Sftl7111 Mo

IIE Learn Module Outline SFTL7111/p/w
SP and FET Teaching and Learning

SFTL7111 p/w
MODULE OUTLINE 2024
(First Edition: 2018)
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© The Independent Institute of Education (Pty) Ltd 2024 Page 1 of 21

Table of Contents
Introduction.................................................................................................................................. 3
Using this Module Outline ........................................................................................................... 4
Icons Used in this Document and on Learn ................................................................................. 5
Module Resources........................................................................................................................ 6
Module Purpose ........................................................................................................................... 7
Module Outcomes........................................................................................................................ 7
Assessments ................................................................................................................................. 8
Module Pacer ............................................................................................................................. 11
Glossary of Key Terms for this Module ...................................................................................... 21

Introduction
In this Senior and Further Education Phase Teaching and Learning module you are provided with
the framework for understanding and practising innovative education methods, specific to the
Senior Phase within the South African context.
South African education has seen much transformation regarding the curriculum since the fall
of Apartheid, and teaching practice has also been heavily influenced by new practices through
impacts of globalisation and technology. Throughout your studies and teaching practice, it is
therefore essential to keep in mind the national goals for education, whilst balancing this with a
more global perspective.
One of the aims as stated in the various CAPS documents read “…to ensure that children acquire
and apply knowledge and skills in ways that are meaningful to their own lives”. Learning is
regarded as relevant and meaningful and this document aims to equip teachers-in-training to
learn and apply information and techniques to improve teaching practice.
Once in the teaching profession learning should be viewed as a life-long activity and therefore if
one wants to become an expert teacher ongoing reflection on your work and learning
throughout your student years becomes essential.
This is an introduction to teaching and learning strategies and should be seen as a never-ending
ever-improving activity. As a teacher, one should engage with as many resources as possible
other than the prescribed textbook, prescribed readings, recommended readings and additional
resources provided in this course.

Using this Module Outline

This module outline has been developed to support your learning. Please note that the
content of this module may be found in the prescribed material. You will not succeed in this
module if you focus on this document alone.
This document includes a basic outline of the content of your module and should be used to
guide your progress through the course of this module. In it, you will find a module pacer, which
outlines the suggested hours for each learning unit. Additionally, your pacer includes the
objectives that inform the cognitive levels that you will be expected to engage with specific
content. Please use these objectives to prepare for your assessments and ensure that you have
mastered them accordingly.
An assessment brief section, which outlines the kinds of formative (developmental) and
summative (final) assessments that you will need to complete for the module, is also included in
this document. Please consult with this section so that you are suitably prepared for your
assessments.
Finally, this document also includes a short breakdown of each learning unit. These are likely to
include various activities and revision questions for each learning unit. Again, please use these
to guide your comprehension and mastery of the content of this module so that you can
successfully meet the outcomes and develop the skills related to this module.

Icons Used in this Document and on Learn

The following icons are used in all your modules on Learn:
Icon Description
A list of what you should be able to do after working through the learning
unit.
Specific references to sections in the prescribed work.
Questions to help you recognise or think about theoretical concepts to be

covered.
Sections where you get to grapple with the content/ theory. This is mainly
presented in the form of questions which focus your attention and are aimed
at helping you to understand the content better. You will be presented with
online resources to work through (in addition to the textbook or manual
references) and find some of the answers to the questions posed.
Opportunities to make connections between different chunks of theory in

the module or to real life.
Real life or the world of work information or examples of application of

theory, using online resources for self-exploration.
REMEMBER:
You need to log onto Learn to:

• Access online resources such as articles, interactive graphics, explanations, video clips,
etc. which will assist you in mastering the content; and
• View instructions and submit or post your contributions to individual or group activities
which are managed and tracked on Learn.

