwaka eka ku
classroom ngetlasini naxa kufundwa nokufundisa phapošing ya tlelaseng ekufundziseni kiḽasini dyondzisa na ku
egumbini ekilasini borutelo nasekufundzeni dyondza eklasini
lokufundela eklasini. yo dyondzela
learning leergebrek Iinthikamezo ukuphazamiseka izihibe tšhitišo ya go bofokodi ba ho bokoa jwa go kukhubateka vhukonḓi ha u ntsandzekiso wa
impairment verwys na ’n aantal zokufunda ekufundeni kwezokufunda ithuta ithuta ithuta kutekufundza guda ku dyondza
refers to a number versteurings wat die kutjhiwo kwinano I oku kubhekisa lokhu kuchaza inani e šupa bothata bjo bo bolela palo e go kaya makoa a le kusho linani zwi amba swi vula
of disorders which verwerwing, lokutjharagana kwimiqobo ethile lezihibe bo šitišago mošomo itseng ya mafu a ka mmalwa a a ka letihibe tshivhalo tsha mipfilungano yo
may affect the organisering, okungaba ephazamisa ezingaphazamisa wa tlwaelo wo o ka amang ho ba le amang go fitlhelela, letingatsikameta malwadze zwine hlayanyana leyi yi
acquisition, behoud, begrip of nomthelela phezu ukufumana, uhlelo lokutholakala amago phihlelelo, tsebo le bokgoni, go rulaganya, go kutfolakala zwa nga kwama lu nga ha khumbaka
organisation, gebruik van verbale kwehlelo lokuzuza ukulungelelanisa, kwemfundo, peakanyo, tshwaro, tlhophiso, ho tshwarelela, go kwemfundvo, si lwavhuḓi u ku kumiwa,
retention, of nie-verbale ilwazi, phezu ukugcina ulwazi, ukuhleleka, kwešišo goba tirišo hopola, ho utlwisisa tlhaloganya kgotsa kuhleleka, wana, u maveketelelo, ku
understanding or inligting kan kokuhlela, kwehlelo ukuqonda okanye ukugcineka ya tshedimošo ye kapa ho sebedisa go dirisa kubamba dzudzanya, u hlayisiwa, ku
use of verbal or beïnvloed lokubuyisa/lokubam ulwazi kwemfundo, ebolelwago ka tsebo e fumanwang tshedimosetso ya ngengcondvo, kona u vhulunga twisisiwa kumbe
nonverbal ba, lokuzwisisa oluthethwayo ukuqondisisa noma molomo goba ye e dithutong kapa eo mafoko kgotsa e e kuvisisa nome nḓivho, u pfesesa ku tirhisiwa ka
information nanyana nolungathethwayo ikhono sego ya molomo moithuti a seng mafoko kusebentisa kana u kona u vuxokoxoko bya
lokusetjenziswa lokusetshenziswa iphumanelang yona lwatiso shumisa nomu na lebyi nga
kwelwazi kolwazi ka ho ipalla lolukhulunywako mafhungo ane a ri ki bya nomu
elikhulunywa olukhulunywayo nome tou ambiwa nga
ngomlomo nanyana noma lolungakhulunywa. mulomo kana a sa
elingakhulunywa olungakhulunyiwe ambiwi nga
ngomlomo mulomo
learning mediator leertussenganger umtjhayeli wehlelo umlamli umlamuleli mmoelanyi wa go motataisi thutong motsereganyi wa umlamuli mukonanyi kha mupfuneti eka ku
a mediator is ’n tussenganger is lokufunda wemfundo wokufunda ithuta motataisi ke motho go ithuta wekufundza zwa ngudo dyondza
somebody who iemand wat dialoog umtjhayeli umntu umlamuleli umuntu mmoelanyi ke ya etsang hore ho motsereganyi ke ngumuntfu mukonanyi ndi mupfuneti i munhu
facilitates a fasiliteer, wat dit mumuntu oququzelela ohlela izingxoxo, motho yo a be le puisano e mongwe yo o longumlamuli muthu ane a loyi a pfunaku eka
dialogue, which moontlik maak dat okghonakalisa ingxoxo eyenza lokho okwenza sepedišagopolediša etsang hore bebofatsang longumchubinchu tshimbidza n'wangulano,
makes it possible ’n idee of gevoel ikulumopikiswano, ukuba ingcinga kube lula ukuthi no, ye e dirago gore mohopolo kapa puisano, e leng se bo nyambedzano, leswi swi endlaka
for an idea or gekommunikeer owenza bona okanye izimvo imibono noma kgopolo goba maikutlo a hlokang se dirang gore go yenkhulumiswano, zwine zwa konisa swi koteka
feeling to be word kukghonakale kube zikwazi imizwa ixoxeke lula maikutlo a ho fetisetswa ho ba kgonagale go lokwenta kutsi uri muhumbulo leswaku
communicated nombono nanyana ukucaciswa fetišitšwe go batho bang, a fetiswe ka tlhagisa kakanyo kube lula kutsi kana vhuḓipfi vhu muanakanyo
umuzwa okufanele ba bangwe tshwanelo kgotsa maikutlo umcondvo nome kone u fhiriswa kumbe matitwelo
udluliswe luvo luvakaliswe ya vulavuriwa
lula.
learning leerprogram Ihlelo lokufunda Inkqubo uhlelo lokufunda lenaneo la go lenanethuto lenaneo la go luhlelo mbekanyamushu nongonoko wa
programme ’n faselange proses kulihlelo elide yokufunda uhlelo olude ithuta ketsahalo e telele ithuta lwekufundza mo ya u guda ku dyondza
a phase-long van beplanning, elimumethe isigaba inkqubo yesigaba ngesigaba esithile thepedišo ya ya ho etsa moralo, tirego ya legato le inchubo yesigaba kuitele kwa a prosese yo leha hi
process for bestuur en sokupulana, esithile yokwenza nokungelokuhlela, sebaka se itšego sa ho tsamaisa le ho le telele ya go loga lesidze sekuhlela, tshifhinga tshilapfu xiyimo hinkwaxo
planning, managing organisering van sokuraga kanye amalungiselelo, ukuphatha kanye go loga maano, go hlophisa tshebetso maano, go kulawula kanye kwa u ya ku kunguhata,
and organising klaskamer-praktyk nokuhlela nolawulo nokuhlelisisa laola le go ya ka tlelaseng tsamaisa le go nekuhlelembisa pulana/dzudzanya ku fambisa na ku
classroom practice umsebenzi lokulungiselela ukufunda ekilasini beakanya mošomo rulaganya tiragatso kufundza eklasini. , u langula na u lulamisa endlelo
wangetlasini imisebenzi wa phapošing ya ya phaposiborutelo vhekanya maitele ra le klasini yo
yasegumbini borutelo a kiḽasini dyondzela
lokufundela
norm norm injwayelo (norm) okuqhelekileyo injwayelo/imvamis setlwaedi tlwaelo tlwaelo indlelamvama zwo ḓoweleaho endlelo ra
is derived from the is afgelei van die isuselwa egameni uhlobo a tlhalošo ye e tšwa e tswa lentsweng la e tswa mo lefokong ligama lelisuselwa zwi bva kha ipfi ntolovelo
word ‘normal’ and word ‘normaal’ en elithi ‘normal’ kanti lokuziphatha leli gama lisuselwa go lentšu ‘tlwaelo’ ‘tlwaelehile’ mme le ‘tlwaelo’, mme e egameni lelitsi ‘ḓoweleaho’ ri tekiwa ku suka
refers to behaviour verwys na gedrag lona litjho oluqhelekileyo egameni elithi gomme e šupa bolela boitshwaro kaya maitsholo a a ‘ngalokuvamisile’ nahone zwi amba eka rito ‘normal’
that is generally wat algemeen ukuziphatha okuhle kwaye “ngokujwayelekile/n boitshwaro bjo bo bo amohelehang ka amogelesegang ka kantsi lisho vhuḓifari vhune ha naswona ri vula
accepted in a aanvaar word in ’n okwamukeleka olwamkelekayo gokuvamile” kanti amogelwago ka kakaretso kakaretso mo kutiphatsa jikelele ṱanganedzwa kha mahanyelo lama
society samelewing emphakathini kuwonke-wonke lichaza ukuziphatha kakaretšo mo setjhabeng setšhabeng lokwemukelekako tshitshavha nga u amukeriwaka eka
okwamukelekayo setšhabeng emmangweni. angaredza sosayati
emphakathini/esizw
eni
outcomes-based uitkomsgebaseerd ifundo edzimelele imfundo uhlelo lwemfundo thuto ye e thuto e thuto e e luhlelo pfunzo yo dyondzo leyi
education (OBE) e onderwys (UGO) phezu esekelwe olugxile theilwego go itshetlehileng theilweng mo wemfundvo mvelelo simekiweke eka
is an approach to ’n benadering tot kwemiphumela kwiziphumo kwimiphumela dipoelo (OBE) diphethong (TID) dipoelong (OBE) lolweyame ndivhanywa mivuyelo (OBE)
teaching and onderwys en (OBE) (OBE) (OBE) ke mokgwa wa go ke mokgwa wa ho ke molebo wa go emiphumeleni (i- (OBE) i endlelo eka
impacts on teaching invloede op yindlela yindlela le yindlela ruta wo o huetšago ruta le o amang ruta, mme o ama OBE) lena ndi nḓila ya u vudyondzisi
strategies that refer onderwysstrategieë yokufundisa kanye yokufundisa yokufundisa ethinta maano a go ruta ao mawa a ho ruta a ditogamaano tsa go yindlela guda na u gudisa naswona ri
to the preferred wat verwys na die nemithelela enefuthe amasu okufundisa, a šupago tsela ye e bolelang mokgwa o ruta tse di kayang yekufundzisa futsi ine ya kwama khumba maqhinga
methodology used voorkeurmetodologi yamano kumacebo le ndlela ichaza šomišwago go kgethwang o mokgwatiriso o o lenemtselela nḓila dza u gudisa ya ku dyondzisa
to unpack and e wat gebruik word wokufundisa lawo okufundisa indlela engcono hlagiša le go sebedisetswang ho tlhophiwang go kumasubuciko zwine zwa amba lama ya vulaka
implement the om die kurrikulum atjho umethodoloji abhekisa yokufundisa phethagatša hlalosa le ho kenya tlhalosa le go ekufundzisa nḓila yo methodoloji lowu
curriculum – it is not uit te lê en te onyulwako kubuchwepheshe esetshenziswa lenaneothuto – ga kharikhulamo diragatsa lacondziswe ṱanganedzwaho tsakeriwaka lowu
a curriculum implementeer – dit osetjenziswa obukhethwayo ukuchaza se lenaneothuto tshebetsong – ha kharikhulamo – ga kundlelakwenta ine ya shumiswa u tirhisiwaka ku
is nie ’n kurrikulum ukwendlala kanye nobusetyenziselw nokusebenzisa se kharikhulamo se kharikhulamo lenconywako phaḓaladza na u tlhantlha na ku
nie nokusebenzisa a ukucacisa ikharikhulamu – lesetjentiselwa konisa u simeka
ikharikhyulamu – nokusebenzisa akuyona kuchaza shumiswa ha kharikhyulamu –
akusiyo ikharityhulam – ikharikhulamu nekufezekisa kharikhuḽamu – iyi kambe a hi
ikharikhyulamu yona ikharikhulamu – a si kharikhuḽamu kharikhyulamu
ayiyokharityhulam akusiyo
ikharikhulamu.
