CUS3701 Study Guide

CUS3701/STUDY GUIDE
STUDY GUIDE
MODULE: CUS3701
CURRICULUM STUDIES
DEPARTMENT: CURRICULUM AND INSTRUCTIONAL STUDIES
Open Rubric
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CONTENT
1. INTRODUCTION 3
2. WHAT DO WE EXPECT YOU TO DO AT THE END OF THIS LEARNING
EXPERIENCE? 4
2.1 Purpose 4
2.2 Outcomes 4
3. STRUCTURE OF THE MODULE 4
4. CLOSING REMARK 5
5 DISCUSSION OF CHAPTERS 6
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1. INTRODUCTION
Welcome to the module Curriculum Studies. We hope that your journey with us through
this module will be an exciting one and that it will inspire you to become the kind of teacher
that schools need. If you are already that kind of teacher, then we hope this module will
make you an inspiration to both other teachers and your learners in the classroom.
When you complete this module, you will know the different roles that a teacher should
play if he/she is able to put his/her knowledge into practice.
When you read through this module and complete the activities and assignments, do not
see this module in isolation from other modules in your programme.
This study guide must be used with your prescribed textbook. Your prescribed book is:
Title: Curriculum studies in context (Unisa Edition)

Authors: Booyse, C., Du Plessis, E. & Maphalala, M.
Edition: 2020
Publisher: Van Schaik
ISBN-978 0 627 03750 4
eISBN-978 0 627 03751 1
Available from: https://store.it.si/za/home
Recommended Book (not compulsory)
Title: Africanising the Curriculum: Indigenous Perspectives and Theories

Authors: Msila, V. & Gumbo, M.T.
Edition: 2016
Publisher: African Media
https://books.google.co.za/books/about/Africanising_the_Curriculum.html?id=H2ADDAA
AQBAJ&redir_esc=y
Additional E-recources
Africanising the curriculum: An exploratory study

https://www.researchgate.net/publication/270013541_Africanising_the_curriculum_An_ex
ploratory_study
Africanisation of Curriculum
https://www.journals.ac.za/index.php/sajhe/article/view/402
#Sciencemustfall and Africanising the curriculum: findings from an online interaction
https://journals.sagepub.com/doi/abs/10.1177/0081246318794829?journalCode=sapc
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2. WHAT DO WE EXPECT YOU TO DO AT THE END OF THIS LEARNING

EXPERIENCE?
2.1 Purpose
The purpose of this module is to explore the general principles underpinning the planning,
organisation, implementation and review of curricula in general and the South African
school curriculum in particular. The module will help you to understand, adapt and
contribute to the evolving nature of the school curriculum. Besides being an interpreter and
implementer of the curriculum, teachers need to understand legislation, prescribed policies
and approaches regarding curriculum development. You have to be able to analyse
existing lesson plans and resource material in order to prepare instructional designs with
effective teaching, learning and assessment in mind.
2.2 Outcomes
The course content should enable you to do the following:
• Discuss, compare and evaluate key ideas and debates on curriculum approaches
and the school curriculum as an evolving social construct.
• Deliberate on Africanisation and decolonisation.
• Identify, implement and justify a variety of roles that make a positive contribution to
the evolving nature and characteristics of the school curriculum, focusing on the
curriculum in diverse contexts – plan and practice, taking the CAPS in consideration.
• Identify and justify, varied strategies for engaging with the school curriculum and
policy in ways that are appropriate for different purposes and contexts.
• Use innovative ways to contribute to the development of the school curriculum in
ways that are informed by contextual realities, the nature of multi-cultural schools
and classrooms, historical legacies and social diversity, including Ubuntu principles.
• Practice effective questioning, assessment and feedback of the intended
curriculum.
3. STRUCTURE OF THE MODULE
The module is structured into four units of work. Each study unit provides specific learning
outcomes for the unit as well as activities to be done at the end of the unit. Also make use
of the multilingual glossary at the end of this tutorial letter.
The tutorial letter is written in the form of a conversation and should be used together with
your prescribed textbook. As with all good conversations, the tutorial letter works best if
you participate. To encourage your participation, we have included many activities and
requests to make you think. In fact, your work is the most important part of the guide. If you
neglect to do the activities, you will skip a major part of the learning experience, which is
to practise your own understanding of particular concepts. Please follow the instructions in
Tutorial Letter 101 regarding the submission of assignments.
Another very important requirement of our conversation about the content of this module
is that you reflect on and understand what you read. It is important to know that
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understanding (as opposed to rote learning) develops in layers. Think how we get to know
things in the world. When we are first introduced to an idea, it seems strange and
confusing. It is only once we think, talk, read and write about things on a regular basis that
their full importance becomes clear to us.
Although the tutorial letter already constitutes a conversation, we advise that you also set
aside time to talk to other students, for example, on myUnisa.
The tutorial letter makes use of a variety of techniques that includes dialogues, scenarios,
case studies, debates and mind maps to structure the teaching. It is written in an inductive
manner, which means that you will arrive at the principles yourself. The comments and
explanations throughout will highlight important principles. Therefore, when talking about
concepts, interpretation and implementation, we will use case studies, debates and
arguments to allow you to transfer the theoretical ideas to your own context. Activities are
for your own use; do not submit them to your lecturer. Reference to a “journal” means
your own book (journal) for your own use, notes and preparation.
A vital learning skill is the ability to plot your own progress. This is only possible if you keep
a record of your understanding throughout the module. You may then return to the earlier
work and see how youThe Specifr understanding has changed. This makes your tutorial
letter a very important part of your learning strategy. It will become a record of how your
thinking has evolved.
4. CLOSING REMARK
We trust that you will enjoy and do well in your studies. If you experience any problems
with your studies, you are welcome to contact me. Please see my contact details in Tutorial
Letter 101.
Your lecturer
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5. DISCUSSION OF CHAPTERS
LEARNING UNIT 1
DEBATES ON CURRICULUM APPROACHES AS AN EVOLVING SOCIAL

CONSTRUCT
1.1 Learning outcome
Discuss, compare, and evaluate key ideas and debates on curriculum approaches and the
school curriculum as an evolving social construct.
1.2 Assessment criteria
On completion of this unit, you must be able to

• Define concepts: curriculum and syllabus.
• Identify the nature and characteristics of the school curriculum take due cognisance
of the diversity that exists in sites of practice.
• Compare issues related to the evolving nature of the school curriculum.
• Analyse the objectives approach, the process approach, and the pragmatic approach.
• Evaluate the influence of these approaches on the interpretation and implementation
of a curriculum.
1.3 Overview of learning unit 1
1.3.1 Introduction
1.3.1 The concept of “curriculum”: design, interpretation, plan, and practice
1.3.2 Approaches to curriculum studies
1.3.4 Summary
1.3.1 Introduction
Learning unit 1 will guide your study of the content of chapter 1 in your prescribed book.
This is an exciting field of study, and you will find relevant information for the situation
you work in. Take one step at a time and make sure that you understand the meaning of
all the unfamiliar words you encounter. You will find activities in each of the learning
units. Do them in a journal that you keep for this purpose or discuss them with your peers
on the discussion forum. These activities are not for submission but serve as self-
assessment.
As you work through each part of this chapter, you should link the information to the
assessment criteria.
Read chapter 1 in your textbook: A THEORETICAL FRAMING OF CURRICULUM

DEVELOPMENT (Pages 1 – 28). You can also look at the e-resources at the end of this
unit.
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In the introduction, you will read that a teacher needs to

