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MODULE NAME: MODULE CODE:

SP AND FET TEACHING AND LEARNING SFTL7111/p/w

ASSESSMENT TYPE: ASSIGNMENT 1 (PAPER ONLY)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL TIME: 10 HOURS

By submitting this assessment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity and Property Rights Policy (IIE023), as well as any rules and regulations
published in the student portal.

INSTRUCTIONS:
1. Please adhere to all instructions. These instructions are different from what is normally
present, so take time to go through these carefully.
2. Group work is required. Students are allowed to work together on this assessment.
3. No material may be copied from original sources, even if referenced correctly, unless it is
a direct quote indicated with quotation marks.
4. All work must be adequately and correctly referenced.
5. You should paraphrase (use your own words) the concepts that you are referencing, rather
than quoting directly.
6. This is an open-book assessment.
7. Assessments must be typed unless otherwise specified.
8. Ensure that you save a copy of your responses.
8.1. Complete your responses in a Word document.
8.2. The document name must be your name. Student number. Module Code.
8.3. Once you have completed the assessment, upload your document under the
submission link in the correct module in Learn.

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Referencing Rubric
Providing evidence based on valid and referenced academic Markers are required to provide feedback to students by
sources is a fundamental educational principle and the indicating (circling/underlining) the information that best
cornerstone of high-quality academic work. Hence, The IIE describes the student’s work.
considers it essential to develop the referencing skills of our
students in our commitment to achieve high academic standards. Minor technical referencing errors: 5% deduction from the
Part of achieving these high standards is referencing in a way that overall percentage. – the student’s work contains five or more
is consistent, technically correct and congruent. This is not errors listed in the minor errors column in the table below.
plagiarism, which is handled differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty overall percentage. – the student’s work contains five or more
of according to the following guidelines a maximum of ten percent errors listed in the major errors column in the table below.
being deducted from the overall percentage. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error.
Required: Minor errors in technical correctness of Major errors in technical correctness of
Technically correct referencing referencing style referencing style
style Deduct 5% from overall percentage. Deduct 10% from the overall percentage.
Example: if the response receives 70%, Example: if the response receives 70%, deduct
deduct 5%. The final mark is 65%. 10%. The final mark is 60%.
Consistency Minor inconsistencies. Major inconsistencies.
 The referencing style is generally  Poor and inconsistent referencing style used in-
 The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text  Multiple formats for the same type of
references and in the referencing and/or in the bibliography. referencing have been used.
bibliography/reference list.  For example, page numbers for direct  For example, the format for direct quotes (in-
quotes (in-text) have been provided for text) and/or book chapters (bibliography/
one source, but not in another instance. reference list) is different across multiple
Two book chapters (bibliography) have instances.
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors.  The referencing format is incorrect.
 Referencing format is  The correct referencing format has been  Concepts and ideas are typically referenced,
technically correct throughout consistently used, but there are one or but a reference is missing from small sections
the submission. two errors. of the work.
 Concepts and ideas are typically  Position of the references: references are only
 The correct referencing format referenced, but a reference is missing given at the beginning or end of large sections
for the discipline has been from one small section of the work. of work.
used, i.e., either APA, OR  Position of the references: references are  For example, incorrect author information is
Harvard OR Law only given at the beginning or end of provided, no year of publication is provided,
every paragraph. quotation marks and/or page numbers for
 Position of the reference: a  For example, the student has incorrectly direct quotes missing, page numbers are
reference is directly associated presented direct quotes (in-text) and/or provided for paraphrased material, the
with every concept or idea. book chapters (bibliography/reference incorrect punctuation is used (in-text); the
list). bibliography/reference list is not in
 For example, quotation marks, alphabetical order, the incorrect format for a
page numbers, years, etc. are book chapter/journal article is used,
applied correctly, sources in information is missing e.g. no place of
the bibliography/reference list publication had been provided (bibliography);
are correctly presented. repeated sources on the reference list.
Congruence between in-text Generally, congruence between the in-text A lack of congruence between the in-text
referencing and bibliography/ referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors.  No relationship/several incongruencies
 There is largely a match between the between the in-text referencing and the
 All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography.  For example, sources are included in-text, but
included in the bibliography/  For example, a source appears in the text, not in the bibliography and vice versa, a link,
reference list. but not in the bibliography/ reference list rather than the actual reference is provided in
or vice versa. the bibliography.
In summary: the recording of In summary, at least 80% of the sources are In summary, at least 60% of the sources are
references is accurate and correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:

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Assessment Instructions _
For this assignment, your Lecturer or Online Tutor will place you in pairs/ groups.

You must complete Task 1 to Task 3 in these groups. Task 4 is a reflection that you must complete
individually and will submitted as a Journal on Learn. It is important for all members to participate
and contribute equally to the tasks as described in each task. You should also decide who will
compile each question and who will do the final compilation. It is important for all members to
review the final compilation before you submit it paying particular attention to content,
paraphrasing, and referencing.

A checklist has been included (see Annexure A). You must complete this checklist individually
before submission and submit it with your assignment. This checklist serves the dual purpose of
assisting you to ensure that you have included all that is required and that you acknowledge that
you checked the final compilation before submitting.
Consult the rubrics for each question carefully to ensure that you have not omitted any key
information.

Scenario
Consider the following context throughout the assignment:

The principal at the school where you and your peer/s will be completing your Teaching Experience
approached you as he feels that many teachers on the staff could benefit from learning about
some of the latest trends in education. He asked if you and your peer/s could prepare some
material to develop teachers in this regard. He requested that you do so by showcasing some of
the technology that you have been exposed to during your studies.

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Task 1: Curriculum Reform in SA (Marks: 35)

After you carefully read through your prescribed material and work through the content on Learn,
conduct some additional research about South African curriculum reform and education policies.
Discuss your research with your peer/s, focusing on the aims of each policy, their strengths, and
potential weaknesses.

Following this research, you and your peer/s decide to do the following to help teachers
understand where we are and how we got to this point in terms of policy.

1. Create a timeline from C2005 to the current Curriculum and Assessment Policy statement.
Your timeline should take the format of an infographic and include a brief description of the
aims of each policy statement.
2. In not more than two succinct paragraphs, explain why the need for a new policy statement
arose.

In compiling your response, you must conduct research and refer to at least two credible
resources, in addition to your prescribed material. Remember to reference using The IIE Harvard
Method for both in-text referencing and bibliography compilation. You should not use direct
quotations in your responses. Instead, you must paraphrase and use suitable examples from your
experience to illustrate your explanations.

Task 2: Current Trends in Teaching Practice (Marks: 30)

Constructivism as a learning approach was developed by Jean Piaget and further expanded on by
other theorists. Discuss this approach with your peer, paying particular attention to the
underlying principles, advantages, and disadvantages and how you can align your teaching and
classroom accordingly.

Many of the teachers at the school are familiar with the theory behind the constructivist approach.
To show them practical application of this approach provides them with:

A floor plan for either a SP or FET classroom. You may use any free online application/ Excel or
Word to design your floor plan. The parameters that apply to your classroom are as follows:
 You have 30 learners in your class.
 Each learner has a table and chair.
 You need to allow for the teacher’s table/desk.

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 You may introduce any other items of furniture.

 Your classroom is the traditional classroom size, with one door and a tap with a sink.
 Your classroom is used for SP/FET language teaching and general teaching.

Write two succinct paragraphs to explain your floor plan and how it supports a constructivist
approach. This should not exceed 400-500 words.

Task 3: Planning for Learning (Marks: 25)

In addition to the floor plan, you would like to model how to plan a lesson that is aligned with the
constructivist approach and the CAPS document.
Select any SP or FET subject and grade that you and your peer/s are familiar with. Refer to your
CAPS document: Term 1, Week 1 and 2.