Module Resources
Prescrib PM1:
ed Killen, R. 2022. Teaching Strategies for Quality Teaching and Learning. Third
Material Edition. Available at:
(PM) for https://ezproxy.iielearn.ac.za/login?url=https://search.ebscohost.com/login.a
this spx?direct=true&db=nlebk&AN=3508340&site=ehost-live&scope=site
Module [Accessed 24 August 2023].
And
This module also uses the following documents you can download from the South
African Government website:
Curriculum Assessment Policy Statements (various)

National Protocol for Assessment Grades R–12
These documents can be downloaded from the South African Government

Education website:
PM2: Department of Basic Education. 2015. National curriculum statements

grades R–12. [Online]. Available at:
http://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements
/tabid/419/Default.aspx [Accessed 20 November 2023].
Recomm Please note that several additional resources and links to resources may be provided
ended throughout this module.
Readings You are encouraged to engage with these as they will assist you in mastering the various
, Digital, objectives of this module. They may also be useful resources for completing any
and Web assignments. You will not, however, be assessed under examination conditions on any
Resourc additional or recommended reading material.
es
Module You will find an overview of this module on Learn under the Module Information
Overvie link in the Course Menu.
w
Assess Find more information on this module’s assessments in this document and on the
ments Student Portal.

Module Purpose
This module introduces students to the concepts, debates and current practices with regards
to the national curriculum and effective teaching and learning in South Africa. In addition to
engagement with relevant theories on teaching and learning and curriculum practices,
students will also develop their skills in integrating ICT into the classroom and interrogate the
National Curriculum Statement to fully understand the goals, nature and
requirements of the Senior Phase and Further Education and Training band.
Module Outcomes
Compare the theories, methods, benefits and drawbacks of various contemporary
MO1
teaching and learning strategies in different scenarios;
Identify the curriculum requirements and characteristics of quality learning as they
MO2
relate to chosen teaching specialisations;
MO3 Outline the principles that inform the National Curriculum Statement Grades R-12
Use the characteristics of quality learning and effective teaching to design an ICT-
based
MO4 CAPS-relevant lesson plan that considers the needs of all learners, regardless of
their cultural and academic differences, for a specific grade in a chosen teaching
area.

Assessments
Integrated Curriculum Engagement (ICE)
Minimum number of ICE activities to complete 4
Weighting towards the final module mark 10%
Formatives Assignment 1 Assignment 2

Weighting 25% 30%
Duration Approximately 10 hours Approximately 10 hours
Learning Units covered LU 1 & 2 LU 2 & 3
Resources required Additional research required Additional research required
Summative Summative Assignment

Weighting 35%
Total marks 100
Open/Closed book Open book
Resources required Relevant resources and texts. Additional research is required
Learning Units covered All

Assessment Preparation Guidelines

Format of the Assessment Preparation Hints
Assignment
This assignment will assess • Read through the prescribed reading for Learning
your ability to integrate and Units 1 – 2, and ensure that you have engaged in close
apply the content in reading of these in relation to the LU 1 – 2 objectives;
Learning Units 1 and 2 of • Ensure that you work through all the relevant activities,
this modules exercises and revision questions on Learn;
• Pay close attention to the instruction words (like argue,
discuss etc.) and to the mark allocations/rubrics of each
question to ensure that you are able to provide the
correct depth and detail in your responses.
• You need to plan to spend at least 10 hours working on
this assignment in order to pass it.
• Remember to ensure that your assignment reflects high
standards in terms of intellectual integrity and that the
quality of your writing is suitably academic and
polished.
Assignment
This assignment will assess • Read through the prescribed reading for Learning
your ability to integrate and Units 1 – 3, and ensure that you have engaged in close
apply the content in reading of these in relation to the LU 1 – 3 objectives;
Learning Units 1 to 3 of this • Ensure that you work through all the relevant activities,
modules exercises and revision questions on Learn;
• Pay close attention to the instruction words (like argue,
discuss etc.) and to the mark allocations/rubrics of each
question to ensure that you are able to provide the
correct depth and detail in your responses.
• You need to plan to spend at least 10 hours working on
this assignment in order to pass it.
• Remember to ensure that your assignment reflects high
standards in terms of intellectual integrity and that the
quality of your writing is suitably academic and
polished.