• understand the influence of different approaches to curriculum development
• interpret curricula
• choose appropriate teaching strategies
• consider policies to be able to effectively interpret the curriculum
• be able to mediate learning
This provides an indication of WHY a teacher needs to know the meaning of the word
“curriculum”.
You will also read about the views of well known International curriculum theorists such as:
• RalphTyler
• Lawrence Stenhouse
• Paolo Freire
It will be explained to encourage you to really understand your role as a teacher regarding
the interpretation and implementation of any given curriculum.
African scholars, such as Mncedisi Maphalala will be referred to in learning unit 4.
Activity 1.1 Discussion forum
• Instructions: Click on the discussion forum for this activity (Activity 1.1). Post your
answers there.
• Comment on two of your fellow students’ posts/answers.
• Please use accepted academic language.
Before reading on, write down your understanding (definition) of the meaning of the word
“curriculum”.
The way in which you define “curriculum” is based on prior knowledge as well as on
your worldview. Definitions reflect certain worldviews. Your personal convictions,
background and attitude are reflected in your definition. As your knowledge of
curriculum expands, you will possibly adapt your personal definition of “curriculum”.
Revisit this activity from time to time.
1.3.2 The concept of “curriculum”: design, interpretation, plan and practice
Read the introductory paragraph on page one in your textbook. Mention is made of Grundy
(1987), Goodson (1984; 1989) and Goodman (1998). Go to the bibliography at the end of
the book. Find these authors and look at the dates when these texts were published. By
doing this, you can find the name of the text as well as where it was published. This is very
important in all research as you need to know that the texts you use are reliable.
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1.3.2.1 Self-assessment
Start a word list. Write down every word that you are not sure of. Find its meaning and
write your own comments regarding the word. Add to this list for the duration of your course.
You can also refer to the glossary at the back of your tutorial letter 101.
Example:
Grundy and Goodson view an awareness of the different interpretations of a curriculum as
important (Booyse, Du Plessis & Maphalala, 2020:1).
1.3.2.2 What is the difference between a “curriculum” and a “syllabus”?
It is important to know the meaning of the words: “curriculum” and “syllabus”.
Read section 1.2.1 from your textbook. Draw the following table:
Syllabus Curriculum
• Find all the information provided in your textbook for the word “syllabus” and write
this down in the column on the left.
• Find all the information provided in your textbook for the word “curriculum” and write
this down in the column on the right.
You will notice that the first two paragraphs describe the meaning of the word “curriculum”
and that the following paragraphs describe a “syllabus”.
• Now draw the same table again.

• Using short sentences, match the information in the two columns.
• This serves as an example. Complete this table by using all the information you
included in the first table.
Syllabus Curriculum
Greek: short statement Latin: currere, to run
List of content Plan for learning
• Now write a short explanation of the difference between a syllabus and a curriculum.
• Read the syllabus provided for this module. Is there any link between the syllabus
provided and the exercise you just did? Yes or no?
• Write a paragraph in your journal motivating your answer.
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1.3.2.4 Defining a curriculum
Copy the quote from Stenhouse from page 16 in your textbook. You will notice that this is
taken from a book written in 1975. That is quite some time ago. However, Stenhouse is
one of the most important authors regarding the curriculum and much of what he has
written is still relevant today.
Make sure that you understand the definition as well as the meaning of
➢ intended curriculum
➢ enacted curriculum
Answer the following questions:

1. How does Eisner (1985) define a curriculum?
2. How does Fraser (1993) define a curriculum?
3. What does the older, narrower definition say?
4. What is the possible negative result of using a narrow definition?
5. Complete the following: The broader definition is a more …
Examples of the enacted, experienced or lived (these words have more or less the same
meaning) curriculum are provided.
Study the information on page 13 in your textbook under the headings

1. official, explicit, intended curriculum
2. enacted curriculum as practice
3. covert curriculum
4. hidden curriculum
5. assessed curriculum
Awareness of these five aspects of a curriculum helps a teacher to consider the influence
of the messages included in the curriculum.
Read the following scenario and do the self-assessment after that. Scenario 1: Denise
Damaso is a Unisa student and a class assistant in a Grade 1 classroom. Everything
learners bring to school is written down in a register and when they go home at midday,
they must ensure that the same number of items is marked off and returned to them. The
teacher explains to Denise that this school rule teaches learners to take responsibility for
their belongings.
What type of curriculum is this?
• List examples of the experienced, enacted or lived curriculum at the school where
you work. If you do not work at a school, observe as often as possible the curriculum
of a school nearby.
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• List three activities for promoting socially acceptable behaviour that can be included
in the covert curriculum in your situation.
1.3.2.7 What is meant by “curriculum development”?
You can never sit back and say: “These are my lesson plans for the next 20 years”.
Teaching is a dynamic process and needs to be adapted constantly.
Figure 1.1 on page four in your textbook shows how the core activities of curriculum
development take place. It is a good idea to memorise this figure. Make certain that you
understand the whole cyclic process.
Instructions: Click on the forum for this activity (Activity 1.2)
Make use of word bubbles and match each part of the explanation to the relevant word in
Figure 1.1.
Example:
Analysis: Analyse the existing setting – problem analysis – context analysis – needs
analysis – analysis of the knowledge base. Evaluate and reflect on your own context.
1.3.2.8 The nature and extent of curriculum design
A curriculum needs to relate to national goals, qualification aims and developmental

outcomes. Make sure that you understand the importance of the envisaged
✓ aims
✓ outcomes
✓ culture
✓ context
✓ purpose
and their influence on the structure of any curriculum.
Complete the following sentences:

1. Organising principles relate to …
2. Developers must decide what …
3. The selection of key content and concepts for a subject …
4. Sequencing ensures …
5. Suggestions about how much time could be allocated to the various parts of the
curriculum help …
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1.3.2.10 Considerations in curricular design for a diverse context – a situational

analysis
In the first paragraph, some of the reasons for doing a situational or context analysis are
provided.
• Can you see what must be considered?
The diversity of values, traditions, cultures, political regimes and educational

structures must be considered.
Think about this:

If all this must be considered when designing a curriculum, can we use a one-size-fits-all
curriculum in South Africa?
Read the list of skills expected from a future workforce.
But a teacher should, while preparing learners for the future, never forget the present. The
curriculum should be suitable for the learner of a particular age and at a particular stage.
1.3.3 Approaches to curriculum studies
1.3.3.1 Curriculum dimensions
This is about the WHY, WHAT and HOW questions when planning a curriculum.
In the literature on curriculum development, three main sources for selecting and
prioritising aims and content are mentioned:
• knowledge
• social preparation
• personal development
It is important to decide what your priorities are when you develop a curriculum (plan) as
well as when you teach a curriculum (practice).
The four questions, namely
1. Why this curriculum?

2. What will be included in the curriculum?
3. How will the knowledge and skills be organised?
4. How will success be measured?
are discussed extensively. Please make sure that you understand the information
regarding each question. This is a framework for understanding any given curriculum.
1. Why this curriculum?

The rationale and purpose of a curriculum provide the first indicators of what the curriculum
is intended to promote.
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2. What will be included in the curriculum?

Notice the words might and might also.
This means that two ways of choosing knowledge and skills are discussed.
Table 1.1 on page eight in your textbook shows the difference between school knowledge
and everyday knowledge. You will notice that words such as structured, systematic,
written, evidence, generalised, concepts and discourse are used. After reading all the
information included in this table, you will be able to motivate why written lesson plans are
so important!
3. How will the knowledge and skills be organised?

The way in which knowledge in a curriculum is organised is called an “organising principle”.
Two organising principles are discussed. The first organising principle is related to the
theory of knowledge and is the starting point of the curriculum; the second organising
principle is related to the specific subject.
Make sure that you understand the difference between these two principles.
4. How will success be measured?

