Stuvia-1172524-bte2601-2021-assignment-4-possible-answers.pdf

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BTE2601 2021 ASSIGNMENT 4 POSSIBLE ANSWERS written by profadavidson92 Downloaded by: asmayusuf257 | [email protected] Distribution of this document is illegal
MODULE CODE: BTE2601 UNIQUE NUMBER: 888252 ASSIGNMENT NUMBER: 04 COMPLETE ASSIGNMENT Stuvia.com - The study-notes marketplace Downloaded by: asmayusuf257 | [email protected] Distribution of this document is illegal
Stuvia.com - The study-notes marketplace Question 1 1.1. Curriculum development in South African education during the period of apartheid was controlled tightly from the center. While theoretically, at least, each separate department had its own curriculum development and protocols, in reality curriculum formation in South Africa was dominated by committees attached to the white House of Assembly … So prescriptive was this system, abetted on the one hand by a network of inspectors and subject advisors and on the other by several generations of poorly qualified teachers, that authoritarianism, rote learning, and corporal punishment were the rule. These conditions were exacerbated in the impoverished environments of schools for children of color. Examination criteria and procedures were instrumental in promoting the political perspectives of those in power and allowed teachers very little latitude to determine standards or to interpret the work of their students. Curriculum development in South Africa after 1994 as was the case before 1994 is part of the national political process. Recommendations were made by a Ministerial Review Committee, appointed in 2000 and this committee suggested an extensive revision to the curriculum with the major function of making it more digestible with an all-inclusive, user friendly approach. In the process, ordinary interest groups within Babel of role player and stakeholder voices were able to make proposals, but not all were heard or were able to affect the Revised National Curriculum Statement, which features an orientation to rights and outcomes. In Chisholm's words, it was primarily those few voices with social power who constructed the overall score. Chisholm identifies the ANC, several bodies or associations in education and individual intellectuals as the dominant powers behind the eventual curriculum changes. In the transformation progress approach to History, for example, the emphasis was on historical skills and the diversity of voices in the making of South Africa's history. It was probably underscored that the path of the past, namely a dominant narrative of white progress, was not to be followed. 1.2. Effective communication skills 1.2.1. Students will develop knowledge, skills, and judgment around human communication that facilitate their ability to work collaboratively with others. Such skills could include communication competencies such as managing conflict, understanding small group processes, active listening, and appropriate self-disclosure. Students will be able to communicate effectively orally and in writing.

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