qualification kwalifikasie iziqu isiqinisekiso isitifiketi lengwalo la thuto lengolo la thuto borutegi ikhwalifikheshini Ndalukano Nthwaso
is the formal die formele kukuhlonitjhwa kukuvuma semfundo/ ke temogo ya ke kamoheleho ya ke kamogelo e e sibonakaliso ndi u (khwalifikhexini)
recognition and erkenning en ngokusemthethweni okusesikweni ikhwalifikheshini semmušo le semmuso le ho tlhomameng le lesisemtsetfweni ṱanganedzwa ha i ku tekeriwa
certification of sertifisering van kanye nokunikelwa nokukhupha lesi yisibonakaliso setifikeiti sa fana ka setefekeiti kabo ya setifikeiti nekunikwa sitifiketi tshiofisi na u enhlokweni ka
learning leerprestasie wat ngesitifikeyiti isatifiketi esisemthethweni phihlelelo ya go sa ho atleha sa phitlhelelo ya go sekukhombisa ṋewa ṱhanziela ya mafundza na ku
achievement deur ’n esikhombisa sokuphumelela futhi yisitifiketi ithuta seo se dithutong leo ithuta se se kuphumelela u ṱhaphudza nyikiwa ka
awarded by an geakkrediteerde ukuphumelela izifundo. esikhombisa abjago ke moithuti ya neelwang ke setheo etifundvweni ngudo nga xitifikheti ka
accredited instelling toegeken kokufunda Isiqinisekiso ukuphumelela institušene ye e phethelang dithuto se se lonikwa sona tshiimiswa tsho mfikelelo wa ku
institution word esinikelwa liziko sikhutshwa liziko emfundweni, kanti dumeletšwego a le fuwang ke tlhomamisitsweng sikhungo ṋewaho thendelo dyondza lowu
elisemthethweni elivunywe lesi sitifiketi institutishene e lesigunyatiwe. ya u ita izwo nyikiwaka hi
ngokusesikweni sikhishwa yiziko dumelletsweng ho instituxini leyi
lemfundo fana ka lona nyikiweke
elinegunya mpfumelelo wo
lokufundisa tirha
nelisemthethweni
SKVAs VKWHs SKVAs ii-SKVA ama-SKVA diSKVA diSKVA diSKVA ema-SKVA dziSKVA Ti-SKVA
skills, knowledge, vaardighede, Iamakghonofundwa sisishunqulelo lesi yifinyezo mabokgoni, tsebo, bokgoni, tsebo, dikgono, kitso, sifinyeto lesisho zwikili/nḓivho, swikili, vutivi,
values and kennis, waardes en , ilwazi, iimfundiso sesiNgesi esimele esimele ukuthi: mekgwa ya metheo ya dintlhatheo le emakhono, lwati, vhuvha na maime mikhuvanene na
attitudes houdings kanye nemikghwa skills, knowledge, skills, knowledge, boitshwaro le boitshwaro le mekgwa emazingagugu mavonelo hi
values and values and attitudes maitshwaro maikutlo netimongcondvo miehleketo
attitudes. Sixela – nokusho:
izakhono, ulwazi, amakhono, ulwazi,
iinqobo amagugu kanye
zokuziphatha nemiqondo
neembono
standard standaard izinga umgangatho Izinga maemo pehelo maemo silinganisozinga zwilinganyo mpimo
refers to the quality verwys na die kutjhiwo ihlelo ubhekisa lokhu kuchaza e šupa tshepetšo e bolela boemo ba a kaya tirego ya loku kusho zwi amba maitele (xitandadi)
assurance process gehalteversekering lokuqinisekisa kwinkqubo uhlelo oluqinisekisa ya tiišo ya boleng tsamaiso ya tiisetso netefaletso ya inchubo a khwaṱhisedzo swi vula prosese
s-proses iukuthi kube yokuqinisekisa izinga lemfundo boleng yesicinisekiso ya maimo a ya vutiyisisi bya
nekhwalithi umgangatho selizingasimo. tshithu risima
special needs spesialebehoefte- ifundo yeendingo imfundo imfundo thuto ya dihlokwa thuto ya ditlhoko thuto ya imfundvo pfunzo ya dyondzo ya
education onderwys ezikhethekileko yezidingo eqondene tše itšego tse ikgethang ditlhokego tse di yetidzingo ṱhoḓea dzo swidingo swo
the special die spesiale kumahlelo ezikhethekileyo nezidingo ezithile dipeakanyo tša ditlhophiso tsa thuto kgethegileng letikhetsekile khetheaho hlawuleka
educational arrange onderwysreëlings akhethekileko amalungiselelo ezikhethekile thuto tše di itšeng e ikgethang tse dithulaganyo tsa luhlelo nzudzanyo dza maveketelelo ya
ments which are in wat vir kinders met wokuhleleka emfundo lezi yizinhlelo tše di lego gona tša fumantshwang thuto tse di lolukhetsekile pfunzo dzo dyondzo yo
place for children gestremdhede geld kwefundo, akhethekileyo zezidingo zabafundi bana bao ba bana ba phelang le kgethegileng tse di lwemfundvo khetheaho dzo hlawuleka lama
with disabilities okumahlelo abekelwe ukuba ezithile phekago ka boqhwala baakanyeditsweng lolukhona vhewaho u itela nga kona ya vana
asetjenziswa lapho kulungiselelwe ezikhethekile, lezi bogolofadi bana ba ba nang le lwebantfwana vhana vha re na lava nga na
kufunda abantwana abantwana zinhlelo zinikezwa bogole labanekukhubatek vhuholefhali vutsoniwa
abaphila abayimilwelwe abafundi a
nokukhubazeka abanokukhubazeka
okuthile
transformation in transformasie in itjhuguluko inguqu uguquko phetogo thutong phetoho thutong phetogo mo ingucuko tshanduko kha ncinco eka
education onderwys kezefundo kwezemfundo kwezemfundo go šomiša mekgwa ho sebedisa thutong kutemfundvo pfunzo dyondzo
using different die gebruik van kusebenzisa ukusebenzisa ukusebenzisa ye e fapanego ya mekgwa e go diriswa ga kusebentisa u shumisa maitele ku tirhisa
ubuchule
teaching practices verskillende iindlela ezihlukileko izindlela go ruta go fapaneng ya ho ditiragatso tsa go tindlela a u guda o maendlelo yo
bokufundisa
to foster critical onderrigstrategieë zokufundisa obahlukeneyo ukuze zokufundisa hlohleletša badudi kgothalletsa baahi ruta tse di letahlukene fhambanaho u hambana yo
citizens by om kritiese burgers ukufaka ummoya kuphuhliswe abemi ezahlukene bao ba kgonago go ba bohlokwa ho farologaneng go tekufundzisa itela u ṱuṱuwedza dyondzisa ku
implementing equity te bevorder deur wokuba abaneliso elibukhali. ukukhuthaza swaya diphošo ka sebedisa mekgwa e tsweletsa kukhutsata vhadzulapo vhane kondletela
and redress, non- gelykheid en zizakhamuzi Oku kwenziwa izakhamizi ukuthi go phethagatša tlisang tekatekano barutwana ba ba takhamuti vha kona u ṱahisa vaakatiko lava nga
discrimination, regstelling, nie- ezicabangisisako ngokuthi zilingane, tekatekano le le ho lokisa diphoso kgonang go letinemcondvo mihumbulo yavho na vuxopaxopi hi
access, justice and diskriminasie, ngokusebenzisa kusetyenziswe kulungiswe ditokišo, go se tse entsweng, ho se tlhaloganya ditso wekucubungula nga u thoma u ku simeka
democracy in toegang, ihlelo elilinganako iinkqubo zolingano okwakungalungile tlhaole, phihlelelo, kgetholle, ho etsa tse di farologaneng ttintfo ndzingano na
shumisa maitele a
nembuyekezo,
schools geregtigheid en kanye nokulungisa phambilini, toka le temokerasi hore baithuti ka go diragatsa ngekufezekisa ndinganyiso na u ndzulamiso,
ezokungacalucaluli,
demokrasie in skole ubutjhapha, kungathintelwa kungacwaswanwa, dikolong kaofela ba fumane tekatekano le kulingana thandululo, a sa nkalaxihlawuhlaw
te implementeer ukusebenzisa ihlelo ukufikelela, kubekho wonke umuntu thuto, ho etsa paakanyo, go se nekulungisa dzhii sia, a u, mfikelelo,
elingakhethululiko, ubulungisa nolawulo afinyelele dintho ka toka le ho tlhaole, phitlhelelo, kabusha, konisaho vululami na
ukutholakala lwentando yabaninzi kwimfundo, kube sebedisa bosiamisi le kungabandlululi, tswikelelo, xidemokrasi
kweensetjenziswa, ezikolweni. nobulungiswa demokerasi temokerasi mo kufinyelela, vhulamukanyi na eswikolweni
kobulungiswa kanye nentando dikolong dikolong bulungiswa kanye dimokirasi
kanye yeningi ezikoleni nentsandvo zwikoloni
nedemokhrasi yelinyenti
eenkolweni etikolweni.
work-integrated werkgeïntegreerde ukufunda imfundo edibene ukufunda go ithuta go go ho ithuta o ntse o go ithuta go go kufundza ngudo dza ku dyondza loku
learning leer okuhlanganisa nomsebenzi okuxubene tsenelelanago le sebetsa golaganeng le tiro lokubhicene mushumo wo pfanganisiweke
also known as field staan ook bekend ukusebenza imfundo esekelwe nokusebenza mošomo gape e lereo lena le tsejwa go itsege gape nekusebenta ṱanganelaho na ntirho
experience; as veldervaring; lokhu kwaziwa kumava kuphinde kwaziwe tsebja bjalo ka hape e le jaaka maitemogelo kuphindze futsi zwi ḓo vha zwa ku tlhela ku tiveka
students engage in studente raak njengelwazi omsebenzi; ngokuthi isipiliyoni maitemogelo a boiphihlelo boo a kwa tirong; kwatiwe ngekutsi ḓivhea sa sia ḽine tanihi ntokoto wa
activities that are betrokke by elitholakala abafundi benza sasemsebenzi; mošomong; moithuti a bo baithuti ba nna le sipiliyoni muthu a vha na ndzima;
specifically created aktiwiteite wat endaweni imisebenzi lapha abafundi baithuti ba kgatha fumanang ka ho seabe mo sasemsebentini, tshenzhemo swichudeni leswi
to deepen their spesiaal geskep is yokusebenza; elungiselelwe benza imisebenzi tema sebetsa le ho ditiragalong tse di bafundzi benta khaḽo; vhagudiswa swi endlaka
understanding of om hul begrip van ukubandakanya bona ukuze eyakhiwe mešonganeng yeo sebedisa seo a dirilweng ka imisebenti vha dzhenelela migingiriko leyi yi
the field of study die bepaalde abafundi bawuqonde ngokuqondile ukuze e diretšwego go ithutileng sona; totobalo go godisa ledalelwe ngco kha mishumo ine tumbuluxeriweke
studieveld te ngokubanikela ngobunzulu umba yelule ukuqonda katolaoša kwešišo baithuti ba etsa go tlhaloganya kutsi ijulise yo sikelwa u ngopfungopfu ku
verdiep imisebenzi wecandelo kwabo kwalowo ya bona ya karolo mesebetsi e lephata la bona la kuvisisa kwabo khwaṱhisa tiyisa ntwisiso wa
eyakhelwe lemfundo mkhakha ya go ithuta etseditsweng ho thuto kulowo mkhakha kupfesesele ndzima ya
ukuqinisa ilwazi abayifundelayo abawenzayo noma matlafatsa labawufundzelako kwavho kha sia ḽa dyondzo
labo malungana abawufundelayo kutlwisiso ya bona ngudo yeneyo
nomkhakha ya lekala leo ba
wefundo ithutelang lona
orhujululwako
active learning aktiewe leer ihlelo lokufunda ukufunda uhlelo lokufunda go ithuta ka go mokgwa wa ho go ithuta ka kufundza ngudo dza u ku dyondza ko
knowledge must be kennis moet deur elimajadu/ukufund ngokwenza ngokubamba dira ruta o tiragatso ngenshisekelo dzhenelela gingiriteka
discovered and middel van die a okumajadu imisebenzi iqhaza tsebo e swanetše kgothalletsang kitso e tshwanetse lapha lwati kufanele nḓivho i tea u vutivi byi boheka
constructed through leerder se Ilwazi lapha ulwazi kufuneka lapha ulwazi go utollwa le go baithuti ho ba le go itemogelwa, kutsi lutfolakale tumbulwa na u ku thumbiwa na
the learner’s aktiwiteite ontdek kufanele ukuba kufanele lutholakale beakanywa ka seabo mme e agiwe ka futsi lwakheke fhaṱiwa nga kha u ku akiwa hi ku
activities en gekonstrueer lirhujululwe begodu lufunyaniswe futhi lwakheke mešongwana ya baithuti ba tlameha ditiro tsa ngekusebentisa dzhenelela/nyito tirhisa migingiriko
word lakhiwe kwaye ngendlela barutwana ho fumana tsebo ka morutwana kutimbandzakanya nga vhagudiswa ya mudyondzi
ngokunikela ludityaniswe ngemisebenzi ho ithuta le ho bopa ngenshisekelo
abafundi imisebenzi ngemisebenzi yomfundi mohopolo wa seo kwemfundzi.