Assessment guidance should be part of the planned curriculum. This provides structured
guidance for teaching and assessment. A guideline document not only helps the teacher
to plan assessment, but also indicates how content should be unpacked for assessment.
Structured guidance for teaching and assessment helps to create a uniform framework for
all assessment.
Table 1.2 on page 11 in your textbook compares a few approaches to curriculum

development. An approach is the theoretical grounding for assumptions regarding
curriculum development. Each author writes from a particular point of view. When you read
a book on curriculum development, you will be able to classify the content according to the
approach the author believes in. You will not always agree with an author but the more you
read, the more you will be able to form your own unique approach.
1.3.3.2 Case study (Activity 1.3)
Mountain Top Primary School is situated in a beautiful environment in the mountains. The
school consists of eight classes, one for each grade. Although the buildings are fairly old,
the school is well equipped, and the teachers have all the resources they need. Much of
the teaching and learning is done outdoors with a focus on the local natural resources. The
learners are encouraged to be active in their community and help each other. Social and
spiritual values are emphasised.
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The principal is supportive of everything that the teachers plan. Planning means that each
teacher decides on relevant content and adapts the CAPS document according to what
learners are interested in. Planning is seen as a dynamic process and is done individually
with no communication between teachers. Assessment activities are planned by each
teacher for assessment week at the end of each term.
Answer the following questions and discuss it with your peers on the discussion forum:
1. What approach is followed at this school?
2. What positive aspects do you find in the school’s way of planning?
3. Suppose that the principal retires and that you are the new principal. Using the four
questions we ask about a curriculum, what would you change in this school?
There is no model answer for this activity. However, your analysis of the situation should
be done according to the knowledge of curriculum planning you have gained up to now.
1.3.3.3 The objectives (instrumental/product) approach – Ralph Tyler (1902-1994)
Read the discussion of Tyler’s objectives/instrumental approach on page 13 in your

textbook. Underline the following words as you read:
trichotomy, determine, systematic, objectives, reference points, effective, linear, experts,

specialised, purposes, experiences, organise, determine, specify, definable,
predetermined, factual, objectivity
Reflection: What do you think is good in this approach? What is not so good?
1.3.3.4 The process approach – Lawrence Stenhouse (1926-1982)
Read the discussion of Stenhouse’s process approach on page 16 in your textbook.

Underline the following words as you read:
active role, research, evaluate, descriptive, reservations, obligatory, oversimplifies,

consequently, multivariate, descriptive, process, learner-centred, participate, individuality,
challenging, empowering, teacher’s right at heart.
1.3.3.5 Paolo Freire (1921-1997) and the pragmatic approach intertwined with a
socio-political purpose
Read the discussion of Freire’s pragmatic approach on page 18 in your textbook. Underline
the following words as you read:
political/power relationship, value-neutral, context-free, competitive, dualistic, separate,

oppressed, developing consciousness, transform, assists, political, context-sensitive,
dialogue, cooperative, opportunities, achievements, rationale, aims, target group, useful,
aligned, theoretical framework
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THINK:
Did you notice that the three authors agree on some points?
Did you notice that they also disagree on others?
• Now read table 1.3 on page 15 in your textbook which shows what Tyler wrote in
1949.
• Then read table 1.4 on page 17 in your textbook which is based on what Stenhouse
wrote in 1975.
• Finally, read table 1.5 on page 19 in your textbook which is a summary of what
Freire wrote in 1970.
Can you see that there is a certain development in ideas over time?
Read table 1.6.

Draw a table like table 1.6.
Ralph Tyler Lawrence Stenhouse Paolo Freire
Write down a question you have about the content of every row in the three columns.
Revisit it regularly and write down the answers as you find them while reading.
Universal principles
Draw a table and complete:
Ralph Tyler Lawrence Stenhouse Paolo Freire
Clarity of focus Expand opportunities Experiential learning
Define objectives
Individual learning
Where would you place the following?

• the importance of knowledge, skills, and values
• evidence of achievement
• what and whether we learn is more important than when we learn it
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1.3.3.8 Tyler, Stenhouse, Freire and the interpretation and implementation of a

curriculum
Teaching implies
• providing the learner with learning experiences
• guiding, supporting and mediating the learning content by facilitating understanding
Learning implies
• the development of the learner’s knowledge
• the development of the understanding of concepts
• the development of skills
• doing activities
• understanding values
Teaching-learning must be relevant to real-life situations and is based on the interaction

between
• the teacher
• the learner
• the context
• content
Remember this when you plan lessons!
Freire
Stenhouse Tyler
Right in the middle of this diagram is a shared area. This represents the universal
principles found in the views of Tyler, Stenhouse and Freire, namely:
• experiential learning
• clarity of focus
• expanding opportunities
• defining outcomes, aims or objectives
• the importance of knowledge, skills and values
• evidence of achievement
• individual learning
• what and whether we learn is more important than when we learn it
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The experts who planned the transformation of education and training in South Africa
(1989-1994) (Department of Education, 1997) were influenced by the approaches of Tyler,
Stenhouse and Freire. In the first version of the new curriculum, namely Curriculum 2005
(C2005), these approaches were combined in a way that did not work. Different aspects of
the policy just could not agree with each other. Think of the teachers trying to make sense
of that.
Fortunately, some revisions and amendments were made. In order to understand the
history of the curriculum, starting with C2005 and ending with the CAPS, you need to
understand the different influences on the planners and planning of the curriculum.
1.3.3.9 The impact of these approaches in terms of curriculum interpretation
This discussion is very important. Make sure that you understand how these approaches
impact on teaching and learning.
Match an item in column A with the correct description in column B.
A B
Curriculum Another form of implicit learning
Syllabus Instrumental approach
Curriculum design Prescribed curriculum
Curriculum development Pragmatic approach
Curriculum plan Non-official curriculum
Curriculum practice Enacted curriculum
Tyler Theoretical framing of a curriculum
Stenhouse List of content in subject
Freire Collective information on what the learner has
learnt
Intended curriculum Process approach
Enacted curriculum A body of knowledge necessary to achieve
certain outcomes
Covert curriculum Curriculum plan and strategy
Hidden curriculum Plan for learning
Assessed curriculum Focus on improvement and innovation in
education
Curriculum approach Teaching that is not spelled out
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Instructions: Click on the discussion forum for this activity (Activity 1.4)
1. Read the following case study. Now edit the case study so that the correct words
are used in the context described. Explain your decision to your fellow students.
The parents at Highveld Primary School requested that all learners should be
trained in self-defence. They believed that this topic should form part of the
syllabus. The teachers agreed to develop content, activities and assessments
that will be added to the curriculum of Life Orientation.
2. Name five aspects that must be considered when designing a curriculum. Give an
example of how each of them would influence a curriculum designed for the South
African context.
3. Read the following curriculum statement and decide on a curricular approach that
would be the best way to design this curriculum. Explain your choice.
”The music curriculum at Synergy High School is intended to develop the

music skills of learners and to train learners in a practical and pragmatic way”.
The teachers, who are experienced musicians, promote creativity but guide
learners according to their own ideas. Explain why you would use this
particular approach and not any another.
4a. In question 4 you described a particular approach to curriculum development.

To develop a curriculum according to any approach still requires more focus or
clarity. This is the dimension of the curriculum – the purpose, goal and intended
result.
To clarify the purpose, goal and intended result of a curriculum, important

questions must be asked.
Read the two case studies above again and then answer the questions for both
scenarios.
The parents at Highveld Primary School requested that all learners should be
trained in self-defence. They believed that this topic should form part of the
syllabus from Grade 1. The teachers were committed to develop content,
activities and assessments that will be added to the curriculum of Life Orientation.
Why this curriculum?

What will be included in the curriculum?
How will the knowledge and skills be organised?
How will success be measured?
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4.b The music curriculum at Synergy High School is intended to develop learners
holistically and to provide support in a practical and pragmatic way. The
teachers, who are experienced musicians, promote creativity but also train
learners in the skills needed for a career in music.
Why this curriculum?

What will be included in the curriculum?
How will the knowledge and skills be organised?
How will success be measured?
5. Curriculum approaches influence the curriculum choices made during the

development of a curriculum. When a curriculum is interpreted by teachers, their
approach has a specific impact on their class.
Use your knowledge of the objectives approach, the process approach and the
pragmatic approach to decide how you would implement the music curriculum at
Synergy High School.
Use the information on dimensions you described in question 5.
1.3.3.11 Enrichment activities
You can use the following links to learn more about the topics discussed in chapter 1:
https://www.youtube.com/watch?v=ojAOcwOshyY (Curriculum differentiation in SA)

https://www.youtube.com/watch?v=MzxBQaHRNew
https://www.youtube.com/watch?v=zenN0RZvLBk
1.3.4 Summary
To optimise the quality of teaching and learning in the classroom, the teacher needs to
understand the influence of different approaches on curriculum development, be able to
interpret curricula, choose appropriate teaching strategies, and consider policies
prescribed by the Department of Basic Education (see Chapter 3). Only then will the
teacher be able to interpret the curriculum effectively and be able to mediate learning
optimally.
The views of Tyler, Stenhouse, and Freire are used to encourage a deeper under-
standing of the teacher’s role as interpreter and implementer of the curriculum, and how
this role can be influenced by theories about curriculum design.
1.3.5 Reference
Booyse, C., Du Plessis, E. & Maphalala, M. 2020. Curriculum studies in context (Unisa
Edition). Van Schaik.
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LEARNING UNIT 2
CONTRIBUTION TO THE EVOLVING NATURE AND CHARACTERISTICS OF THE