Summative Assignment
The assessment for this • Work through all the activities, exercises and revision
module will be an open- questions on Learn to ensure that you have a clear idea
book Summative of the nature of the task required. You must also have
Assignment and will assess completed close readings of your prescribed material
all learning units in this and engaged in additional reading to ensure that you
module. It will include have prepared adequately for the Summative
theory-based application, Assignment.
synthesis and evaluation- • Pay close attention to the instruction words (like
type questions. discuss, apply, describe, analyse etc.) and to the mark
allocations of each subsection to ensure that you
provide the correct depth and detail in your answers.
• Given the open book, format of this assessment, it is
critical that you continue to retain intellectual integrity
and that you treat your assessment with the same
attention to referencing as required for your
assignments.

Module Pacer
Code Programme Sessions Credits
SFTL7111p PGC1p 24 16
SFTL7111w PGC1w 12 weeks 16
Learning Unit 1 Understanding the National Curriculum Statement
Overview:
South African education has seen many transformations regarding the curriculum since the
fall of apartheid. In addition, teaching practice has been heavily influenced by new practices
through the impacts of globalisation and technology. It is essential therefore to keep in mind
the national goals for education whilst balancing this with a global perspective.
This learning unit commences with a brief overview of the transformation of the South African
school curriculum since the fall of apartheid. We will explore the goals and principles on which
the National Curriculum Statement Grades R–12 is based and consider the types of learners
that this statement aims to produce. The learning unit will conclude with an investigation of
the current Senior Phase and Further Education and Training curriculum within the South
African education system.
.
Please work through Theme 1 together with the relevant sections of your prescribed source/s.
This theme will unpack the benefits of having a school curriculum that is designed specifically
to prepare learners for their life after school. You will have to validate the reasons this
approach to curriculum design might cause concern for some parents. It is important to
remember that when you are learning something new you do not always grasp it after just
one learning opportunity. There will be occasions when you will need a second opportunity.
As a teacher, you will encounter difficulty in providing additional opportunities for learners.
You need to reflect on how you are going to provide students with expanded learning
opportunities.

Learning Unit 1: Theme Breakdown

Sessions: Theme 1: The National Curriculum Prescribed Material (PM)
1–2 Statement of South Africa
Academic Week: LO1: Explain the goals and principles on PM1: Chapter 1
1 which the National Curriculum
Related Statement Grades R-12 is based.
Outcomes: LO2: Describe the types of learners that
MO003 the National Curriculum Statement
Grades R–12 aims to produce.
LO3: Position the current Senior (SP) and
Further and Education (FET) Phase
curriculum within the South African
education system.
LO4: Use the guidelines in the National
Curriculum Statement Grades R-12
to plan lessons and assessments.

Learning Unit 2 Quality Teaching and Learning
Overview:
In this learning unit, we will explore ways in which to better understand the classroom and
school environment, focussing on the relationship between quality teaching and quality
learning. The emphasis will be on the broad approaches to curriculum design as required by
the Curriculum Assessment Policy Statement with specific reference to South African learners
at the relevant ages in the Senior and Further Education and Training Phases.
We will begin with a look at the development of contemporary views of effective teaching
followed by the characteristics of quality learning in the specialised teaching areas. Next, we
will explore ways in which to identify and apply constructivist strategies to support effective
teaching and learning including teaching for understanding.
Please work through Themes 1,2 and 3 together with the relevant sections of your prescribed
source/s.
This learning unit highlights the reality that no single teaching strategy is effective all the time
for all learners. It is therefore important that as aspiring educators, you develop a deep
understanding of the subjects you will teach and the most beneficial ways in which learning
can be facilitated. You will need to have a clear understanding of how the principles of
constructivism are supported by neurological research. Ultimately, you will need to defend
why our current views of how people learn are different from the views that were accepted
50 years ago.