yemfundo yokubamba ba ithutang ka sona
eyenziswa kwimfundo ka ho etsa
ngumfundi mesebetsi e itseng
affective domain affektiewe domein indawo/ibhoduluk ummandla isemizwa/somoya mokgwa wa ho sheba kgolo mokgwa wa simo seluvo zwipikwa zwa u xivandlavutivi xa
describes emotional emosionele o wezomphefumlo lokhu kuchaza tlhagišo ya maikutlong a maikutlo kuchaza simo guda zwo vuyelo
reactions and the reaksies en die lokuthandana/loku apha kuchazwa isimo semizwa maikutlo moithuti o tlhalosa semiva kanye fhambanaho zwi xi hlamusela
ability to vermoë om, zwelana ukusabelo esivelayo kanye e hlaloša tlhagišo ketsahalong ya ho ditsibogo tsa nelikhono lekuva ṱalutshedza miangulo ya
experience, for byvoorbeeld, kuhlathululwa kwiimvakalelo nekhono ya maikutlo le ithuta maikutlo le sipiliyoni, kushumisele kwa matitwelo na
instance, empathy empatie of geluk te imithintela yemizwa nokufumana lokutholakala bokgoni bja go ho hlalosa maikutlo bokgoni jwa go njengekutsi nje, muhumbulo na vuswikoti bya ku
or joy ervaar kanye nekghono amava afana kolwazi oluthile, lemoga, go fa a moithuti le itemogela, sekai, luvelo nome vhukoni ha u tokota, tanihi
lokuthola ilwazi novelwano okanye njengesibonelo, mohlala, temogo ya bokgoni ba ho ba le kutlwelobotlhoko injabulo. tshenzhela, sa xikombiso, ntwelo
ngokwenza, uvuyo ukuzwelana noma ka moo batho ba maikutlo a jwalo ka kgotsa boitumelo tsumbo, u pfela kumbe ntsako
njengesibonelo, injabulo bangwe ba ikwago kutlwelobohloko vhuṱungu/vhavhal
ithando nanyana ka gona goba kappa lethabo ela kana u takala
ithabo lethabo
analyse ontleed ukutsenga/ukuhla ukuhlalutya ukuhlaziya sekaseka hlopholla lokolola hlatiya kucozulula sengulusa u xopaxopa
break information verdeel inligting in ziya ukucazulula lokhu kuchaza go aroganya ho arola lesedi ka kgaoganya lwatiso lube saukanya ku tlhantlha
down into its parts verskeie dele en ukuphulaphula ulwazi lube ukwehlukanisa tshedimošo ka dikotwana le ho tshedimosetso ka tincenye kanye mafhungo nga vuxokoxoko byi va
and think about dink na oor die ilwazi libe ngamaqhekeza, ulwazi dikarolwana nahana ka hore dikarolo tsa yona, nekucabanga kutsi zwipiḓa na u swiphemu swa
how the parts relate verwantskap wat ziincucwana kucingwe ukuba ngezingxenye gomme o nagane dikarolo tsena di mme o akanye ka letincenye ngabe humbula nga ha byona na ku
to its overall die dele met die begodu ucabange loo maqhekeza ebese ucabanga ka moo dikarolwana amana jwang le gore dikarolo di tihlobene njani uri zwipiḓa izwi ehleketa hi
structure algehele struktuur ngokuthi iingcenye angqamana njani amasu di nyalelanago le sebopeho sa tsona golagana jang le nawo wonkhe zwi na mayelana na
het lezi zihlobana xa kudityaniswa okuhlobanisa lezo sebopego sa yona kaofela sebopego sotlhe umumo walo. vhushakaḓe kha swiphemu leswi
bunjani nesakhiwo lonke ulwazi zingxenye ukuthi ka botlalo sa tsona tshivhumbeo fambelanaka na
soke esipheleleko olukhoyo zakhe isakhiwo tshoṱhe nga u xivumbeko xa
solwazi olulodwa angaredza byona xo
oluphelele angarhela
apply toepas sebenzisa ukusebenzisa ukusebenzisa diriša -sebedisa dirisa kusebentisa shumisa tirhisa
use a learned gebruik ’n ukusebenzisa ubuchule imfundo go diriša tshepetšo ho sebedisa seo o dirisa kgato e e imfundvo u shumisa maitele tirhisa endlelo leri
procedure in either aangeleerde ikambiso obufundiweyo ukusebenzisa yeo e ithutilwego ithutang sona ithutilweng mo kusebentisa o gudwaho hu nga dyondziweke ku
a familiar or a new prosedure in óf ’n efundiweko kwisimo ingqubo oyifundile kemong ye e maemong a maemong a a inchubo lefundziwe vha kha nyimele nga va eka xiyimo
situation bekende óf ’n nuwe mhlambe endaweni esiqhelekileyo esimeni osejwayele tlwaetšwego goba tlwaelehileng kapa tlwaelegileng esimeni yo ḓoweleaho xa ntolovelo
situasie oyijayeleko okanye esitsha noma esimeni ye mpsha a matjha kgotsa a lesetayelekile nome kana ntswa kumbe xintshwa
nanyana esisha mantšhwa simo lesisha.
endaweni/ebujame
ni obutjha
behaviourism behavioriste ukukhombisa Ingcingane Indlela temogo ya theori e bolelang mokgwa wa indlela vhuḓifari endlelo ra
gaining knowledge fokus op die indlela yokuphathwa yokuziphatha boitshwaro bja hore boitshwaro maitsholo yekutiphatsa u wana nḓivho mahanyelo
or an ability through verkryging van yokuziphatha/ibhi kukufumana ukuthola ulwazi motho ba batho bo go fitlhelela kitso kutfola lwati nome kana vhukoni nga ku kuma vutivi
the use of kennis of heviyarizimu ulwazi okanye noma ukubonisa go hwetša tsebo itshetlehile kgotsa kgono ka likhono u shumisa kumbe vuswikoti
experience, with kundigheid deur ukuthola ilwazi isakhono ikhono goba bokgoni ka go maemong a itseng tiriso ya ngekusebentisa tshenzhemo, nga hi ku tirhisa
equity, access, ervaring, nanyana ikghono ngokusebenzisa lokusebenzisa šomiša ho ba le tsebo kapa maitemogelo, ka sipiliyoni, nḓila i linganaho, ntokoto, ku ri na
flexibility and gekenmerk deur ngokusebenzisa amava, ulingano, ulwazi, ngendlela maitemogelo, ka go bokgoni bo itseng tekatekano, ngekulingana, u i swikelelaho, i ndzingano,
quality, aimed at billikheid, ilwazi, ukufikeleleka, elinganayo, se hlaole, ka ho sebedisa phitlhelelo, kufinyelela, shandukiseaho mfikelelo,
changing the way in buigsaamheid en ngokulinganako, ukuthambela yokutholakala, phihlelelo, go boiphihlelo bo kobego le boleng, ngendlela nahone ya maimo, ncincacinceko na
which learners kwaliteit en gemik elitholakalako, utshintsho ngendlela eguqu- fetogafetoga le bontshang go ikaeletswe go legucukako kanye zwo livhiswaho risima, leswi
behave op elitjhuguluka lula nomgangatho guqukayo kanye boleng , tše di tekatekano, ho fetola mokgwa o nelizingasimo, kha u shandukisa kongomisiweke
gedragsverandering kanye nekhwalithi, ophezulu neqophelo, ikemišeditšego go kgona ho barutwana ba lokuhloswe ngaso nḓila ine eka ku cinca
by die leerder enqophe ngenjongo enenhloso fetolago tsela ye fumana/sebedisa itsholang ka ona kugucula indlela vhagudiswa vha ndlela leyi
ekutjhugululeni yokuguqula indlela yokuguqula indlela barutwana ba ditlhoko tse itseng, bafundzi ḓifara ngayo vadyondzi va
indlela leyo yokuziphatha abafundi itshwarago ka gona ho kgona ho etsa labatiphatsa ngayo. tikhomaka hayona
abafundi kubafundi abaziphatha ngayo dintho tse fapaneng
abaziphatha ngayo le boemo bo
phahameng, ka
sepheo sa ho fetola
tsela eo baithuti ba
etsang dintho ka
yona
Bloom’s Bloom se Ithekzonomi ka- Isakhelo uhlelo lukaBloom Theksonomi ya tlhophiso ya Taxonomy ya luhlelo lwaBloom khethekanyo ya ntlawahato wa
taxonomy taksonomie Bloom sikaBloom lokuhlela izinto Bloom Bloom Bloom lwekuhlela tintfo Bloom Bloom
a taxonomy for the ’n taksonomie vir Ithekzonomi esi sakhelo uhlelo lokwenyukela peakanyo go ya ka tlhophiso ya kgolo taxonomy ya kuhlela tintfo ndi khethekanyo ntlawahato wa
esizindeni
cognitive domain, die kognitiewe yebhoduluko sesemimandla magoro ya legoro la ya monahano, e mokgwa wa ngekuhlakanipha ya sia ḽa zwa xivandlavutivi xa
sokuhlakanipha
making teachers domein wat lokuzuza ilwazi, yengqiqo, senza esiphezulu, nokwenza tsebo le bokgoni bja etsang hore kgopolo, go dira kwengcondvo, muhumbulo/kuhu ntwisiso, ku endla
aware to also work onderwysers lokuyelelisa ukuba iititshala ukuthi othisha bazi kgodišo ya matitjhere a tsebe gore barutabana kwenta bothishela mbulele, ine ya ita vadyondzisi va
on higher cognitive daarvan bewus utitjhere ukobana zisebenze ukuthi kufanele mabokgoni a go ho matlafatsa ba itemogele go kutsi bacaphele uri vhadededzi tiva ku tirha na le
levels (e.g. maak dat hulle ook asebenze kumazinga balenyuse izinga šomiša tlhaloganyo, monahano wa dira gape mo kutsi kufanele vha ḓivhe uri vha ka tilevhele ta
synthesising and op hoër kognitiewe ndawonye ezingeni engqiqo lokufundisa ngezinye go dira gore barutiši boemo bo seemong sa basebente tea u ita vha tshi ntwisiso ta le
evaluating), and not vlakke moet werk eliphezulu lokuzuza aphakamileyo izikhathi libe phezulu ba lemoge gore phahameng (mohl. temogo e emazingeni lasetulu gudisa vha kha henhla (xik. ku
always only focus (bv. sintetiserend ilwazi (isib. (umz. ukucola emazingeni gape ba lebelele ho kopanya kgolwane (sk. go ekuhlakanipha katsa na ku
tshiimo tsha nṱha
okuhlakanipha (isib.
on lower cognitive en evaluerend), en ukwakha kanye nokuvavanya), boemo bja tsebo le mehopolo e kopanya le go kwengcondvo (sib. tsha kuhumbulele katsakanya na ku
bakwazi ukugaya
levels (e.g. recalling om nie net altyd op nokuhlola), hayi ukwenzela ukuba kanye nokubuyekeza kgodiša ya bohlale fapaneng ho bopa o lekanyetsa), mme kuhlunga nekuhlola (sa tsumbo u kambela),
of information) die laer kognitiewe ukuqala ngasosoke kunngasoloko into abayifundisayo), (mohlala go tliša le mong le ho e e seng gore ka bunjalo) nekutsi ṱanganyisa naswona kungari
vlakke te fokus nie isikhathi amazing kugxilwe hhayi nje ukuthi mmogo le go hlahloba), e seng dinako tsotlhe go hhayi kutsi mihumbulo na u mikarhi hinkwayo
(bv. herroep van aphasi wokuzuza kumazinga othisha behlale bazi lekanyetša), le gore ho matlafatsa totiwe fela seelo bothishela solo ṱhaṱhuvha ku kongomisa
inligting) ilwazi (isib. engqiqo asezantsi ukuthi kufanele ka mehla go se monahano wa se se kwa tlase sa bafundzisa bagcile mihumbulo), na u ntsena eka
ukukhumbula (umz. abantwana šetšwe fela boemo boemo bo tlase temogo (sk. go emazingeni tilevhele ta
ababafundisayo sa dzulela u
ilwazi) ukukhumbula bja fase bja tsebo le kamehla (mohl. ho gakologelwa ekuhlakanipheni shumisa tshiimo ntwisiso ta le
babafunze ulwazi
izinto) bohlale (mohlala, hopola lesedi) tshedimosetso) kwengcondvo tsha fhasi tsha hansi (xik. ku
ngoba basemazingeni
aphansi okucabanga go gopola lokuphasi (sib. kuhumbulele) sa tsundzuka
(isib. akufuneki ukuthi tshedimošo) kukhumbula tsumbo u humbula vuxokoxoko)
othisha kuhlale kuba lwatiso) fhedzi zwithu zwe
yibona abaveza wa zwi guda)
ulwazi – mabayekele
abafundi
kebazicabangele
ngokwabo)
blended learning vermengde leer Ihlelo lokufunda imfundo uhlelo lwemfundo thuto ka go ho ithuta ka go ithuta mo go kufundza ngudo yo ku dyondza loku
a formal education ’n formele elihlanganisiweko exutyiweyo oluxubiwe/oluhla- tswakanya mekgwa e tswakantsweng lokuhlanganisiwe ṱanganelanaho pfanganisiweke
program in which a onderwysprogram kuyiphrogremu inkqubo yemfundo nganisiwe lenaneo la thuto ya kopaneng lenaneo la thuto le luhlelo lwemfundvo mbekanyamushu nongonoko wa
student learns at wat behels dat ehlelekileko esesikweni apho uhlelo lwemfundo semmušo leo go tlhophiso ya le rulagantsweng lehlelekile lapho mo ya pfunzo ya dyondzo ya
least in part through studente minstens yefundo lapho umfundi efunda ehlelekile, lapho lona baithuti ba mesebetsi e le mo go lona umfundzi afundza fomaḽa hune mafundza lowu
delivery of content gedeeltelik deur die umfundi afunda ezinye izifundo umfundi afunda ithutago bonnyane amanang ya thuto moithuti a ithutang khona lenye mugudiswa a eka wona
and instruction via aanbieding van okunganani esebenzisa okungenani ka tlhagišo ya ya semmuso eo ho bonnye moo incenye guda zwine zwa xichudeni xi
digital and online inhoud en onderrig ingcenye ubuchwepheshe ngokwethulwa diteng le thuto ka yona moithuti a karolo ya thebolo ngekwetfula vha tshipiḓa dyondzaka hi hi
media with some met behulp van ngokukhombisa bekhompyutha, kwengqikithi mokgwa wa rutwang karolo e ya diteng le taelo lokucuketfwe mafhungo kana xiphemu hi ku
element of student digitale en aanlyn ilwazi kanye akwazi ukulawula yesifundo kanye titšithale le itseng ya dithuto tsa e leng ka mokgwa kwesifundvo ndaela zwi tshi tirhisa mphakelo
control over time, media leer, met ’n nokulayela ixesha, indawo nokuthunyelwa inthanete ka taolo hae le ho latela wa dijitale le nemyalo khou ṋetshedzwa wa vundzeni na
place, path, or pace element van ngokusebenzisa yokufundela kolwazi ye e lego ya baithuti ditaelo tseo a di inthanete mme go ngekusebentisa nga u shumisa xileriso hi ku
studentebeheer oor ihlelo ledijithali kunye indlela ngobuchwepheshe go nako, lefelo, fuwang ka dijithale na le elemente ya idijithali kanye ne- inthanethe hu na tirhisa
tyd, plek, roete of nele-inthanede yokufunda okanye bekhomphyutha tselatatelo, goba le ka inthanete ka taolo ya moithuti inthanethi kanye huṅwe u langulwa swihangalasamah
pas kanye namanye isantya nangezindlela ze- lebelo tataiso e itseng ya mo nakong, nangencenye ha mutshudeni ungu swa xidijitali
ama-elemente inthanethi kanti ho laola nako, lefelong, yekutsi umfundzi kha tshifhinga, na swa le ka
wokulawula nokubheka inqubo sebaka, motjha mokgweng, alawule sikhatsi, vhupo, nḓila, kana inthanete leswi
isikhathi, indawo, yomfundi ukulawula kapa lebelo la ho kgotsa lebelo indzawo, indlela maga/phimo swi nga na
indledlana, isikhathi, indawo ithuta yekufundza nome xiphemu xa
nanyana ibelo yomsebenzi, litubane. vulawuri bya
okukhanjwa ngalo umgudu wemfundo xichudeni eka
noma nkarhi, ndhawu,
ijubane/isivinini ndlela, kumbe
elisetshenziswayo rivilo.