SCHOOL CURRICULUM
Identify, implement, and justify a variety of roles that make a positive contribution to the
evolving nature and characteristics of the school curriculum, focusing on the curriculum in
context – plan and practice.
On completion of this unit, you must be able to:

• Discuss the potential ways of engaging with and improving aspects of the school
curriculum based on a sound understanding of needs, social influences, and the level
of readiness of different stakeholders in diverse contexts of practice.
• Analyse the best ways of engaging with and improving aspects of the school
curriculum take due cognisance of the social diversity that exists in sites of practice.
• Evaluate ways of interpreting and implementing learning programmes and curriculum
engagement taking due cognisance of the diversity that exists in sites of practice.
• Evaluate the roles assumed and positions regarding ways of engaging with and
improving aspects of the school curriculum justified with reference to theory, policy,
observed practice and personal experience.
• Deliberate on diverse contexts: Africanisation and decolonisation; infrastructure and
the teacher.
2.3.1 Overview of learning unit 2
2.3.1 Introduction
2.3.2 Values guiding the implementation and interpretation of the curriculum
2.3.3 The impact of context on curriculum interpretation and implementation
2.3.4 Curriculum, context, and the teacher
2.4.5 Summary
2.3.1 Introduction
Read the introduction to chapter 2 on page 23 in your textbook: INFLUENCES ON THE

TEACHER’S INTERPRETATION OF A CURRICULUM. You can also look at the e-
resources at the end of this unit.
This paragraph explains that

• context influences everything we do
• the choices that teachers make are influenced by their knowledge and
understanding of the educational situation
• the situation is influenced by a wide range of factors
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• teachers need to understand contextual influences
THINK:
Before reading more, WHAT is your understanding (definition) of the meaning of

the word “context”?
2.3.2 Values guiding the implementation and interpretation of the curriculum
It is significant to take note of the Apartheid system and democracy as explained in section
2.2. Values are a critical aspect in education.

Reflect on the following: How can African values be incorporated into modern education
systems?
Share your thoughts with your peers on the Discussion Forum.
2.3.3 The impact of context on curriculum interpretation and implementation
It is important to know exactly what “context” means in the educational environment. Make
sure that you understand this first paragraph.
2.3.3.1 A socio-constructivist view of the impact of context on curriculum

interpretation
Lev Vygotsky argues for a socio-constructivist perspective in education. Read the

discussion of Vygotsky’s views on page 25 in your textbook. You will see that he stresses
social interaction and social learning. The classroom is seen as a community of learning.
This indicates the importance of context in the teaching-learning situation.
Remember, this is his point of view. You do not have to agree with or do everything
Vygotsky advocates. However, this theory is important for teaching in South Africa.
Complete the following sentences:

1. According to Vygotsky, … leads to cognitive development.
2. Vygotsky states that teachers should … with learners.
3. Vygotsky asserts that cognitive change occurs within the …, … and …
4. Vygotsky believes that, to be able to plan, the teacher needs to have a good
understanding of … and …
2.3.3.3 The influence of changes in the South African context on curriculum
Figure 2.1 on page 26 in your textbook explains the contextual influences on the lived
21
curriculum in the classroom.
Can you see how everything that happens in the classroom is influenced by contexts?

Instructions: Click on the discussion forum for this activity (Activity 2.2)
Focus on the organisational context – the structure and culture of the school.
• List five important aspects of the context you work in.
• Reflect on this. Will these aspects be as important at a school in a different
province?
(i) The key economic forces that drive the South African education system
You must ensure that you understand the importance of globalisation and global
expectations in terms of skills and ways of thinking. South Africa needs to be able to
compete internationally; in order to do this, we need trained and capable citizens.
Read the needs to be addressed on page 27. Focus on the third statement:
• Close the gap between what schools deliver and what success in the workplace
requires.
Are you teaching learners to be hard working and dedicated? Are you setting an example
for them?
(ii) Influences from South Africa’s social context
Tolerance and understanding for people who are different as well as a more spiritual
existence need to be encouraged.
(iii) Influences from South Africa’s political context
Political changes mean changes in the education system. However, schools cannot be
used to promote a specific political agenda. A culture of tolerance should be fostered.
Tolerance may be achieved through

• teaching learners the skills and attitudes that will enable them to participate
critically
• promoting tolerance of differences
• eliminating prejudices
• fostering respect
List five possible ways of including the above in your teaching methods.
22
(i) The influence of diverse contexts: Africanisation and decolonisation
Africanisation and decolonisation are not similar concepts. If we think about Africanisation
and decolonisation, we think about transformation and the diverse African context.
Decolonisation is the undoing of colonialism, i.e. where a nation establishes and maintains
its domination over dependent territories; while Africanisation is generally seen as a
renewed focus on Africa – reclaiming what has been taken from Africa – and the
emergence of a new sense of pride.
Read this article: Decolonisation debate is a chance to rethink the role of universities
https://theconversation.com/decolonisation-debate-is-a-chance-to-rethink-the-role-of-
universities-63840
Read through this part.

Draw a table. Write short statements explaining the two concepts. The first statement
serves as an example.
Africanisation Decolonisation
Renewed focus on Africa The undoing of colonialism
(ii) The influence of the educational system, infrastructure and policies on

the interpretation and implementation of the curriculum
This is a short explanation of the changes in our education system since 1994. Take note
of the purpose of the National Qualifications Framework (NQF) – lifelong learning is
important.
2.3.4 Curriculum, context, and the teacher
Freire: Education is a dialogic process and is both formative and transformative.

Society influences the type of curriculum to be chosen but the curriculum also influences
society.
Figure 2.2 on page 32 in your textbook shows how contexts influence your approach to
and interpretation of the curriculum.
Reflection: Is your personal view aligned with the formal organisational view? Or do you
disagree with it?
You should be able to do the following:
1. Indicate if the terminology or concepts in column A match the description or
statements in column B.
23
A. Terminology/concept B. Description X 
Context Political, social and economic

cultures that influence curriculum
planning and practice
Social influence of South Develop and assess entrepreneurial
African context abilities so that learners can start
their own businesses
Political aspects that The curriculum should encourage
influence curriculum in learners to break free from prejudice
South Africa and stereotyping
NQF A policy that holds that achievement
standards should be uniform and
transparent
Discovery learning Reciprocal teaching
Teaching strategies to Learners learn best when allowed to

enable learning that suits discover knowledge on their own
the needs of learners
2. How does Vygotsky interpret the impact of context in the teaching-learning

situation?
Do you agree with his view? Motivate your answer.
3. Name the content or aspects of the content in the current South African
school curriculum that was included to address the political, economic and
social challenges of the country.
4. To provide in the specific needs of learners, the teacher needs to adapt the
planned curriculum accordingly.
5. Give your own example of a situation where the teacher has to mediate
between the planned curriculum and the curriculum that the learners learn in
class. Why is it important in this specific instance?
2.3.4.2 Enrichment activities
You can use the following link to learn more about the topics discussed in chapter
2:
https://www.researchgate.net/publication/272571996_THE_CURRICULUM_IN_AN_A
FRICAN_CONTEXT
http://www.answers.com/Q/How_does_society_influence_curriculum_development
?#slide=1
2.4.5 Summary
The way in which we interpret the world around us is determined partly by our beliefs,
24
values, and norms, but mostly by contextual influences. The teacher’s interpretation and
implementation of a curriculum is also influenced by context and his or her understanding
of how learners learn. Choices regarding planning, the inclusion of instructional strategies,
and practical application are embedded in knowledge and an understanding of the
educational situation. Influences that affect teaching and learning range from the political,
social, and economic culture to the norms and knowledge structures of teachers. This
chapter aimed to help teachers understand these contextual influences, because this is a
prerequisite for being able to design teaching strategies that enable learning to take place.
2.4.6 Reference
25
LEARNING UNIT 3
STRATEGIES FOR ENGAGING WITH THE SCHOOL CURRICULUM AND POLICY
Identify and justify varied strategies for engaging with the school curriculum
and policy in ways that are appropriate for different purposes and contexts.