Discuss the following questions with your peer/s:

• Why are you teaching this lesson or topic?
• What are the learning outcomes you want learners to achieve by the end of the lesson?
• How will you introduce the lesson to activate prior knowledge?
• What resources will be needed for the lesson?
 What activities will learners complete during the teaching and learning (T&L) phase of the
lesson to scaffold learning?
 How will these activities assess your learning outcomes?
 How will you conclude the lesson?

Summarise your responses to the questions above in the following table which you can use as a
resource for the rest of the staff:

Grade: Subject: Theme: Concept/ skill:

Phase LO Activity Resources Explain how the
(Include CAPS activity will
reference) assess the LO
Introduction
T&L phase
Conclusion

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Task 4: Journal Reflection (Marks: 10)

Reflect critically on your experience collaborating with a peer/s to complete this assignment.
Your reflection should be about one page long and must include the following subheadings:
• What worked well and why?
• What could be improved and how?
• How has this experience informed the choices that you will make in your classroom when
using pair/ group work?

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Annexure A
Each person in the group must complete this checklist. Attach all checklists to your Assignment
(Question 1 – Question 3) before you submit.

Name:
Date completed:
Student number:
Checklist Tick
Task 1:
Timeline with:
- Dates
- Aims of each policy
Presented as an infographic
Two paragraphs to address:
- Shortcomings of each policy
- How these were addressed by the next policy.
Task 2:
Floor plan using the digital platform (not drawn in pen and scanned).
Elements on the floor plan reflect constructivism.
Two paragraphs explaining:
- The floor plan
- Its alignment with constructivism.
Task 3:
Table is:
- Aligned with the CAPS document
- Aligned with the constructivist approach
- Golden thread between LOs and activities is evident
Reflection task is:
- Individually complete
- Not more than 1 page long
- Uploaded separately as a Journal
Correctly formatted in-text referencing, where needed, is included.
A correctly formatted bibliography has been compiled.

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Rubric: Task 1 (Marks: 35)

Levels of achievement
Criteria Does not meet the Meets the required standard Exceeds the required
required standard standard
Mark Range 0 – 2 marks 3 - 4 marks 5 marks
Format of A timeline has not A timeline has been A timeline has been /5
timeline been created, or if it created, using an created using a fit
has, the choice of infographic for purpose, clear
format is unsuitable. infographic.
Mark Range 0 – 1 mark 2 marks 3 – 4 marks
Information Most of the The headings, dates and All the necessary /4
necessary required information is information has
information has evident for most of the been accurately
been omitted or if policies. included.
included is
inaccurate or
incorrect.
Mark Range 0 – 5 marks 6 – 9 marks 10 – 12 marks
Aims of each The aims of each The aims of most of the The aims of each /12
policy policy statement policy statements have policy statement
statement have been omitted been described. have been clearly
or if included are and meaningfully
mostly vague or described in
inadequate. sufficient detail.
Need for the Unable to correctly A good attempt at Has correctly /12
policy identify the need for identifying the need for identified the need
statement each policy. each policy. for each policy.
Little to no attempt An attempt to explain the A critical review of
to explain the shortcomings of each the shortcomings of
shortcomings of policy statement is each policy
each policy. evident. statement is
evident.
Mark Range 0 marks 1 mark 2 marks
Additional No additional Additional sources have Both additional /2
research sources consulted been included. sources consulted
are credible and
arguments have
been synthesised.