ekwenzeni okuthile
cognitive domain kognitiewe ibhoduluko ummandla isizinda legoro la tšhomišo karolo ya mokgwa wa sikhundla kubveledzele xivandlavutivi xa
intellectual (minds- domein lokukhulisa wengqiqo sokuhlakanipha ya tlhaloganyo monahano temogo sekuhlakanipha kwa zwikili zwa ngqondo
on) outcomes intellektuele ingcondo iziphumo imiphumela dipoelo tša diphetho tse dipoelo tsa kwengcondvo nḓivho mivuyelo ya swa
(verstandgerigte) imiphumela zobukrelekrele yokuphusa/yokuhla tšhomišo ya amanang le botlhale (ka imiphumela mvelelo dza le miehleketweni
uitkomste yezokuhlakanipha nobulumnko kanipha tlhaloganyo bokgoni ba ho tlhaloganyo) yekuhlakanipha ṱhalukanyo/vhuṱali (ntirhiso wa
kwengcondo (komqondo) (menagano e dule e nahana le ho (kuhlakanipha (u dzula u tshi miehleketo)
šoma) utlwisisa dintho kwemngcondvo) khou shumisa
muhumbulo)
cognitively guided kognitiewe- umlayelo orholwa imiyalelo umyalelo ogxile go ruta ka go ho ruta ho taelo e e umyalo logcile nḓila yo xileriso lexi
instruction begeleide yindlela ekhokelwa ekwakheni šetša mokgwa wa kgothalletsang ho kaelwang ke ekuhlakanipheni ḓisendekaho nga leteriwaka hi ku
theory on the onderrig yokukhuliswa yingqiqo ingqondo go nagana nahana temogo kwengcondvo lena vhagudiswa twisisa hi
importance of teorie oor die komqondo ingcingane le yithiyori eveza tharollong ya theori e buwang ka tiori ya botlhokwa yitiyori lemayelana thiori nga ha ngqondo
language and belangrikheid van Ithiyori emalungana engokubaluleka ukubaluleka kolimi bothata bohlokwa ba puo le jwa puo le theetso nekubaluleka ndeme ya luambo thiyori hi
listening in teaching taal en luister in nokuqakatheka kolwimi kanye nokulalela teori ka ga ho mamela ha ho mo go ruteng kwelulwimi kanye na u thetshelesa mayelana na
as a social onderrig as ’n kwelimi kanye nokuphulaphula ekufundiseni, bohlokwa bja polelo rutwa e le ka lebaka jaaka kago ya nekulalela kha u gudisa sa nkoka wa ririmi na
construct sosiale konstruk nokulalela ekufundiseni njengendlela le go theeletša ge la dikamano tsa loago ekufundziseni zwi fhaṱaho ku yingisela eka
ehlelweni njengohlobo yokwakha umuntu go rutwa bjalo ka batho njengendlela tshitshavha vudyondzisi tanihi
lokufundisa lokuphuhlisa kgopolo yeo e yekwakha tenhlalo. xitumbuluxwa xa
njengehlelo umphakathi hlamilwego ke swa vanhu
lokwakha umuntu setšhaba
cohesion kohesie ukubumbana/ibum umanyano ukunamathelana tshwaragano ho kopana tshwaragano kubumbana vhuṱumani nkhomano
the act or state of die handeling of bano sisimo lesi yisenzo noma tiro goba boemo bja ho kopana kapa ho tiro kgotsa lesi sento nome nyito kana tshiimo xiendlo kumbe
cohering, uniting, or toestand van Kusisenzo nanyana sokudibana, isimo go swaragana, go ba mmoho mokgwa wa go simo tsha u buḓekanya, xiyimo xa ku
sticking together saamkleef, verenig ubujamo ukumanyana sokuhambisana, ba seboka, goba go tlhomama, sekubumbana, u vha vhathihi khomana, ku va
of bymekaar bly bokubumbana, okanye ukubumbanisa ba selo setee kopana, kuhlangana nome kana u shumisana na vun'we, kumbe
bokuhlangana, ukusebenzisana noma tshwaragana kunamtaselana ku namarhelana
nanyana ngenxa yenjongo ukuhlanganisa mmogo ndzawonye
ukuhbambana enye ndawonye ulwazi
ndawonye
collaboration medewerking/ ukusebenzisana/u ukusebenzisana ukusebenzisana tirišano tshebedisano tirisanommogo kusebentisana tshumisano ntirhisano
to work jointly with samewerking kutjhebisana ukusebenza ukusebenzisana go šoma le batho ho sebetsa le batho go dira ka kusebenta u shumisana na ku tirha hi
others or together om met ander saam ukusebenza kunye kwabantu ndawonye kanye ba bangwe goba ba bang haholoholo tshwaragano le ba ngekuhlanganyela vhaṅwe nga nhlanganelo na
especially in an te werk, veral in ’n ndawonye nabanye ngakumbi nabanye mmogo gagolo boitekong bo bangwe kgotsa nalabanye nome maanḓa kha u van'wana kumbe
intellectual intellektuele nanyana kwimizamo ikakhulukazi morerong wo o amanang le mmogo ngekuhlangana lingedza u swin'we
endeavour onderneming ngokuhlanganyela yobungcali kwimizamo sepelelanago le bokgoni ba ho bogolosegolo mo ikakhulu ekwakheni swikelela zwithu ngopfungopfu eka
ikakhulu ngehloso ekusebenziseni yokwakha bokgoni bja go nahana le ho maitekong a kuhlakanipha zwi elanaho na eka migingiriko ya
yokuthola ilemuko ingqondo ukuhlakanipha nagana le go utlwisisa dintho botlhale ngekwengcondvo zwa swa vutlhari
lokuhlakanipha ngokwengqondo kwešiša dilo ṱhalukanyo/kuhum
bulele
conceptual konseptuele Ilwazi lomqondo ulwazi ulwazi lokwakha kwešišo ya tsebo le kutlwisiso kitso ya lwati lwekwakha u pfesesa milayo vutivi bya
knowledge kennis wegama olufumanekilyo umqondo mekgwa ya ya mohopolo wa dikakanyo umcondvo na vhushaka kha xinongoti
in education, this is in die onderwys ngokwefundo, lokhu kwezemfundo olu kwezemfundo, ditshepedišo le ntho e itseng mo thutong, seno kutemfundvo, loku pfunzo, izwi eka dyondzo,
often generalised word dit dikwels as kanengi kuthathwa lulwazi olubonwa lokhu kuvamise dikgopolo lekaleng la thuto, gantsi se kuvamise kanzhisa zwi leswi hakanyingi
as a group of ’n groep spesifieke njengesiqhema njengeqela ukuthathwa ka go thuto, se hangata lereo lena akarediwa jaaka kucondziswa angaredzwa sa swi angarheliwa
specific strategies strategieë en samano athileko lamacebo njengeqembu gantši se akaretšwa le akaretswa e le setlhopha sa ecenjini tshigwada tsha tanihi ntlawa wa
and skills vaardighede kanye obuchule lamasu kanye bjalo ka sehlopha sehlopha sa mawa ditogamaano le lemasubuciko nḓila dza maqhinga kumbe
saamgevat namakghonofundw nezakhono ezithile namakhono athile sa maano le le bokgoni bo itseng dikgono tse di nemakhono latsite kushumele na swikili swo karhi
a athileko mabokgoni tše di rileng vhukoni zwo
itšeng imaho ngauri
cooperative medewerkende ihlelo lokufunda ukufunda uhlelo lokufunda go ithuta ka ho ithuta ka ho go ithuta ka kufundza ngudo nga ku dyondza ko
learning leer ngokutjhebisana ngokusebenzisa ngokubambisana tirišano sebetsa mmoho tirisanommogo ngekubambisana tshumisano tirhisana
is an educational ’n opvoedkundige kuyindlela yefundo na lolu wuhlelo ke mokgwa wa mokgwa wa thuto ke molebo wa yindlela yekufundza ndi nḓila ya i endlelo ra
approach which benadering wat enqophe ukuhlela luhlobo lwemfundo thuto wo o oo sepheo sa oona thuto o o lokuhloswe ngayo pfunzo ine dyondzo leri ri
aims to organise daarop gemik is om imisebenzi yetlasi lwemfundo oluqonde ukuhlela ikemišeditšego go e leng ho hlophisa ikaeletseng go kuhlelembisa tshipikwa tshayo kongomisaka eka
classroom activities klaskameraktiwiteit ukobana itlasi libe olunenjongo imisebenzi beakanya mesebetsi ya ka rulaganya imisebenti ndi u dzudzanya ku veketela
into academic and e in akademiese en yindawo yokuzuza yokulungiselela yasegumbini/yase- mešongwana ya ka tlelaseng hore e ditirwanao tsa yaseklasini kutsi ibe mishumo ya migingiriko ya le
social learning sosiale ilwazi ngokwenza imisebenzi kilasini lokufunda phapošing ya tsamaellane le phaposiborutelo yekufundza kiḽasini nga klasini yo
experiences leerervarings te be lihlelo lokuzuza yaseklasini ukuze lapho abafundi borutelo ka dintho tseo baithuti go nna ngengcondvo zwigwada zwa dyondzela yi va
organiseer ilwazi lezefundo ibe ngamava bafunda khona maitemogelo a go ba kopanang le maitemogelo a kanye nekufundza akademi na ngudo mitokoto ya ku
ngendlela obungcali izifundo ithuta lefelong la tsona thutong e thuto le thutoloago ngekuphilisana nga tshenzhemo dyondza ka
yezefundo bezemfundo nokwengqondo thuto le go ithuta phahameng le tseo nalabanye bantfu. ya tshitshavha xiakhademiki
nangokufundisana nezentlalo kanye setšhabeng ba ithutang tsona kumbe ka swa
njengabantu nokuphilisana dikamanong tsa vanhu
njengabantu bona le batho ba
bang
create skep (sintetiseer) ukwakha ukwenza/Ukudal ukwakha (ukuhlela hlola (go bopa ka -etsa go dira kwakha(hlanganis u sika tumbuluxa (ku
(synthesise) voer skeppende (ukuhlanganisa a nokuhlanganisa go kopanya dilo) ho kgona ho ngola (kopanya) a) kwacha (mbumbekanyo) pfanganisa)
accomplish creative take uit; genereer, ndawonye ilwazi) ukugqiba imiqondo) go kgona ka boiqapelo; ho go fitlhelela ditiro imisebenti u kona u bvelela ku humelerisa
tasks; generate, beplan en ukuqeda imisebenzi imisebenzi ukwakha mešongwana ya qala, ho etsa tsa boitlhamedi; yebuciko; kukhicita, kha mishumo ya swintirhwana swa
plan and produce produseer yokuzicabangela, yobuchule imisebenzi boithomelo; hlagiša, moralo le ho ngola go tlhola, go kuhlela nekukhipha vhusiki; u vutumbuluxi; ku
yokwakha, nokuyila, ukuceba ekhombisa ubuciko; beakanya le go rulaganya le go bveledza, u endla, ku
yokuhlela kanye nokuvelisa eyakhayo, ehlelayo tšweletša tlhagisa vhekanya na u kunguhata na
nokukhiqiza ilwazi futhi nokukhiqiza bveledzisa kuprojuza
diagnostic diagnostiese indlela yokuhlola uhlolo ukuhlola ulwazi teko ya thekolo tekolo e tlhatlhobo ya go kuhlola lwati ndingo ya makambelelo yo
assessment assessering epopolako/ekhany lokuxilonga nekhono lomfundi e ela tsebo le hlahlobang boemo phekola nelikhono kusho ṱhaṱhuvho femba
measures a assessering wat ’n isako luhlolo lolu hlelo lukala mabokgoni tša bjale pele ho dithuto e lekanyetsa kitso kuhlola lwati i ela nḓivho na ya pima vutivi na
learner’s current leerder se huidige ukumeda ilwazi lokulinganisela ulwazi nekhono tša moithuti e lekanya boemo le dikgono tsa lwemfundzi lanalo vhukoni/zwikili swikili swa nkarhi
knowledge and kennis en kanye ulwazi nezakhono lomfundi ba tsebo le bokgoni morutwana tsa ga kwanyalo kanye zwa mugudiswa wa sweswi swa