• Select different teaching strategies for engagement that are justified by appropriate
reference to theory, policy, observed practice and personal experience.
• Design materials and resources which are appropriate to learning programmes, taking
cognisance of issues such as teaching approach, and the conceptual adequacy and
accuracy of the information of the content of the programmes.
• Interpret the role of the teacher in curriculum change.
• Design a lesson plan taking all aspects of lesson planning into account, including
assessment criteria.
• Evaluate learning programmes, lessons and materials based on experience,
classroom research, and an understanding of the knowledge base underpinning the
relevant subjects being taught.
3.3.1 Introduction
3.3.2 Curriculum as policy
3.3.3 From the National Curriculum Statement (NCS) to the Curriculum and Assessment
Policy Statements (CAPS)
3.3.4 South African policy pertaining to teachers
3.3.5 Summary
3.3.1 Introduction
In chapter 3 on page 33 in your textbook (CONSIDERING POLICY IN CURRICULUM

INTERPRETATION AND IMPLEMENTATION), curriculum design is discussed with
reference to the South African situation. In this learning unit, you will be introduced to the
NQF, its sub-frameworks and key aspects of educational policy that might influence
curriculum interpretation and implementation.
Read the introduction to chapter 3 on page 33. This paragraph explains that the discussion
in chapter 2 will be continued in chapter 3 with special reference to the South African
situation regarding
• curriculum changes
• the influence of educational policy on curriculum interpretation and implementation
26
This means that teachers need to take many factors into consideration when implementing
the curriculum. In other words, teachers must have
• a sound knowledge of relevant policy documents
• the ability to interpret and plan according to these documents
• the ability to select and prepare suitable textual and visual resources for learning
3.3.2 Curriculum as policy
3.3.2.1 The question of centralisation and decentralisation
Governments must make choices to guarantee the sustainable quality and social
relevance of education.
Can you see that this is a political choice?
However, the choices cannot be made without the input of schools and teachers.
Read through the questions regarding expected competencies, social support for
innovations, learning time and educational arrangements in section 3.2.1 on page 33 in
your textbook.
• Instructions: Click on the discussion forum for this activity (Activity 3.1).
• Post your answers on the forum.
Think of the situation at your school after the recent policy changes.
Write a short answer to each of these questions in 3.2.1 on page 33 in your textbook.
3.3.2.2 A brief history of curriculum policy changes and review in South Africa
Change in South Africa has been stimulated by the major political changes of the 1990s.
The vision of lifelong learning emerged from that.
27
Copy the table. As you read, write short notes in column 3.

1997 C2005
2000 Review
2000 Norms and
standards
2002 NCS
2009 Panel
2011 Review
2012 CAPS
2006 Policy framework
2009 Two departments
3.3.2.4 Reasons for curriculum changes and reviews
Read section 3.2.3 on page 34 in your textbook and THINK about more reasons for
curriculum changes. Do you think the changes improved the CAPS?
3.3.2.5 The role of the teacher in curriculum change
Changing a policy affects the lives, relationships and working patterns of teachers.
It also affects the educational experience of the learners.
Reflect: Do you welcome change or does it make your life difficult?
Teachers should play a major role in curriculum change.
Reflect: How would you like to be involved in changes at school level?
3.3.3 From the National Curriculum Statement (NCS) to the Curriculum and
Assessment Policy Statements (CAPS)
Figure 3.1 on page 38 in your textbook explains the process of change from the NCS to
the CAPS.
The CAPS is an adjustment regarding what to teach. Remember that outcome-based

education (OBE) is an approach ‒ how we teach ‒ and not a curriculum.
3.3.3.1 The characteristics of the Curriculum Assessment Policy Statements
Tables 3.1 to 3.4 (Pages 39 – 41) give you a summary of the core characteristics of the
CAPS.
28
3.3.3.2 Making sense of policy documents
You must familiarise yourself with the documentation mentioned. This does not mean you
must memorise it but make sure that you know what the documents are about.
The Minimum Requirements for Teacher Education Qualifications (MRTEQ), for

example, states how a programme for training teachers must be designed. Obviously, you
will not use this document when planning lessons, but it provides you with relevant and
valuable information regarding being a teacher.
(i) A closer understanding of the National Protocol for Assessment Grades R-12
(ii) A closer understanding of the National Policy pertaining to the Programme and
Promotion Requirements of the National Curriculum Statement Grades R-12
The discussions in 3.3.3.2 (i) and (ii) are very important for you as a teacher.
While reading through the information, keep the Protocol and the National Policy open and
refer to these documents.
3.3.3.3 From learning outcome and assessment standard (the National Curriculum
Statement) to topic and skill focus (the Curriculum Assessment Policy
Statements)
After reading this information on page 44 in your textbook, you will be able to determine if
you plan and teach according to the CAPS or if you are still stuck in the NCS mode.
Look at figure 3.3 on page 45 in your textbook – much information is needed in a lesson
plan, but it is worth the effort. It will be your paper trail of the work you did or failed to do.
Remember that you need to state the following clearly:
✓ what you will teach
✓ what your learners will do
3.3.3.4 Monitoring CAPS readiness and progress
The questionnaire is a handy tool. Use it to monitor yourself and your school. If you apply
this in your own situation, you will begin to understand the changes much sooner. Do not
use yes/no answers – write down your thoughts and revisit the questionnaire regularly.
3.3.4 South African policy pertaining to teachers
3.3.4.1 Understanding the National Qualifications Framework and its sub-

frameworks
Make a note of the three sub-frameworks and their quality councils. You must be able to
define these frameworks on page 48 in your textbook.
29
3.3.4.2 The Higher Education Qualifications Sub-Framework (HEQSF) and teacher

qualifications
The HEQSF is a qualification sub-framework that sets out level descriptors, the main
qualification types and their descriptors, and standards for specific qualifications.
Activity 3.2
Google the NQF and browse through the information. Use the following link:
http://www.saqa.org.za/list.php?e=NQF
This module is on NQF Level 7.
Download NQF Level 7 and test yourself against the standards expected at this level.
3.3.4.3 Teacher registration: the role of the South African Council for Educators
(SACE)
Registration at SACE is a prerequisite for being a teacher. This is a positive aspect as it

protects the professional status of our work.
3.3.4.4 The National Policy Framework for Teacher Education and Development in
South Africa
Policy makers in government have a clear vision of the kind of teachers that they want. You
need to know what government expects of you as a qualified teacher.
3.3.4.5 The Norms and Standards for Educators (NSE)
Read the explanation of the roles of the teacher on page 51 in your textbook. These roles
are still very relevant and are included in the MRTEQ document.
3.3.4.6 Policy on Minimum Requirements for Teacher Education Qualifications

(MRTEQ)
MRTEQ states the kind of knowledge and competencies that must be included in teacher
training programmes.
Activity 3.3
Google the MRTEQ using the following link and scan through the information. Make sure
that you know what “subject knowledge” means.
http://www.bridge.org.za/wp-content/uploads/2015/07/Teacher-Development-Resource-Standards-
Pack-20150723.pdf
Read the list on page 54 in your textbook. These are competencies you need as a
beginner teacher.
In your own journal, write a paragraph explaining how you will build on these beginner
competencies as part of your lifelong learning.
30
3.3.4.7 The Integrated Quality Management System Policy (IQMS)
The IQMS is the tool used for the appraisal of teachers. It is in your own interest to know
exactly how this is done.
The first four performance standards in the IQMS instrument address the way in which the
CAPS should be implemented.
The other standards indicate how the implementation of the CAPS should be managed.
In order to implement the CAPS, you have to be familiar with the following policies:
3.3.4.8 Assessment policy

3.3.4.9 Language policy
3.3.4.10 Education White Paper No 6: Special Needs Education (inclusive
education and barriers to learning, including African values)
3.3.4.11 HIV and AIDS policy
3.3.4.12 Manifesto on Values, Education and Democracy
There is just one way of getting to know and understand these policies:
• apply them in all teaching and learning
You should be able to do the following:
1. Write a short paragraph and explain in your own words what the centralisation
and decentralisation of education mean. Also indicate how these two
approaches influenced curriculum development in South Africa.
2. Draw a timeline to illustrate important dates and aspects of the process of

curriculum change and review in South Africa.
3. Write one sentence to explain how you see your own role as a teacher in
curriculum change.
4. Fill in the column below to indicate the most important changes of the 2003
NCS to the CAPS curriculum.
NCS CAPS
Content
Assessment
Teaching and learning
approach
31
5. How does the South African policy pertaining to teachers influence your own
teaching practice? Is this a positive or negative influence?
6. Write the policy name next to the acronym and then write a short description of
what the aim of each policy is.
Acronym Policy Aim

NCS
CAPS
NQF
IQMS
MRTEQ
• Do you know where to find these policies?