Sessions: Theme 1: Effective Teaching and Learning Prescribed Material (PM)
3–7
Academic Week: LO1: Discuss contemporary views of PM: Chapter 2
2-3 effective teaching.
LO2: Describe the characteristics of
quality learning.
LO3: Apply constructivist strategies to
support effective teaching and
learning.
LO4: Use the concept of teaching for
understanding to inform teaching
decisions.
Related Theme 2: Quality Teaching and Learning PM: Chapter 3

Outcomes: LO5: Describe teaching strategies that
MO003 develop deep understanding.
LO6: Describe learning environments
conducive to quality learning.
LO7: Plan learning experiences
appropriate to all learners,
regardless of culture, ethnicity or
developmental stage.
Theme 3: Planning for Quality Teaching PM: Chapter 4
and Learning
LO8: Formulate measurable learning
outcomes.
LO9: Use learning taxonomies to align
teaching strategies with outcomes.
LO10:Create lesson plans.
LO11:Critically reflect on your own
teaching practice.

Learning Unit 3 Teaching Strategies Focusing on the Individual
Overview:
Using a combination of different teaching strategies can contribute positively to effective

teaching and learning. In this learning unit, we will explore a variety of teaching strategies such
as direct instruction, inquiry, writing, case studies and problem-solving. We will look at some
of the strengths and weaknesses of each strategy, providing guidelines for planning and
implementing these strategies including ways in which to evaluate your teaching when using
each strategy. You will also need to create a lesson plan incorporating ICT in the classroom.
Please work through Themes 1-5, together with the relevant sections of your prescribed
source/s.
Even good teachers have room for improvement. This learning unit unpacks five different
teaching strategies that are all essentially important to teaching and learning. While favouring
particular strategies would be a natural tendency it is important to understand the value of
each strategy. How you as an educator use the strategy could make a difference in teaching
and learning. The difficulty of selecting strategies is that you need to have a clear
understanding of both your context and learners.


Sessions: Theme 1: Direct Instruction as a Prescribed Material (PM)
8 – 16 Teaching Strategy
Academic Week: LO1: Identify appropriate teaching PM: Chapter 6
4-8 strategies to achieve specific
learning outcomes.
LO2: Apply appropriate teaching
strategies when planning.
LO3: Create motivating learning
environments.
LO4: Create lessons using ICT in the
classroom.
LO5: Evaluate the effectiveness of
lessons.
Related Outcomes: Theme 2: Problem Solving as a PM: Chapter 10
MO001 Teaching Strategy
MO004 LO1: Identify appropriate teaching
strategies to achieve specific
learning outcomes.
environments.
classroom.
lessons.
Theme 3: Inquiry as a Teaching Strategy PM: Chapter 11
LO1: Identify appropriate teaching
learning outcomes.
environments.
classroom.
lessons.
Theme 4: Case Studies as a Teaching PM: Chapter 12
Strategy


learning outcomes.
environments.
classroom.
lessons.
Theme 5: Writing as a Teaching PM: Chapter 14
Strategy
learning outcomes.
environments.
classroom.
lessons.

Learning Unit 4 Teaching Strategies with a Focus on Groups.
Overview:
In this learning unit, we will explore the ways in which teaching strategies such as discussion,
cooperative learning, and role and group play can be used to facilitate learning. We will look
at the advantages and disadvantages of each strategy and ways in which to plan and
implement them. Once again you will have to create a lesson plan involving ICT using the
different teaching strategies.
Please work through Themes 1-4, together with the relevant sections of your prescribed
source/s.
Once again as a continuation of Part A. This learning unit will unpack four more teaching
strategies to equip you with ways to both enrich and extend the learner's learning experience.
Please remember to guard against familiarising yourself with a particular strategy that you
prefer. It would be in your best interest to understand the impact the strategy will ultimately
have on the lesson you are planning.