skills vaardighede meet namakghonofundw zomfundi lwangaleso sikhathi boo moithuti a nang jaana nemakhono zwa zwino mudyondzi
a womfundi le bona nakong eo
wagadesi e etswang
discovery learning ontdekkingsleer Ihlelo lokufunda ukufunda uhlelo go ithuta ka go ho ithuta ka ho go ithuta ka go kutifundzela ngudo nga u ku dyondza ka
discovering for om self te ontdek ngokuvumbulula ngokufumanisa lokuzifundela nyakišiša iphumanela tlhotlhomisa nekutitfolela lwati ṱoḓisisa vuthumbi
oneself (learning by (leer deur te doen) ilwazi elitjha ukuzifumanisela nokuzivumbulule- go nyakišiša ka dikarabo go tlhotlhomisa ka kusho kutsi u ḓitumbulela ku tithumbela (ku
doing) ukuzitholela ulwazi ngokwakho la ulwazi bowena (go ithuta ho iphumanela bowena (go ithuta umfundzi utitfolela (ngudo nga u tou dyondza hi ku
ngokwakho ilwazi (ukufunda lapha umfundi ka go dira) ditharollo (ho ithuta ka go dira) yena lwati ita) endla)
kanye ngokwenza) uyazitholela ulwazi ka ho sebedisa ngekwakhe
namakghonofundw yena ngokwakhe tsebo le bokgoni (kufundza
a (ukufunda boo moithuti a nang ngekwenta)
ngokwenza) le bona ho batla le
ho iphumanela
ditharollo)
discussion bespreking ukucocisana/ukuk ingxoxo ukufunda therišano moqoqo puisano kucocisana murerisano nkanelo
exchange die uitruil van hulumisana ukwabelana ngokubamba go fana tsebo le go ho qoqa le ba bang go ananya kitso le kufundza u ṋekana nḓivho ku cincisana vutivi
knowledge and kennis en begrip ukwabelana ngolwazi izingxoxo kwešišana ka seo o se go tlhaloganya ngekuphakelana na kupfesesele na ntwisiso
understanding ngelwazi kanye nokuqondana Ukuphakelana tsebang le ho se ngelwati
nokuzwisisa ngolwazi kanye utlwisisa nangekuvisisana
nokuqondisisana
e-learning e-leer Ihlelo lokufunda ukufunda uhlelo lokufunda thuto ya ho ruta ka go ithuta ka tsela luhlelo ngudo nga kha ku dyondza ka
electronic learning; elektroniese leer; nge-inthanede ngobuchwephes nge-inthanethi inthaneteng inthanete ya eleketoroniki lwekufundza nge- lubuvhisia xielektroniki
using devices such die gebruik van ukufunda nge- he lokhu ukufunda go ithuta ka ho ithuta ka go ithuta ka tsela inthanethi ngudo nga u ku dyondza ka
as a computer/ toestelle soos elekthroniki, bekhompyutha ngobuchwepheshe inthanete, go disebediswa tsa ya eleketeroniki; kufundza nge- shumisa xielektroniki; hi ku
smartphone, i-pad, rekenaars, slimfone ukusebenzisa ukufunda be-inthanethi, šomišwa didirišwa elektroniki tse jwalo go diriswa nthanethi eḽekiṱhironiki; u tirhisa switirhisiwa
to deliver part, or all of tablette om ’n amadivayisi ngokusebenzisa njengokusebenzisa tše bjalo ka ka didiriswa di ngekusebentisa shumisa swo tanihi
of a learning course gedeelte van of ’n anjengekhomphyut izixhobo zombane ikhomphyutha/i- khomphutha/ khomphyutha/smat tshwana le tisetjentiswa zwishumiswa zwi khomphyutara /
hele leerprogram ha/isimatifowuni, i- ezifana smatifoni, ii-pad smartphone, i-pad, efounu, i-pad, ho khomphiutha/ letifanana fanaho na smartphone, i-
aan te bied ipad, ngehloso nekhompyutha, ukuze umfundi go aba karolo goba ruta karolo e itseng sematefouno- nabongcondvomshi khomphyutha/sim pad, ku fikisa
yokwethula unomyayi athumele ingxenye ka moka thutwana kapa thuto kaofela khomphiutha, ni/simathifoni, i- ati founu, i-pad, u xiphemu kumbe
ingcenye nanyana okrelekrele, i i- yolwazi noma ya go ithuta sediriswa sa i-pad, ipad, kwetfula gudisa tshipiḓa hinkwaswo swa
isifundo pad sonke isifundo go tlamela ka incenye nome tsha ngudo, kana khoso leyi
esipheleleko esifundwayo karolo ya khoso yonkhe ikhozi ngudo yoṱhe dyondziwaka
esifundwako ya go ithuta yekufundza.
gongwe khoso
yotlhe
evaluate evalueer ukuhlola ilwazi ukuvavanya ukuhlola tekolo -hlahloba sekaseka kuhlola pima kambela
includes checking, behels om na te elingaphakathi ukuhlolisisa, ngokulinganisa e akaretša go ho kenyeletsa ho e akaretsa go ngekulinganisa zwi katela u ṱola, swi katsa ku
critiquing and giving gaan, te beoordeel komfundo ukuphengulula ulwazi lekola, go swaya tshwaya diphoso, lebelela, sekaseka lwati kufaka ekhatsi u sasaladza na u cheka, ku sola na
opinions en menings te gee kufaka phakathi nokunika izimvo lokhu diphošo le go fa ho hlahloba le ho le go naya kuhlola, kuchaphiya ṋea mihumbulo ku khensa na ku
ukutjhega, kubandakanya dikgopolo tša gago hlahisa maikutlo dikakanyo nekunika umbono nyika mavonelo
ukuhlaba kanye ukubukisisa, wakho
nokunikela imibono ukugxeka kanye
nokunikeza
imiqondo ehlukene
exemplary lesson voorbeeld- amamatheriyali izixhobo izinto didirišwa tša thuto mehlala ya dimatheriale tsa tintfo letisibonelo matheriaḽa u timatheriyali ta
materials lessteunmateriaal wesifundo zokufunda ezisetshenzisway ye e lego mohlala tlhophiso ya thuto sekai sa thuto ke sesifundvo tintfo shumiswaho sa dyondzotsongo
are learning support leerondersteunings- asibonelo eziyimizekelo o zezifundo ke didirišwa tša go ya letsatsi le dimatheriale tsa tekusekela tsumbo musi hu ta xikombiso
materials that materiaal wat kumamatheriyali izixhobo ezixhasa zesibonelo thuša go ithuta tšeo letsatsi tshegetso ya go kufundza letinika tshi khou i timatheriyali to
provide suggestions voorstelle bied oor asekela ukufunda imfundo lezi yizinto di fago dikeletšo go ke disebediswa tse ithuta tse di tiphakamiso gudiswa seketela ku
for developing a hoe om ’n lawo anikela ezibonakalisa ezisetshenziswayo hlabolla lenaneo la tshehetsang neelanang ka tekusungula luhlelo vhagudiswa dyondza leti ti
leaming programme leerprogram wat iintjhukumiso ingcebiso ukusukela ukufunda thuto leo le dithuto, tse thusang ditshitshinyo tsa lwekufundza ndi matheriaḽa dza nyikaka
which is learner- leerdergesentreerd zokuthuthukisa yokuphuhlisa ezinikeza imiqondo nepišitšwego go ho etsa lenanethuto go tlhama lenaneo lolweyame thikhedzo ya u swiringanyeto swa
centered and en iphrogremu inkqubo yemfundo yeziphakamiso morutwana le go le arabelang la go ithuta le le kumfundzi kanye guda ine ya ku hluvukisa
activity-based aktiwiteitsgebaseer yokufunda, leyo engqamelene zokufunda ukwakha thewa go ditlhokong tsa totileng nasemisebentini sumbedza kana u nongonoko wa ku
d is, te ontwikkel edzimelele nomfundi kwaye uhlelo lokufunda mešongwana baithuti le ho morutwana le go ṋetshedza dyondza lowu wu
kumfundi begodu enemisebenzi ngendlela egxile itshetleha theiwa mo mihumbulo nga ha simekiweke eka
edzimelele phezu yemfundo eliqela kubafundi kanye mesebetsing e ditirwaneng mbekanyamushu mudyondzi na ku
komsebenzi nemisebenzini matlafatsang kgolo mo ya u guda ine simekiwa eka
owenziwako eyenziwayo ya bona yo lavhelesa kha nghingiriko
mugudiswa na
kha mishumo
flipped omkeer- amatlasi abonwa Iiklasi ezinecala inqubo yemfundo diphapoši tša ho ithutela lapeng diphaposiborutel liklasi lemfundvo kiḽasi dza ngudo tiklasi to
classrooms klaskamers ngamanye amehlo elikekelisiweyo eguqu-guqukayo borutelo tšeo di le ho fuwa o tsa leano la go lehlanganisiwe dzo ṱanganelaho dyondzela leti
the ability to view video’s en ander kulikghono ukwazi leli yikhono fetotšwego mosebetsi ithuta mo go bafundzi banikwa ndi vhukoni ha u pfanganisiweke
videos and other gevorderde lokubona amavidiyo ukubukelwa lokubukela bokgoni bja go sekolong, ho tswakantsweng emavidiyo kutsi vhona vidio na vuswikoti bya ku
advanced learning leerinhoud kan kanye nelinye ilwazi kweevidiyo amavidiyo kanye boga divideo le bontsha bokgoni jwa go kanye naletinye dziṅwe vona tivhidiyo na
content onafhanklik buite elithuthukileko nezinye izixhobo nezinye izinhlelo diteng tše dingwe kutlwisiso ya seo lebelela dibidio le tinhlelo tekufundza tshomedzo dza vundzeni bya ku
independently die klaskamer lokufunda zokufunda zokufundisa tša thuto tšeo di ho ithutilweng diteng tsa go letitfutfukile kutsi ngudo nga vhoṱhe dyondza lebyi
outside the besigtig word ngaphandle zobuchwepheshe, ingqikithi yezifundo tšweleditšwego sona ithuta tse di bayowabukela vha siho kiḽasini antswisiweke bya
classroom kwetlasi oko kusenziwa ngokuziqalela pele ka noši o le ka ho kgona ho tlhabolotsweng o emakhaya le handle ka klasi
ngaphandle ezitholakala ntle ga phapoši ya shebella dividiyo le le nosi kwa ntle ga yo dyondzela hi
kwegumbi ngaphandle borutelo dikahare tse ding phaposiborutelo ndlela leyi
lokufundela kwegumbi tsa thuto e tiyimelaka
lokufunda phahameng ka
bowena o se ka
tlelaseng
formative formatiewe Ihlelo lokuhlola uhlolo ukuhlola kelo ya go tekolo e tswellang tlhatlhobo e e kuhlola ndingo ya makambelelo yo
assessment assessering eliragela phambili lokubumba okuqhubekayo kaonafatša ketsahalo e tswelelang pele lokuchubekako fomathivi ndi ya emahlweni
a continuous ’n deurlopende kulihlelo eliragela uhlobo lohlolo lolu wuhlelo thutwana tswelangpele, eo ho tirego e e luhlelo lwekuhlola maitele a bvelaho prosese leyi yaka
process, one in proses waartydens phambili, kulihlelo oluqhubekekayo, lokuhlola tshepetšo ye e yona ho hopolwang tswelelang pele, e loluchubekako, phanḓa, ane ngao emahlweni, leyi
which information inligting oor leer lelo lapho ilwazi apho kuveliswa oluqhubekela tšwelago pele, yeo seo ho ithutilweng mo go yona go lapho lwatiso mafhungo o eka yona
about learning is opgeroep en dan elimalungana khona ulwazi phambili, lapho ka yona tshedimošo ka sona le ho se gogwang lolumayelana gudwaho a tea u vuxokoxoko hi
evoked and then gebruik word om nokufunda olusetyenziselwa ulwazi olufundwayo ka go ithuta e sebedisetsa ho tshedimosetso ka nekufundza humbulwa a kona mayelana na ku
used to modify onderrig- en livuselelwa khona ukuguquguqula luvuselelwa tšweletšwago boeletsa mesebetsi ga go ithuta, mme luvuselelwa kute u shumiswa u dyondza byi