• Use the links below to access these policies.
NCS: http://www.education.gov.za/Curriculum/NationalCurriculumStatements GradesR-

12.aspx
CAPS: http://www.education.gov.za/Curriculum/CurriculumAssessmentPolicy
Statements(CAPS).aspx
NQF: http://www.saqa.org.za/list.php?e=NQF
IQMS: http://www.education.gov.za/LinkClick.aspx?fileticket=JJr4X%2BgtLX0%
3D&tabid=447
MRTEQ: http://www.che.ac.za/media_and_publications/documents-interest/joint-dhet-che-
communiqu-implementation-new-policy-teacher
3.3.5 Summary
For a curriculum to be effectively implemented, teachers need to take many factors into
consideration. They must have a sound knowledge of the relevant policy documents, and
the ability to interpret and plan according to these documents, as well as the ability to select
and prepare suitable textual and visual resources for learning. This chapter aimed to
familiarise teachers with the National Qualification Framework (NQF), its sub-frameworks,
and key aspects of educational policy that might influence curriculum interpretation and
implementation.
3.3.6 Reference
32
LEARNING LEARNING UNIT 4
THE DEVELOPMENT OF THE SCHOOL CURRICULUM IN WAYS THAT ARE

INFORMED BY CONTEXTUAL REALITIES, THE NATURE OF MULTI-CULTURAL
SCHOOLS AND CLASSROOMS, HISTORICAL LEGACIES AND SOCIAL DIVERSITY,
INCLUDING UBUNTU PRINCIPLES
Use innovative ways to contribute to the development of the school curriculum in ways that
are informed by contextual realities, the nature of multi-cultural schools and classrooms,
and making use of effective assessment and feedback.

• Apply curriculum plan and practice take due cognisance of the diversity that exists in
sites of practice and the evolving nature of policy and practice.
• Analyse the curriculum implementation in the South African context (African values
and Ubuntu).
• Select different strategies for positive engagement that are justified by appropriate
reference to theory, including indigenous knowledge, observed practice and personal
experience.
• Interpret ways of effective assessment of the intended curriculum in diverse contexts.
• Use Bloom’s taxonomy in assessment and feedback.
4.3.1 Introduction
4.3.2 Key players in curriculum implementation and innovation at school level
4.3.3 Curriculum implementation in the South African context
4.3.4 In-service teacher learning: what and how
4.3.5 How the different ways of how learning takes place affect curriculum interpretation
and implementation
4.3.6 Teaching strategies and tools to enhance implementation
4.3.7 Towards effective assessment of the intended curriculum
4.3.8 Enrichment activities
4.3.9 Summary
4.3.10 Reference
4.3.1 Introduction
In chapter 4 (PUTTING THE CURRICULUM PLAN INTO TEACHING PRACTICE: FROM

THE INTENDED TO THE ENACTED AND ASSESSED), guidance regarding putting the
theory into practice is provided. The practical competencies required of the teacher are
discussed. This is about how to apply the information presented in chapters 1, 2 and 3.
Read the introduction to chapter 4 on page 62 in your textbook. This introduction explains
33
how the theoretical information presented in chapters 1, 2 and 3 must be used in the
teaching-learning situation in your classroom.
The practical competencies required of the teacher include the ability to

• consider a range of possibilities of action in an authentic context
• make considered decisions about which option to follow
• perform the chosen action
How to do this is the focus of this learning unit.
4.3.2 Key players in curriculum implementation and innovation at school level
Read sections 4.2.1 to 4.2.4 in your textbook on page 63 in your textbook.
• Instructions: Click on the forum for this activity (Activity 4.1).

• Post a paragraph or two explaining how you will build relationships with parents and
organise extra-curricular activities.
4.3.3 Curriculum implementation in the South African context
Curriculum is the core business of the school. Every school is different – this implies that
planning must be done for a particular school in a particular context. However, the process
of planning should follow the steps discussed below. Make sure that you understand the
way planning should take place in this step-by-step way.
4.3.3.1 Embedding African values and ubuntu in the curriculum
Please look at this inspiring video: Teaching for Change: An African Philosophical
Approach by Prof Yusef Wagid https://www.youtube.com/watch?v=BELOUHNpg0I
Morality and to act human are qualities we owe each other.
Reflection: Refer to figure 4.1 and reflect on this statement: We need to think of ways to
bring moral values back into our schools.
4.3.3.2 The relationship between whole-school development planning and

curriculum interpretation and implementation
4.3.3.3 Stages of planning for curriculum interpretation and implementation
4.3.3.3.1 Strategic planning in a school

4.3.3.3.2 Phase planning
4.3.3.3.3 Across-grade/year planning
34
4.3.3.3.2 Lesson plans
4.3.3.4 Reflection: Start a SWOT analysis of your school. How do you feel about
the situation? Is there anything you can do to improve matters?
Activity 4.2
“Changes are needed in three dimensions.”

Read the three statements. Ask older, experienced teachers the following questions to
interpret and implement the CAPS:
• Do they use new/different teaching materials?
• Did they change their way of teaching to implement the curriculum?
• Did they change their view about the teaching profession?
• Are they willing to learn new ways of doing things?
4.3.4 In-service teacher learning: what and how
4.3.4.1 The teacher, resources, and lesson materials
Teachers often complain, “Our school has no computer, no laboratory, no textbooks, no

library”.
Yes, this is not as it should be, but this should not stop you from teaching. Be creative.
On the other hand, it is not always easy to plan lessons even if you have computers,
laboratories, textbooks, and a library at your school. Media makes lessons more interesting
and can improve the quality of learning, but it is additional and not the main source.
Read through section 4.4.1 on page 72 in your textbook with this in mind.
4.3.4.2 Exemplary lesson material and teacher development
Exemplary lesson materials are freely available. You can find lesson plans online and in
the CAPS. In addition, bookstores offer many interesting possibilities and salespeople are
eager to sell their product.
Exemplary lesson materials can be used, BUT they must be

• suitable for South Africa
• suitable for the area where you live
• suitable for your context
• of good quality
We have seen exemplary lesson materials teeming with spelling mistakes, ridiculous
illustrations, inappropriate language, and information that would not work in South Africa.
For example, snowmen are built in Tzaneen; the word “fall” is used instead of “autumn”,
35
and in one “science” lesson about wild animals, the lions have smiley faces.
Exemplary lesson material that is chosen with care can be of great help to the teacher.
Read section 4.4.2 on page 73 in your textbook and make sure that you understand the
use and limitations of exemplary lessons.
4.3.5 How the different ways of how learning takes place affect curriculum
interpretation and implementation
This is the practical application of the theories discussed in chapter 1.
4.3.5.1 Emphasising the setting of objectives
Objectives refer to what learners can demonstrate, and we can also link it with
behaviourism. With a holistic view of curriculum development, context must always be
taken into consideration.
4.3.5.2 Approaching learning as a process
The discussions of social cognition and how learning takes place, active learning,
discovery learning and learning as building knowledge are extremely important.
Identify key words as you read.
Reflection: Which of these make the most sense to you?
4.3.6 Teaching strategies and tools to enhance implementation
All teaching needs to be planned well. One very important aspect is the use of a variety
of teaching strategies. A teacher should be able to adapt teaching not only to the context,
but also to the needs of learners. The following teaching strategies are discussed in your
textbook:
4.3.6.1 Cooperative learning through mediation