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Rubric: Task 2 (Marks: 30)

Levels of achievement
Criteria Does not meet the Meets the required standard Exceeds the required
required standard standard

Mark Range 0 – 1 mark 2 marks 3 – 4 marks

Design The floor plan is The floor plan is well- Design of the floor /4
untidy or unclear. designed and laid out, plan is clear and
The selected format using a suitable format. well thought-out. A
is unsuitable. clear, suitable
format for the floor
plan has been
selected.
Mark Range 0 – 3 marks 4 – 5 marks 6 – 8 marks
Layout The classroom The classroom layout The classroom has /8
layout reflects no or reflects constructivist been masterfully
little constructivist principles. An laid out, visibly
principles. An understanding of the incorporating
understanding of the theoretical framework is constructivist
theoretical evident. principles.
framework is not Arrangement shows
clearly evident. evidence of a clear
understanding of
theoretical
framework.
Objects Objects have not Objects have been Objects that are /8
been included or selected that are useful for suitable for SP/FET
those that have SP/FET learning and will learning have been
been, are not support the adoption of meaningfully
entirely useful for the constructivist selected to ensure
SP/FET learning and approach. that the
will not support the constructivist
adoption of the approach can be
constructivist adopted in the
approach. classroom.
Mark Range 0 – 4 marks 5 – 7 marks 8 – 10 marks
Explanation An explanation of An explanation of the floor Explanation of the /10
the floor plan has plan has been provided. floor plan is
not been provided, Choices that were made accurate, clear and
or if provided is for the floor plan have well-referenced and
vague and links to been included with linked to the floor
the theoretical reference to the plan. Explanation
framework are theoretical framework. shows application of
unclear. theoretical
framework to how
the classroom space
has been used.

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Rubric: Task 3 (Marks: 25)

Levels of achievement
Criteria Does not meet the Meets the required standard Exceeds the required
required standard standard

Mark Range 0 – 1 mark 2 marks 3 marks

Lesson Grade, subject, topic Grade, subject, topic Grade, subject, /3
information theme is not theme is general but topic theme is
provided or is vague complete. complete and
and/or incomplete. thorough.
Mark Range 0 – 2 marks 3 – 4 marks 5 – 6 marks
Lesson Lesson objectives Lesson objectives are Lesson objectives /6
objectives are included but listed but may be are measurable,
incorrect. incomplete or not entirely correctly reflect the
measurable. lesson being taught
and are clearly
linked to CAPS.
Learning Learning materials Suitable, varied learning A variety of fit for /6
material have not been listed, materials have been listed purpose learning
or those that have for each stage of the materials have been
been, are mostly lesson. masterfully selected
unsuitable or to support the
standard. completion of
activities.
Mark Range 0 – 4 marks 5 – 7 marks 8 – 10 marks
Activities Some activities are There are activities The activities are /10
included but these included for each of lesson creative and are
are unsuitable and stages, which are linked to skilfully designed to
do not clearly assess the LOs. suit the purpose of
the LOs. the lesson stage and
assess if the LOs
have been achieved.

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Rubric: Task 4 (Marks: 10)

Levels of achievement
Criteria Does not meet the Meets the required standard Exceeds the required
required standard standard

Mark Range 0 – 1 mark 2 marks 3 marks

Reflection on The student has The student has reflected A deep, critical /3
experience omitted this or is on their experience of reflection of the
vague with not much working in small groups to student’s positive
critical reflection on complete this assessment. experience of
the experience of working in a small
working in small group to complete
groups to complete this assessment has
this assessment. been provided.
Reasons for this has
been included.
Reflection of The student has The student has reflected The student has /3
how the omitted this or is on how the experience critically and
experience vague with not much could be improved and has thoughtfully
could be critical reflection on provided some strategies reflected on how
improved how the experience to do so. the experience
of working in small could be improved
and has suggested
groups to complete
practical
this assessment
suggestions on
could be improved. these
improvements.
Mark Range 0 – 1 mark 2 marks 3 – 4 marks
Application of The student has The student has applied The student has /4
reflection to omitted this or is their reflection to their masterfully applied
own future vague and has not future SP/FET teaching. their reflection on
teaching linked their this experience to
reflections to their inform and improve
future SP/FET their use of small
teaching. group work as a
teaching strategy in
their future SP/FET
teaching.

[TOTAL MARKS: 100]

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