teaching and leeraktiwiteite te begodu imisebenzi ngenhloso gomme ya dirišwa eo baithuti ba e dirisediwa go lugucule imisebenti shandukisa tsundzukiwaka
learning activities wysig lisetjenziswa yokufundisa yokuguqula uhlelo go fetola ithutang ka yona fetola ditirwana yekufundzisa mishumo ya u kutani endzhaku
ukutjhugulula nokufunda lwemisebenzi mešongwanaa ya tsa go ruta le go nekufundza. gudisa na u guda ka swona byi
imisebenzi yokufundisa go ruta le go ithuta ithuta tirhisiwa ku
yokufunda nokufunda cincanyana
nokufundisa. migingiriko yo
dyondzisa na yo
dyondza
intelligence intelligensie ubuhlakaniphi/uku ubukrelekrele ubuhlakani bohlale bohlale botlhale kuhlakanipha vhuṱali vutlhari
the ability to die vermoë om te hlakanipha isakhono ikhono lokukwazi bokgoni bja go ho kgona ho bokgoni jwa go likhono lekukhona vhukoni ha u vutlhari bya ku
understand, learn verstaan, te leer en kulikghono sokuqonda, ukuqonda, kwešiša, go ithuta utlwisisa, ho ithuta tlhaloganya, go kuvisisa, kufundza pfesesa, u kona u twisisa, ku
and think logically logies te dink lokuzwisisa, ukufunda ukufunda kanye le go nagana ka le ho nahana ka ithuta le go nekucabanga guda na u dyondza na ku
lokufunda kanye nokuqiqa nokucabanga tlhatlologanyo kutlwisiso nagana ka ngendlela humbula nga nḓila ehleketa hi ndlela
nokucabanga ngokufanelekileyo ngendlela eqondile tlhamalalo lehlelekile i tevhekanaho ya lojikali
kuhle/ngokwendlala
iinzathu
ezizwakalako
learning leerhulpmiddels imithombo imithombo imithombo yosizo methopo ya go disebediswa tsa ditlamelo tsa imitfombolusito Zwishumiswa swipfuno swa ku
resources draers van die yokufunda yokufunda yokufunda ithuta ho ithuta thuto yekufundza zwa u guda dyondza
carriers of the kurrikulum deur Iinthwali/iinthuthi ezo zinto ziqulethe lezi yizinto dithuši tša disebediswa tse didiriswa tsa go nguleto tintfo zwifaredzi zwa swirhwali swa
curriculum by middel van zekharikhyulamu ikharityhulam eziqhuba lenaneothuto ka fetisang rwala letitfwele kharikhuḽamu nga kharikhyulamu hi
means of lessteunmateriaal ezisebenzisa ngokohlobo nokuqukatha mokgwa wa kharikhulamo kharikhulamo ka ikharikhulamu nḓila ya ndlela ya
exemplary lesson umatheriyali lwezixhobo ikharikhulamu didirišwa tša thuto mokgwa wa ngendlela matheriaḽa wa matheriyali wa
material wokufunda zokufundisa ngendlela ye e lego mohlala matheriale wa yekusebentisa tsumbedzo ya dyondzotsongo ya
osibonelo nokufuna yokusebenzisa dikao tsa thuto tibonelo tetintfo ngudo xikombiso
eziyimizekelo izinto zokufunda tekufundza
eziyisibonelo
mediation in bemiddeling in umhleli/umhlanga ukulamla indima yokuhlela poelanyo thutong bonamodi/ botsereganyi mo singenelelo vhupfumedzanyi mphalalo eka
education onderwys nisi/umkghonakali kwezemfundo kwezemfundo go dipuisano thutong thutong kutemfundvo kha zwa pfunzo dyondzo
to facilitate om interaksie te si kezefundo ukuququzelela lokhu kuchaza sepedišatsenelelan ho tsamaisa go bebofatsa sichuba inchubo u tshimbidza ku pfuneta
interactions by fasiliteer deur ukuhlela amahlelo intsebenziswano ukuhlela izindlela o ka go rarolla le go dipuisano ka ho dikgolagano ka go yekuchumana nyambedzano nga min’wangulano hi
solving and probleme en konflik wokuhlangana ngokusombulula zokuxhumana thibela bothata le rarolla le ho thibela rarabolola le go ngekusombulula u tandulula na u ku ololoxa na ku
preventing op te los en te kwabantu nokuthintela nokwabelana dithulano e ka ba mathata le thibela mathata le kanye nekuvimba thivhela thaidzo sivela swiphiqo na
problems and voorkom deur óf ngokurarulula iingxaki ngolwazi ngendlela ka go aba dibopego dikgohlano ka ho dikgotlhang, e ka tinkinga na khuḓano hu mitlimbo ku nga
conflicts either by formele strukture te nokuvikela imiraro nongquzulwano yokuxazulula kanye tšeo di tšweletšago fana ka ditlhophiso nna ka go tlamela nekushayisana nga vha nga u va hi ku nyika
offering formal bied wat nokurarana ngokuseka nokuvimbela ditshepetšo tša tse amohelehang ka dithulaganyo mhlawumbe vhumba swivumbeko swa
structures that onderhandelings- mhlambe amaqonga izinkinga ditherišano le ho tshwara tse di tlhomameng ngekunika tinhlelo zwiimiswa zwa mafundza leswi
develop negotiation en ngokuletha amaziko asesikweni adala nokungqubuzana tharollo tša dipuisano le tse di agang letihlelekle fomaḽa kana zwa swi tumbuluxaka
and school conflicts skoolkonflikoplossin ahlelekileko, iinkqubo kwemibono, lokhu dithulano dikolong ditshebetso tsa ho ditirego tsa letisungula kutsi tshiofisi zwine zwa nkanerisano na
resolution gsprosesse okumaziko lawo zokubamba kungenziwa goba ka go hloma rarolla dikgohlano ditherisano le kube nekucocisana kona u bveledza prosese ya
processes or by ontwikkel, óf akha ukucocisana iingxoxo ngokunikeza batho ba bohlokwa dikolong kapa ka ho tharabololo ya kanye netinchubo maitele a matshunxelo ya
preparing several verskeie kanye namahlelo ezisesikweni izinhlaka bao bophelong bja etsa hore batho ba dikgotlhang tsa tekusombulula nyambedzano na mitlimbo ya xikolo
protagonists that in protagoniste voor te wokurarulula zokusombulula ezihlelekile bona bja letšatši ka fapaneng ba ka sekolo kgotsa ka tincabano thandululo ya kumbe hi ku
their daily life will berei wat hierdie amatjharagano iingxabano eziqondene letšatši ba tla sehloohong ba go baakanya etikolweni nome khuḓano zwikoloni lulamisa
apply and use konsepte en weenkolo nanyana zesikolo okanye nokusungula dirišago le go kgone ho sebedisa baeteledipele ba ngekutsi tilungise kana nga u vhea vaseketeri lava
these concepts and bevoegdhede van ngokulungiselela ngokulungiselela izingxoxo kanye šomiša dikakanyo mehopolo le ba mmalwa ba ba babhebhetseli vhaimeleli vho evuton'wini bya
competences of vakleerlingskap in abadlali izikhokheli eziya nezinhlelo le mabokgoni a bokgoni bona ba tlaa diragatsang le labanyenti fhambanaho vona bya siku na
apprenticeship in die kognitiewe en abaqakathekileko kuncedisa xa ezimayelana borutwatiro thupello lekaleng la go dirisa lokutawutsi vhane kha siku va nga ta
the cognitive and sosiale domein in abazowasebenzisa kusetyenzwa nokuxazulula noma maikemišetšong a kgolo ya monahano dikakanyo tseo le ekuphileni kwabo vhutshilo havho tirhisa minongoti
social domain hulle daaglikse lawo magama kwimihla ngemihla ukulungisa thuto le setšhabeng le maemong ao dikgono tsa kwamihla ha ḓuvha ḽiṅwe na leyi na vuswikoti
lewe sal toepas en emaphilweni wabo kwimimandla izingcweti dipuisano di boithutelatirong nemalanga ḽiṅwe vha ḓo bya
gebruik wangamalanga yengqiqo ezimbalwa tsamaiswang tlasa mo mokgweng wa batawusebentisa shumisa vudyondzisantirho
abakhambiphambili nezentlalo ezizosebenzisa oona kgopolo le loago lemicondvo mihumbulo iyi na eka xivandlavutivi
abambalwa labo ulwazi, amakhono mo botshelong nemakhono vhukoni ha u xa swa ntwisiso
abatholakala qobe nemiqondo ethize jwa bona jwa ekufundza gudisa kha sia ḽa na swa vanhu
lilanga nsuku zonke kanti letsatsi le letsatsi umsebenti zwa kuhumbulele
zisebenzise ngekusebentela na zwa
amagama kanye umcashi matshilisano
nolwazi lomsebenzi ekutfutfukiseni
ekwakhiweni ingcondvo kanye
kolwazi nekuphilisana
ngokomqondo nebantfu
kanye
nakwimpilisano
yabantu
emphakathini
metacognition metakognisie ukutjheja indlela ucamngco indlela yokwakha go inaganišiša ho tseba le ho go itlhaloganya kucabanga u kona u ntwisison'wini
reflection on your besinning oor dit yakho ukucinga ulwazi nekhono naganišišo ka go utlwisisa tsela eo go sekaseka go ngemicabango humbula nkambisiso hi
own learning wat jy geleer het yokufundisa ngokucinga ngokomqondo ithuta ga gago monahano o ithuta ga gago yakho kusho u humbula nga ha mayelana na ku
kutjhejisisa emuva nangokufunda lapha umfundi sebetsang ka kunoma mayelana zwe wa guda dyondza ka wena
indlela kwakho ubheka ulwazi yona nekufundza kwakho n'winyi
oyisebenzisileko azifundele lona ho nahana ka hloko
yokufunda ngokwakhe ka seo o ithutang
sona
micro learning mikroleer ukufunda kancani ukufunda uhlelo lokufunda go ithuta ka ho ruta ka go ithuta go le luhlelo u guda zwithu ku dyondza ka
a theory of ’n teorie van kancani/ ngelwazi ngezijungqana emkhakheni bonnyane dikarolwana tse gonnye lwekufundza nga zwiṱuku swiphemutsongo
instructional design onderrigontwerp eliziinqetjhana yingcingane yoyilo omncane teori ya mokgwa wa nyane tiori ya thadiso ya emkhakhen thiori ya thiyori ya dizayini
that suggests that wat aan die hand yithiyori yedizayini lweendlela le yithiyori go ruta ye e theori ya moralo wa go ruta e e lomncane yitiyori kuvhekanyele kwa yo lerisa leyi yi
people learn more doen dat mense yemilayelo leyo zokufundisa apho yokuhlela šišinyago gore ho ruta e bolelang tshitshinyang gore yekuhlela nḓila ine ya ringanyetaka
effectively if meer effektief leer etjhukumisa kuthiwa abantu nokuhleleka batho ba ithuta hore batho ba ithuta batho ba ithuta ka nekuhleleka sumbedza uri leswaku vanhu va
information is as inligting ukobana abantu bafunda ngcono kwemfundo bokaone ge hantle ha ba fuwa bokgoni thata fa e kwetifundvo vhathu vha kona u dyondza hi ndlela
delivered in small aangebied word in bafunde kuhle ukuba ulwazi ephakamisa ukuthi tshedimošo e fiwa lesedi ka le gore legcamisa kutsi guda zwavhuḓi leyi tirhaka kahle
units that are easy klein eenhede wat khulu lokha ilwazi lunikezelwa abantu bafunda ka bonnyane bjo bo dikarolwana tse tshedimosetso e bantfu bafundza arali mafhungo a swinene loko
to understand and maklik is om te lethulwa ngezijungqana kahle kakhulu uma lego bonolo go nyane tseo ba di rebolwa ka ngemphumelelo tshi khou vuxokoxoko byi