4.3.6.2 Enhancing critical thinking
4.3.6.3 Cognitively guided instruction (CGI)
4.3.6.4 Scaffolding
4.3.6.5 Simulation as discovery learning in action
4.3.6.6 Problem solving as teaching strategy
4.3.6.7 Discussion as a teaching strategy
4.3.6.8 M-learning as a teaching strategy
4.3.6.9 Blended learning
Keep in mind that these are teaching strategies or methods for helping learners in your
class to learn. You will, for instance, find comprehensive explanations on the internet
regarding problem solving. However, this information is usually not applicable when you
use problem solving as a teaching strategy according to which learners need to learn from
solving problems. Simulation is simple and fun to use in a classroom. For instance, role
36
play (going shopping, handling a bully, opening a bank account) is easy to organise. On
the internet, simulation is described as complicated and expensive. Read all information
critically and make sure that examples are suitable for the context you teach in.
Write a summary of each of the teaching strategies. Indicate when you would use
each of them, discuss advantages and disadvantages and give examples.
4.3.7 Towards effective assessment of the intended curriculum
The success or lack of success in curriculum implementation has to be measured in some

way. This discussion of the assessment of the curriculum emphasises the use of
assessment for improving the implementation of the curriculum as well as the curriculum
itself. This means that assessment must entail more than gathering information on the
learners’ mastery of the outcomes because assessment results must also be used to adapt
planning.
All assessment must be valid, reliable, and fair.
4.3.7.1 The focus on formative classroom assessment
4.3.7.1.1 Diagnostic assessment – a starting point for further planning

4.3.7.1.2 Assessment for diagnostic and formative purposes
4.3.7.1.3 The link between objectives/outcomes and assessment criteria in assessment
practice
Remember that the focus of the above is on assessment as part of implementing the
curriculum.
4.3.7.2 Towards effective questioning and feedback
Questions should be clear, and learners must know what is expected of them. Feedback
to learners is very important to improve their work. Read section 4.7.2 on page 91 in your
textbook intensively.
(i) Using a taxonomy to formulate questions
Using the knowledge you have gained and referring to table 4.3 on page 93 in your
textbook, classify each of the assessment criteria in this learning guide according to the
correct cognitive category.
Read the discussion and then go to table 4.3 to see how questions can be formulated by
making use of the taxonomy.
37
However, these examples should be adapted to the context. Therefore, it is important to

be able to apply all features of effective questioning as discussed in 4.7.2.2, namely:
• contextualised action words

• clear and accessible language
• comprehensive instructions
(ii) Detect, think and learn through feedback
Work through the following scenario, make notes as you read and share your thoughts with
your peers on the discussion forum:
Together, Mrs Price and Mr Fortijn worked out a Natural Sciences activity for their learners:
Make a model of a cross-section of a hibiscus flower, using paper, plasticine and wire.
Label the part; be sure to include the stamen, the stigma, etcetera.
The activity went on to list several other things the learners had to include. The learners
completed their models, and the two teachers separately evaluated their learners’ models,
awarding grades ranging from A to E. There was very little difference in the performance
of the two classes. In both classes, most learners received a C or D, while there were one
or two good performers (graded A or B) in each class.
The following term, the same classes were asked to make plasticine models showing a
cross-section of the heart, labelling certain identified parts. Although this activity dealt with
a different topic (the heart as opposed to a flower), it required similar skills of the learners.
But for some reason, the learners in Mrs Price’s class worked quickly and confidently, with
good results (a few learners got As and Bs), while the performance of the learners in the
other class had not improved (the majority still got Cs and Ds).
The two teachers were puzzled. “How is it that one class has developed so well, while the
other has not, despite the fact that we are teaching them in the same way?” they wondered.
An analysis of the situations in the classrooms revealed the following:
Mr Fortijn marked the work and returned it. The learners each received a grade. One or
two also had short, written comments on their scripts. Mr Fortijn did not allow the learners
to look at and discuss one another’s work, because he felt that this would waste time.
Mrs Price, on the other hand, put all the learners’ work on display and invited them to look
at all the models carefully. She reminded the learners of the assessment criteria she had
used to award their grades. (She had given these to the learners before they did the
activity, and their work was compared to the criteria as they were working. Their progress
was checked, and improvements were made along the way.)
The criteria were as follows:

• The model is an accurate representation of a cross-section of a hibiscus flower.
• The model demonstrates the correct structure of the flower.
• The parts of the flower are labelled correctly.
Mrs Price then initiated a discussion in which the learners were asked to identify models
that satisfied the first assessment criterion. To begin the discussion, she asked questions
38
like: “Are there any other models that fulfil this indicator better? Why do you say so?” She
also asked if anyone could see a way in which he or she could improve his or her own
model. Mrs Price furthermore explained how she had awarded grades. She said that, in
order to receive an A, the learner had to have met all the assessment criteria. After a full
period of discussion, she returned the work with grades awarded and said that anyone who
felt puzzled by the grade he or she had received should speak to her after the lesson.
The only difference between these two teachers was in their manner of assessing. But it
had a significant impact on their learners’ learning and thinking processes. While Mrs Price
integrated her assessment into her teaching and encouraged the learners to think critically
about the task, the expectations, and their responses, Mr Fortijn perceived assessment
only to check what the learners had already learnt. Because Mrs Price used assessment
as a teaching opportunity, her learners began to understand where they had gone wrong
and what they could do about it. In other words, Mrs Price demonstrated a mediating
assessment practice.
• Mrs Price and her learners started with the assessment criteria that were going to be
used to evaluate the work. This means that the learners started with a clear picture of
what was required; it gave their learning direction. Therefore, it was a criterion-
referenced assessment.
• The learners were involved in the assessment process. They helped each other to
understand the problems they experienced and discussed what they could do about
them.
• Assessment was part of everyday class work and/or homework. In other words, it was
continuous. The learners tried things out, checked how they worked, and improved on
them. Mrs Price did not teach first and then stop teaching in order to assess. This
indicates that it was formative assessment.
• As her learners developed the skills to evaluate their own and later each other’s work in
a fair and reliable way, they began to take some of the burden of assessment off Mrs
Price’s shoulders. She could begin to delegate the “marking” of certain activities to
groups of learners (although she still guided the marking).
• Did you also notice how Mrs Price integrated teaching and assessment throughout her
lesson? Note how she discussed with the learners the way in which she awarded grades
and invited them to discuss their marks with her if they did not agree with her
assessment.
Mr Fortijn’s mode of assessment was clearly summative. Although his choice of media was
practical work (a model), he still awarded grades by marking the work and returning it
without any discussion and gave no further opportunity for the learners to engage with the
task or their responses. This indicates a more competitive and formal assessment. The
fact that Mr Fortijn would not allow any further debate about the marks also implies that it
was a final product.
To encourage more interaction and promote learning through this project, Mr Fortijn could
profit by taking note of findings from research done by Black, Harrison, Lee, Marshall and
Wiliam (2003). Teachers first used mediated practices to support revision and develop
more effective reviewing strategies in their attempt to use summative assessment for a
formative purpose as well. As a second innovation to enable them to come to a better
understanding of the use of formative assessment, the teachers in the research project
done by Black et al (2003) started to involve learners in the assessment process. They
then experienced a change in their role: to that of mediator, supporter, and guide in
formative assessment practices. It was significant that, as soon as the learners had to set
questions and think about what makes a good question, they also realised what they
needed to gain a deeper understanding of the subject material. Regarding how an
39
assessment process can be changed from a grading exercise to a reviewing, self-reflecting

and mediating process with critical thinking in mind, this exercise had an impact on the
understanding of both teachers and learners. The teachers gained a much better
understanding of how to involve learners in “revision”, and the learners did not merely
passively revise some subject content that they already knew. By answering the questions
set by other learners, they gained a new understanding of good questions and how to use
them to improve their knowledge and understanding of the subject content.
Overall marks are often deceptive. Besides, the emphasis on marks can lead to unhealthy
competition among learners.
1. Describe the stages of planning for curriculum interpretation and

implementation. Indicate who is involved in each stage (whole-school
planning).
2. The teacher must make important decisions when implementing the planned
curriculum in the classroom. Name four aspects that every teacher should
consider when making these decisions.
3. Give examples of specific challenges that teachers are confronted with when
implementing the curriculum in South Africa. How would you address these
challenges?
4. With reference to section 4.4, write your own interpretation of in-service
teacher learning under the following headings:
• resources and learning materials