Sessions: Theme 1: Discussion as a Teaching Prescribed Material (PM)
17 – 24 Strategy
Academic Week: LO1: Identify appropriate teaching PM: Chapter 7
9-12 strategies to achieve specific
learning outcomes.
environments.
classroom.
lessons.
Related Theme 2: Group Work as a Teaching PM: Chapter 8
Outcomes: Strategy
MO001 LO1: Identify appropriate teaching
MO002 strategies to achieve specific
MO004 learning outcomes.
environments.
classroom.
lessons.
Theme 3: Cooperative Learning as a PM: Chapter 9
Teaching Strategy
learning outcomes.
environments.
classroom.
lessons.

Theme 4: Role Play as a Teaching PM: Chapter 13

Strategy
learning outcomes.
environments.
classroom.
lessons.

Glossary of Key Terms for this Module

Term Definition My Notes
Term Definition My Notes
CAPS Curriculum and Assessment Policy
Statements.
Curriculum The subjects comprise a course of study in
a school or college.
Didactic The art or science of teaching.
ICT Information and Communication
Technology.
OBE Outcomes-based education.
Pedagogy The method and practice of teaching,
especially as an academic subject or
theoretical concept.

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IIE Learn Module Outline SFTL7111/p/w

SP and FET Teaching and Learning

The Independent Institute of Education (Pty) Ltd is registered with the

© The Independent Institute of Education (Pty) Ltd 2024 Page 1 of 21

© The Independent Institute of Education (Pty) Ltd 2024 Page 2 of 21

© The Independent Institute of Education (Pty) Ltd 2024 Page 3 of 21

Using this Module Outline

© The Independent Institute of Education (Pty) Ltd 2024 Page 4 of 21

Icons Used in this Document and on Learn

Specific references to sections in the prescribed work.

Questions to help you recognise or think about theoretical concepts to be

Opportunities to make connections between different chunks of theory in

Real life or the world of work information or examples of application of

You need to log onto Learn to:

© The Independent Institute of Education (Pty) Ltd 2024 Page 5 of 21

Curriculum Assessment Policy Statements (various)

These documents can be downloaded from the South African Government

PM2: Department of Basic Education. 2015. National curriculum statements

© The Independent Institute of Education (Pty) Ltd 2024 Page 6 of 21

© The Independent Institute of Education (Pty) Ltd 2024 Page 7 of 21

Formatives Assignment 1 Assignment 2

Summative Summative Assignment

© The Independent Institute of Education (Pty) Ltd 2024 Page 8 of 21

Assessment Preparation Guidelines

© The Independent Institute of Education (Pty) Ltd 2024 Page 9 of 21

© The Independent Institute of Education (Pty) Ltd 2024 Page 10 of 21

© The Independent Institute of Education (Pty) Ltd 2024 Page 11 of 21

Learning Unit 1: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2024 Page 12 of 21

Learning Unit 2 Quality Teaching and Learning

© The Independent Institute of Education (Pty) Ltd 2024 Page 13 of 21

Learning Unit 2: Theme Breakdown

Related Theme 2: Quality Teaching and Learning PM: Chapter 3

© The Independent Institute of Education (Pty) Ltd 2024 Page 14 of 21

Learning Unit 3 Teaching Strategies Focusing on the Individual

Using a combination of different teaching strategies can contribute positively to effective

© The Independent Institute of Education (Pty) Ltd 2024 Page 15 of 21

Learning Unit 3: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2024 Page 16 of 21

LO1: Identify appropriate teaching

© The Independent Institute of Education (Pty) Ltd 2024 Page 17 of 21

Learning Unit 4 Teaching Strategies with a Focus on Groups.

© The Independent Institute of Education (Pty) Ltd 2024 Page 18 of 21

Learning Unit 4: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2024 Page 19 of 21

Theme 4: Role Play as a Teaching PM: Chapter 13

© The Independent Institute of Education (Pty) Ltd 2024 Page 20 of 21

Glossary of Key Terms for this Module

© The Independent Institute of Education (Pty) Ltd 2024 Page 21 of 21

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