apply verstaan en toe te ngeenqetjhana ezincinci ekulula ngabe ulwazi kwešišwa le go utlwisisang le ho di karolwana tse kakhulu nangabe ṋetshedzwa nga fikisiwa hi
pas ezincani ukuziqonda lwethulwa dirišwa sebedisa habobebe dinnye tse e leng lwatiso balutfola zwipiḓa zwiṱuku swiphemu
ezizwisiseka lula nokuzisebenzisa ngemikhakha gore di botlhofo go ngemabintana zwine zwo leluwa leswitsongo leswi
begodu ilwazi emincane tlhaloganngwa le lamancane lokulula u zwi pfesesa na u swi olovaka ku swi
elisebenziseka lula ngezingxenye go diriswa kuwavisisa zwi shumisa twisisa na ku swi
ezincane, kanti nekuwasebentisa tirhisa
kulula ukuzwisisa
kanye
nokusebenzisa lolu
lwazi
organising organiserings- umgomo inqobo umgomo mokgwa wa molao wa ntlhatheo ya go umtsetfomgomo maitele a u prinsipuli yo
principle beginsel wokuhlela ilwazi yolungiselelo wokuhlela peakanyo tlhophiso rulaganya wekuhlelembisa dzudzanya kondletela
way in which manier waarop yindlela leyo ilwazi indlela Indlela ulwazi tsela yeo ka yona tsela eo dikahare mokgwa o e leng yindlela lwati (loko ndi nḓila ine ndlela leyi hayona
knowledge kennis (inhoud) in (elimunyethweko) yokubekelela (lokho tsebo (diteng) e tsa kharikhulamo di gore kitso (diteng) lokucuketfwe) nḓivho vutivi (vundzeni)
(content) is ’n kurrikulum lihleleka ngayo ulwazi (iziqulatho) okuqukethwe) beakanywago hlophisitsweng ka e rulagantswe ka kuhleleke ngayo (mafhungo) a byi kondleteriwaka
organised in a georganiseer word kukhurikhyulamu kwikharityhulam kuhlelwa ngakhona lenaneong la thuto yona ona mo kukharikhulamu dzudzanywa hi yona eka
curriculum kwikharikhulamu kharikhulamong ngayo kha kharikhyulamu
kharikhuḽamu
pedagogy pedagogie iphedagogi iphedagoji/ubuch iphedagogi borutiši mokgwa wa ho go ruta iphedagoji mafunzele madyondziselo
the science of die wetenskap van isayensi ule bokufundisa isayensi saense ya go ruta ruta saense ya go ruta yisayensi ndi saintsi ya u (phedagoji)
teaching onderrig yokufundisa inzululwazi yokufundisa saense ya ho ruta yekufundzisa gudisa sayense ya
yokufundisa vudyondzisi
problem solving problem- ukurarulula usombululo ukuxazulula go rarolla bothata ho rarolla bothata tharabololo ya kusombulula u tandulula ku tlhantlha
developing new oplossing umraro/ikinga ngxaki inkinga go tšweletša tsebo ho ba le tsebo e mathata inkinga thaidzo swiphiqo
knowledge through die ontwikkeling ukwakha ilwazi ukuphuhlisa Lolu wuhlelo ye mpsha ka tsela ntjha ka ho rarolla go tlhama kitso e luhlelo lwekwakha u bveledza nḓivho ku hluvukisa vutivi
solving problems van kennis deur elitjha ulwazi olutsha lokwakha ulwazi ya go rarolla mathata ntšhwa ka go lwati lolusha ntswa nga u byintshwa hi ku
probleme op te los ngokurarulula ngokusombulula olusha bothata rarabolola ngekusombulula tandulula thaidzo tlhantlha swiphiqo
imiraro iingxaki ezithile ngokuxazulula mathata tinkinga
izinkinga
progression progressie ukuragela ukuqhubela ukuqhubekela tšweletšopele kgatelopele tsweletso kuchubekela mvelaphanḓa ku ya emahlweni
increasing toenemende phambili/irageloph phambili phambili go godiša tharano ho thatafala ho go oketsa embili u engedzea mpfilungano wa
conceptual konseptuele ambili ukukhula ukungezela izinga ya dikgopolo eketsehang ha bomarara jwa kwengeta vhukonḓi ha xinongoti lowu
complexity kompleksiteit ukungezelela izinga kobunzima elinzima lemiqondo mohopolo o itseng dikakanyo bumatima muṱalukanyo engetelaka
lobudisi bengqiqo yamagama bemcondvo
begama/bomqondo
wegama
psychomotor psigomotoriese ibhoduluko ummandla isimo tikologo ye amago lekala la karolo ya kusebenta vhukoni ha u psychomotor
domain domein elimalungana wentshukumo sokusebenza tshepelo ya motsamao wa tsamaiso ya kwengcondvo shumisa zwikili domain
includes physical sluit fisiese nobuchopho Apha kuqukwa kwengqondo mmele le tiro ya mmele o amanang tlhaloganyo le kanye netitfo zwa swi katsa
movement, beweging, obuthuthukisa intshukumo kanye nezitho monagano le tshebetso ya mmele temtimba musudzuluwo mfambafambo wa
coordination and koördinasie en die ikghono yomzimba, zomzimba e akaretša tshepelo monahano e akaretsa kufaka ekhatsi zwi katela u miri, ntirhisano na
the use of the gebruik van die lokukhamba ukuhlanganisa lokhu ya mmele, le kenyeletsa motsamao wa kunyakata tshimbidza ntirhiso wa swikili
motor skills motoriese lapha kufakwa nokusebenzisa kubandakanya tswalanyo le tirišo motsamao wa mmele, kwemtimba, muvhili, Pfananyo swa tinyama ta
vaardighede in ukukhambisa izitho izakhono indlela ya bokgoni bja mmele, tshebediso kgokaganyo le kuchumana kanye na u shumisa miri
zomzimba, zokushukuma yokunyakaza megalatšhikatšhutiš ya dikarolo tse tiriso ya dikgono nekusebentisa zwikili zwa u
ukusebenzisana komzimba, o fapaneng tsa tsa motsamao emakhono ekwenta sudzuluwa
kwezitho zomzimba ukusebenzisana mmele ka nako e le
kanye kwezitho zomzimba nngwe
nokusetjenziswa kanye nengqondo
kwamakghono kanye
wokukhambisa/wok nokusebenzisa
usebenzisa izitho ingqondo
zomzimba ukukhombisa
ikhono
lokuhlanganisa
izinto ukwenza
umsebenzi
rationale grondrede isizathu unobangela imiqondo tlhathollo ya mabaka mabaka sizatfukwenta mihumbulo xivangelo
principles or beginsels of redes esizwakalako/esin Iinqobo okanye yokuqonda sephetho se ditumelo kapa dintlhatheo kgotsa imitsetfomgomo milayo kana tiprinsipuli na
reasons that wat verduidelik zinzileko izizathu ezichaza imigomo noma fihleletšwego mabaka a mabaka a a nome tizatfu zwiitisi zwine zwa swivangelo leswi
explain why a hoekom ’n imigomo nanyana ukuba kuye izizathu ezichaza melao goba hlalosang hore tlhalosang gore tekuchaza kutsi ṱalutshedza uri swi hlamuselaka
specific decision or bepaalde besluit of iinzathu lezo kwathini ukuze ukuthi kungani mabaka ao a hobaneng ho nkilwe goreng go tserwe kungani sincumo ndingani ho hi vutalo leswaku
action is taken optrede geneem is ezihlathulula kuthathwe isigqibo isizathu noma hlalošago lebaka la qeto kapa ho etswa tshwetso kgotsa nome sinyatselo dzhiiwa sia kana hikwalahokayini
ukobana kubayini okanye isenzo isinyathelo esithile gore ke ka lebaka ketso e itseng kgato e e rileng lesitsite sitsatsiwe tsheo iyo xiboho xo karhi
isiqunto esithileko esithile sithathiwe la eng sephetho kumbe goza ro
nanyana isenzo goba tiro ye e itšegi karhi ri tekiwa.
esithileko sithathwe e tšerwe
reciprocity wederkerigheid ukusebenzisana/u ukubuyekeza isenaniselo go fana ho etsetsana tlhakanelo kutselelana u vhuedzana vuxakelani
of mutual benefit to van wedersydse kwenzana into enceda kushiwo into esiza fao ka moka ba ba melemo e ungwela botlhe emanti ndi u vhuelwa ha byo vuyerisa
all concerned voordeel vir almal ngilokho okuzuzwa wonke nxazombili; into amegago ba tumellano e itseng ba ba amegang kushiwo kusitana vhoṱhe vhane vha matlhelo
wat betrokke is ngiwo woke ochaphazelekayo ebasiza bonke holwago molemong wa kabili kwamea hinkwawo eka
obandakanyeka abathintekayo bohle lava khumbekaka
ehlelweni elithize hinkwavo.
reciprocal wederkerige Ihlelo lokufundisa ukufundisa uhlelo lokufundisa go rutana ho rutana go ruta ka kufundzisa vhugudisi vhu vudyondzisi byo
teaching onderrig elitjhebisanako/lo kokubuyekeza ngokwabelana go dumelela ho dumella puisano tlhakanelo ngekutselelanba vhuedzaho xakelana
allows for the onderrig wat kusebenzisana Apho kudaleka ngolwazi tlholego ya pakeng tsa baithuti go letlelela gore emanti vhoṱhe byi pfumelela ku
creation of a voorsiening maak kulihlelo elivumela uthethwano lolu hlelo poledišano gare ga le matitjhere go nne le puisano kusho kuvumela u tendela u tumbuluxiwa ka
dialogue between vir die skep van ukwakhiwa phakathi luphawuleka barutwana le magareng ga kutsi kube bveledza n'wangulano
learners and dialoog tussen kwekulumopikiswan kwabafundi ngezingxoxo barutiši barutwana le nenkhulumiswano nyambedzano exikarhi ka
teachers leerders en o phakathi nootitshala phakathi barutabana emkhatsini vhukati ha vadyondzi na
onderwysers kwabafundi kanye kwabafundi kanye webafundzi vhagudiswa na vadyondzisi.
nabotitjhere nothisha nabothishela vhadededzi
remember onthou ukukhumbula ukukhumbula ulwazi gopola -hopola gakologelwa kukhumbula u humbula tsundzuka
(knowledge/ (kennis/basiese (ilwazi/ilwazi (ulwazi / ulwazi olukhunjulwayo/ (tsebo/tsebo ya (tsebo/tsebo ya (kitso / kitso ya (lwati/umcondvo (nḓivho/ nḓivho (vutivi / vutivi
basic conceptual konseptuele lokuthoma olusisiseko ulwazi lokuqala motheo ya tlhamo mehopolo ya motheo ya losisekelo ya ndeme ya bya xinongoti
knowledge) kennis) legama) lwezinto ezithile) into ya dikgopolo) motheo) kakanyo) welwati) muṱalukanyo) bya masungulo)
recognise and herken en herroep ukwazi kanye ukunakana ngokomqondo go lemoga le go ho tseba le ho go lemoga le go lapha umfundzi u kona u dzhiela ku tiva na ku
recall relevant tersaaklike inligting nokukhumbula nokukhumbula lapha umfundi wazi gopola tshedimošo hopola lesedi le gakologelwa ukhumbula nṱha na u lemuka
information from uit die ilwazi elifaneleko ulwazi izinto ya maleba go tšwa amanang le tshedimosetso e e aphindze abone humbula vuxokoxoko lebyi
long-term memory langtermyngeheue engcenyeni olubalulekileyo ngokukhumbula kgopolong ya nako ketsahalo e itseng maleba go tswa lwatiso lolufanele mafhungo o teaho fambelanaka ku
yengcondo esiza ulurhola kwindawo ulwazi lwakudala ye telele ya kgale mo kgakologelong lolusenkhumbulwen o u bva kha suka eka
ukubuyisa ikumbulo yolwazi oluhlala ya pakatelele i yakhe yakudzala muhumbulo une ntundzuko
yezinto ezidlulileko lugciniwe wa dzudza zwithu (memori) wa
engqondweni tshifhinga tshilapfu nkarhi wo leha.
reflection besinning/ ukuqala emuva ukuzikisa ukubuyekeza boitekolo tsela eo re itshekatsheko kunoma tshivhoniswa nkambisiso
to give careful bepeinsing ukucabangisisa ukucingisisa, okuthile/ukuzinuk go naganišiša ka ithutang ka yona go akanya ka kucabangisisa intfo u humbula nga ku nyika
thought to om deeglik oor iets kuhle into ethize, usebenzise indlela a amakhwapha selo, o šomiša diketsahalong kelotlhoko ka letsite, kusebentisa vhuronwane nga miehleketo ya
something, to use a na te dink, om ukusebenzisa okanye inkqubo ukucabangisisa into mmotlolo wo o tseo re bileng ho sengwe, go dirisa indlela letsite nome ha zwiṅwe zwithu, vukheta eka
particular model or gebruik te maak imodeli ethileko ethile yokucinga, ethile, goba tshepetšo ye tsona sekao kgotsa inchubo u shumisa nḓila yo xin'wana, ku
process to think van ’n bepaalde nanyana ihlelo ukucinga ukusebenzisa e itšeng go nagana ho nahana ka hloko tirego e e rileng go yekucabanga imaho ngauri kana tirhisa modlolo
about, reconsider model of proses om lokucabanga okuhlaziya izenzo indlela ethile noma ka ga, go akanya ka ho itseng, ho nagana ka, go mayelana, maitele u itela u kumbe prosese yo
one’s actions, jou optrede, ngokuthize, zakho, iingcinga, uhlelo oluthile gape ditiro, sebedisa mohlala akanya gape ka kubukisisa tento humbula, u karhi ku ehleketa
thoughts, ideas or gedagtes, idees of ukutjhejisisa izimvo okanye ukucabanga, dikgopolo, kapa tsamaiso e ditiro, dikgopolo, takho, imicabango shandukisa hi mayelana na,
decisions besluite te oordink izenzo/amagadang izigqibo ukubhekisa izenzo dikakanyo goba itseng ho nahana, dikakanyo kgotsa nome tincumo muhumbulo nga ku tekela
en te oorweeg o, imicabango, zakho, imicabango diphetho tša gago ho nahana ka hloko ditshwetso tsa ha maga, enhlokweni hi
imibono nanyana yakho, amacebo ka diketso, gago kuhumbulele, vuntshwa
iinqunto zomuntu noma izinqumo menahano, muhumbulo kana swiendlo,
zakho mehopolo kapa tsheo miehleketo,
diqeto mianakanyo
kumbe swiboho
swa munhu
sequencing bepaling van ukulandelanisa ulandelelaniso ukulandelana go latelanya ho hlophisa ka tatelano kulandzelana thevhekano vulongoloxi
conceptual order volgorde ilandelano indlela kwezinto tatelano le tatellano tatelano ya kwetintfo nzudzanyo ya nandzelelano wa
and progression konseptuele orde lamagama elandelelana ngokohlelo tšweletšopele ya tlhophiso ya dikakanyo le ngekweluhlelo muṱalukanyo na xinongoti na ku ya
en progressie elihlelekileko kanye okanye eya Ukuhleleka kahle dikgopolo mohopolo le tsweletso kuhleleka kubveledzele emahlweni
neragelophambili phambili ngayo komqondo tswelopele kwemcondvo
ingqiqo ngokulandelelana nenchuybekelembili
kwezinto kanye
nokuqhubeka
scaffolding stellasie-effek ukusebenzisa ukuxhasa izikhumo magato ka ho etsa moralo wa tshegetso lisubuciko tsielano mpfunetavadyon
activities the aktiwiteite wat die isikhafula Imisebenzi eyilwa imisebenzi tatelano a go tshehetso ditirwana tse lekufundzisa ucale mishumo ine dzi
teacher constructs onderwyser opstel misebenzi utitjhere ngutitshala eyenziwaio thuša go fihlelela mesebetsi e morutabana a di ngalokulula uye mudededzi a i migingiriko leyi
to help learners to om leerders te help akha ngayo ukusiza ekuncedeni ukuba neyenziwa kwešišo hlophiswang ke dirang go thusa kulokulukhuni bveledza u thusa mudyondzisi a yi
learn leer abafundi ukobana abafundi bafunde, nguthisha ukusiza mešongwana yeo titjhere ho thusa barutwana go yimisebenti thishela vhagudiswa u vumbaka ku pfuna
bafunde baqonde lula abafundi ukuthi morutiši a e bopago baithuti ho ithuta ithuta layentako kusita guda vadyondzi
bafunde go thuša moithuti bafundzi kutsi
go ithuta bafundze
simulation simulasie ukulingisa ukulinganisa ukulingisa kekišo ho etsisa ketsiso kulingisela timo Nyedziselo encenyeto
real circumstances werklike izenzo zobujamo iziganeko izimo zangempela maemo a nnete a baithuti ba etsisa mabaka a mbamba nyimele dza swiyimo swa xiviri
are imitated in the omstandighede bamambala zokwenyani ziye zilingiswa ekišwa ka maemo a mmatota a tilingiselwa vhukuma dzi tou leswi
classroom word in die zilingiswa ngetlasini zilinganiswe ngaphakathi phapošing ya diketsahalo tsa etsisiwa mo ekhatsi eklasini edziswa kiḽasini encenyeteriwaka
klaskamer egumbini emagumbini borutelo nnete ba le ka phaposiborutelong eka klasi yo
nageboots lokufundela okufunda phaposing dyondzela
summative sommerende Ihlelo lokuhlola uhlolo ukuhlola tekolothumo tekolo ya tlhatlhobo ya luhlolo Ndingo ya makambelelo
assessment assessering lokuphela loshwankathelo okufinyeziwe tekolo mafelelong a qetellong ya thuto bokhutlo jwa lolufinyetiwe samethivi emakumu ka
assessment at the assessering na kwesifundo/komn Uhlolo ekupheleni lokhu ukuhlolwa paka ye e itšego ya tekolo e etswang paka ya thuto lwentiwa ndingo magumoni dyondzo
conclusion of a afloop van ’n yaka kwexesha elithile okwenziwa thuto go šupa ka qetellong ya thuto e tlhatlhobo kwa ekupheleni ndaela ya makambelelo ya
specific spesifieke Lihlelo lokuhlola lokufunda ukuze ekupheleni moo thuto e bilego itseng ho bona hore bokhutlong jwa kwesikhatsi tshifhinga tsho le mahetelelweni
instructional period onderrigperiode om eliphetha isifundo kufumaniseke kwesikhathi le khuetšo ka gona se rutilweng se paka e e rileng ya sekufundzisa tiwaho u itela u ya nkarhivunavi
to establish how te bepaal hoe isikhathi esithize ukuba kusebenze sokufundisa utlwisiswa hantle go ruta go bona lesincunyiwe kutfola wana uri u gudisa wo lerisa wo karhi
effective the doeltreffend die sokufunda kangakanani esinqunyiwe hakae gore go ruta go kutsi ngabe ho bveledziswa ku tumbuluxa
teaching was onderrig was ngehloso ukufundisa ngelo ukuthola ukuthi nnile bokgoni jang kufundzise kube zwone na hilaha vudyondzisi
yokusungula indlela xesha ngabe lokho yimphumelelo yini byi tirheke
ihlelo lokufundisa okufundisiwe hakona.
lisebenza kuhle kusebenze kanjani
kangangani ukusiza lowo
obefundiswa
understand verstaan (begrip) ukuzwisisa ukuqonda ukuqondisisa kwešiša -utlwisisa tlhaloganya kucondzisisa u pfesesa twisisa (ntwisiso)
(comprehension) skep betekenis met (comprehension) Ukuzakhela (ukuzwisisa) (tlhaloganyo) (kutlwisiso) (go tlhaloganya) (kuvisisa) (kupfesesele) ku tumbuluxa
create meaning die hulp van ukwakha ihlathululo intsingiselo lapha kwakhiwa go tšweletša ho hlalosa seo ho go dira bokao go kwakhiwa u kona u bveledza leswi swo karhi
from educational opvoedkundige kumatheriyali kwizixhobo ulwazi tlhathollo go tšwa ithutwang sona, se tswa mo inshokutsi ṱhalutshedzo bva swi vulaka swona
material such as materiaal soos lees yefundo zokufunda ezifana ngokusebenzisa sedirišweng sa jwaloka se balwang matherialeng wa letsatselwa` kha zwishumiswa ku suka eka
reading and en verduidelikings enjengokufunda nezinto izisetshenziswa thuto go swana le le ditlhaloso tseo ho thuto go tshwana etintfweni zwa u guda u fana matheriyali wa
explanations nokuhlathulula ezibhaliweyo zokufunda go bala le fanweng ka tsona le go buisa le tetemfundvo na u vhala na dyondzo wo tanihi
lokho okufundwako okanye iingcaciso ezinjengokufunda ditlhathollo ditlhaloso njengekufundza ṱhalutshedzo ku hlaya na
okubhaliwe lokubhaliwe tinhlamuselo hi
nokuchaza netinchazelo vutalo
validity geldigheid okufaneleko/okuk ukuqiniseka ukuba bokgonthe kamoheleho kamogelesego kuba khwaṱhisedzo ntiyisiso
the extent to which die mate waarin ’n hambisanako kokusebenza ngokwamukelekile bogolo bjoo boemo boo seelo se ka sona ngulokwemukeleki phimo ine mpimo lowu ku
an assessment task assesseringstaak izinga lelo apho nokufanele mošongwana wa mosebetsi wa tiro ya tlhatlhobo e le nalokufanele mushumo wa fika eka wona
assesses what it is dit assesseer wat umsebenzi kukhangelwa indlela nezinga tekolo o lekolago tekolo o lekolang tlhatlhobang se go bungako ndingo wa linga xintirhwana xa
intended to assess dit veronderstel is wokuhlola ohlola ukuba ingaba umsebenzi seo go seo o lokelang ho ikaeletsweng go bemsebenti zwine zwa khou makambelelo xi
or measure om te assesseer of ngalo lokho umsebenzi wokuhlola wenzeka ikemišeditšwego go se lekola kapa ho se tlhatlhoba wekuhlola lohlola tea u lingwa kana kambelaka leswi
te meet okunqotjhwe wohlolo ufikelele ngayo, nokuthi lekola goba go ela se lekanya kgotsa go se ngako loko u zwi ela swi endleriweke
ukobana kuhlolwe kangakanani ngabe uhlolo lekanyetsa lokuhloswe kutsi ku kamberiwa
nanyana kumedwe ekufumaniseni luhlose ukuhlola ini kuhlolwe nome kumbe ku pimiwa
oko bekujongwe noma lukala ini kukalwe
ukuba ikwenze
whole school heleskool- Ihlelo/ipulani amalungiselelo ukuhlelela isikole peakanyo ya ho etsa moralo wa thulaganyo ya kuhlelela sikolo nzudzanyo/pulan nkunguhato wa
planning beplanning yesikolo soke esikolo sonke sonkana sekolo ka moka sekolo kaofela sekolo sotlhe sonkhe kufaka e ya tshikolo xikolo hinkwaxo
involves all betrek alle kufakwa boke kuqukwa bonke kufaka phakathi e akeretša ka moka ho bolela hore e akaretsa ekhatsi bonkhe tshoṱhe wu khumba
stakeholders to rolspelers om die abadlalindima abathathi bonke bao ba nago le bakgathatema baamegi botlhe go labatsintsekako zwi katela vakhomaxiave
consider the aktiwiteite en okufanele batjhejwe nxaxheba ukuze ababambiqhaza kgahlego go kaofela ba lokela ho lemoga ditiragalo kutsi babuke vhadzhiamukovhe hinkwavo ku
activities and belangstellings van imisebenzi yoke kuxoxwe ngemiba ukubheka kanye nagana ditiro le nahana ka le dikgatlhegelo imisebenti vhoṱhe uri vha tekela enhlokweni
interests of the die skool in kanye neenkareko kunye imisebenzi yesikole dikgahlego tša mesebetsi le tsa sekolo, le go netimfuno tesikolo, dzhiele nṱha migingiriko na
school, and to oorweging te neem zesikolo, kanye nemisebenzi kanye nezinto sekolo, le go tšea ditabatabelo tsa swetsa ka kanye nekuncuma mishumo na mitsakelo ya
decide on the goals en om te besluit oor nokuquntab yesikolo ukuze ezingasiza isikole sephetho ka ga sekolo, le ho nka diphitlhelelo tsa ngetinhloso tesikolo dzangalelo ḽa xikolo, na ku teka
for the school over die doelwitte van ngeenrhuluphelo kuvunyelwane kanye nokuthatha dinepo tša sekolo diqeto ka dipheo sekolo mo pakeng ngemuva tshikolo, na u xiboho hi
a certain period of die skool oor ’n zesikolo esikhathini ngeziphumo isinqumo pakeng ya nako ye tsa sekolo tsa nako e e rileng, go kwesikhatsi dzhia tsheo nga swikongomelo
time, making sure sekere tydperk ten esibekiweko, ezifunekayo ngezinhloso e itšeng, ka go e itseng, ho netefatsa gore lesitsite, kwenta ha zwipikwa zwa swa xikolo eka
the school is ready einde te verseker ukuqinisekisa zesikolo emva zesikole ngemuva netefatša gore netefatsa hore sekolo se sicinsekiso kutsi tshikolo lwa nkarhi wa vunavi
for the learner. dat die skool ukobana isikolo kwexesha elithile kwesikhathi esithile, sekolo se sekolo se loketse ipaakanyeditse sikolo simlungele tshifhinga tsho wo karhi, ku ri
gereed is vir die sikulungele elibekiweyo kunye ukuze ikemišeditše ho amohela le ho morutwana. umfundzi tiwaho, vha tshi karhi ku tiyisisiwa
leerder ukobana sifundise nokuqinisekisa kuqinisekiswe moithuti ruta baithuti khou vhona uri leswaku xikolo xi
umfundi. ukuba isikolo ukuthi isikole tshikolo tsho lulamerile eka
sikulungele simlindele umfundi lugela u shumiswa mudyondzi.
ukufundisa nga mugudiswa
nokwamkela
abafundi
Source: Adapted from: Gravett, S., de Beer, J.J. & Du Plessis, E.C. 2015. Becoming a teacher. Cape Town: Pearson.

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