• changing views and attitudes about the profession and the role of
teachers and learners
5. A teacher’s personal approach to learning and teaching influences what will

be done in the classroom every day.
Discuss how you would approach the following aspects to encourage

effective teaching and learning from the process viewpoint.
• constructive feedback
• teaching strategies and tools
• effective assessment of the intended curriculum
6. How would the use of taxonomies help you in your teaching practice?
4.3.8 Enrichment activities
The internet is a very valuable resource for teachers. You can use the following link to learn
40
more about the topics discussed:
• https://www.slideshare.net/revolc07/blooms-taxonomy-powerpoint
Remember to use the internet for your teaching practice as well. Open education resources
(OER) are available to assist you with your preparation and teaching.
• http://www.oerafrica.org/findoer
• http://www.tessafrica.net/
• https://www.siyavula.com/
• http://www.teachertube.com/
• http://www.africanstorybook.org/
• http://hippocampus.org/
4.3.9 Summary
There are different ways in which people assess a curriculum, and there are many aspects
to consider: Does it teach relevant things? Does it lead to adequate results in national
assessments and examinations? Does it allow learners to attain their full potential? Does
it enable a smooth transition to subsequent educational levels? Does it prepare learners
effectively for the job market?
As discussed in Chapter 1, the aspects of curriculum design mentioned below should be

kept in mind when working with the curriculum and interpreting and planning an
instructional design. Thijs and Van den Akker (2009: 12) suggest questions that could
guide the interpretation of a curriculum (see Table 4.1).
4.3.10 Reference
41
4.3.11 REFERENCE LIST FOR ALL FOUR UNITS
(A comprehensive reference list is available from your textbook)
Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. 2003. Assessment for learning:
putting it into practice. London: Open University Press.
Edition). Van Schaik. Available from: https://store.it.si/za/home.
Department of Education. 1997. A résumé of instructional programmes in public schools.
Report 550 (97/06). Pretoria: Government Printer.
Eisner, E.W. 1985. The educational imagination: on the design and evaluation of school
programmes. 2nd ed. London: Collier Macmillan.
Fraser, W.J. 1993. Didactics for the undergraduate student. Durban: Butterworths.
Goodman, B. 1998. Intelligent tutoring systems. 4th International Conference on
Intelligent Tutoring Systems. Berlin: Springer.
Goodson, I.F. 1984. Subjects for study: towards a social history of the curriculum. In
Goodson, I.F. & Ball, S.J. (Eds). Defining the curriculum. London and Philadelphia:
Falmer Press, 24–44.
Goodson, I. 1988. Teachers, life histories and studies of curriculum and schooling. The
making of curriculum: Collected essays, 71–92. London, New York, Philadellphia:
Falmer Press.
Grundy, S. 1987. Curriculum product or praxis. London: Falmer Press.
Msila, V. & Gumbo, M.T. 2016. Africanising the Curriculum: Indigenous Perspectives and
Theories. African Media. https://books.google.co.za/books/about/Africanising_the_
Curriculum.html?id=H2ADDAAAQBAJ&redir_esc=y.
Freire, P. 1970. Pedagogy of the oppressed. (Translated by Myra Bergman Ramos), New
York: Continuum.
Freire, P. 1976. Education, the practice of freedom. London: Writers and Readers Group.
Freire, P. 1992. Pedagogy of hope: reliving the pedagogy of the oppressed. New York:
Continuum.
Stenhouse, L. 1975. An introduction to curriculum research and development. London:
Heinemann.
Tyler, R.W. 1949. Basic principles of curriculum and instruction. Chicago: The University
of Chicago Press. ISBN 0-226-82031-9.
Tyler, R.W. 1982. The form of objectives. Berkley, CA: McCutchan.
CUS3701/STUDY GUIDE
Multilingual glossary
Chapter 1
ENGLISH AFRIKAAN ISINDEBEL ISIXHOSA ISIZULU NORTHER SESOTHO SETSWAN SISWATI TSHIVEND XITSONG
S E N SOTHO A A A
approach benadering indlela indlela indlela mokgwa mokgwa molebo indlelakwe kuitele Endlelo/pf
a way of ’n manier yindlela uhlobo indlela tsela ya go tsela ya ho mokgwa wa nta ndi nḓila ya elelo
doing or waarop iets yokwenza lokwenza yokwenza dira goba etsa kapa go dira indlela u ita kana ndlela ya
thinking gedoen nanyana okuthile into noma go nagana ho nahana kgotsa go yekwenta u humbula ku endla
about word of hoe yokucabang okanye yokucabang ka selo ka ntho e nagana ka noma nga ha kumbe ku
something daar oor ’n a ngento lokucinga a ngento itseng ga sengwe yekucaban zwithu ehleketa hi
saak gedink ethileko ngokuthile ethile ga ngentfo mayelana
word letsite na
xin'wana.
assessed geassesse ikharikhyul ikharityhul ikharikhula lenaneothu kharikhula kharikhula ikharikhul kharikhuḽa kharikhyul
curriculum erde amu ami mu to leo le mo e mo e e amu mu ine ya amu leyi
knowledge kurrikulum ehlolako ehloliwey ehloliwe lekotšwego lekolwang tlhatlhobiw lehlolwak shumiswa kamberiw
and skills kennis en kulilwazi o ulwazi tsebo le tsebo le ang o kha aka
that are vaardighed namakghon ulwazi kanye mabokgoni bokgoni bo kitso le lwati ndingo vutivi na
measured e wat ofundwa nezakhono namakhono tšeo di lekangwang dikgono tse nemakhon nḓivho na swikili
to gemeet lawo ezivavany okuhlolwa lekotšwego ho bona di o zwikili/vhuk leswi swi
determine word om amedwa wayo ukuze go laetša hore lekanyediw lakalwako oni zwine pimiwaka
achievemen prestasie te ngokuthola ukuze kuqagulwe katlego, phihlelo, ang go noma zwa elwa u ku
t, objectives bepaal en ipumelelo, kufumanis okuzuziwe, maikemišet dipheo kapa swetsa ka lalinganisw itela u kumisisa
or learning of die iminqopho eke ukuba izinhloso šo goba diphetho tsa phitlhelelo, ako kute wana mfikelelo,
outcomes doelwitte of nanyana umntu noma dipoelo tša thuto di maikemiset kutsi zwine zwa swikongom
met leeruitkomst imiphumela uphumelel imiphumela goithuta fihletswe. so kgotsa kubonwe tea u elo kumbe
e bereik is yokufunda e yokufunda tšeo di dipoelothuto lokuzuziwe swikelela, mivuyelo
iyafikeleleka kangakana okukwazwe fihleletetšw tse di , tinjogo zwipikwa ya ku
. ni ukuthi ego fitlheletswe noma-ke kana dyondza
kwiziphum kuhlangatsh ng imiphumel mvelelo leyi
o ezwane a dza ngudo fikeleriwek
zemfundo nayo yekufundz dzo e
ezifunekay a swikelelwa
o lekuhlanga ho
betwene
nato
2
covert koverte ikharikhyul ikharityhul ikharikhula lenaneothu kharikhula kharikhula ikharikhul kharikhuḽa kharikhyul
curriculum kurrikulum amu am mu to leo le mo e mo e e sa amu mu i singo amu leyi
teaching onderrig efihlekileko efihlakele ecashile/ey sego patehileng bontshiwe lebhacile tou nga ri ku
that is not wat nie kulihlelo yo imfihlo nyanyeng ho ruta ho ng kufundzisa ṅwalwaho rivaleni
spelt out, uitgespel lokufundisa imfundo ukufundisa thuto yeo e sa thuto e e sa lokungaka u gudisa vudyondzis
but word nie, elingavezw engabhalw okungaphin sa totobatswan totobadiwen phinyiselw hu songo i lebyi byi
deliberate maar met a a ebhodini, yiselwe hlalošwago g, empa g, mme e a, kodvwa tou nga
on the part voorbedagt ngaphandle kodwa ngaphandle ka botlalo, hoo titjhere rulagantswe lokwentiwa sumbedzw hlamuseriw
of the e rade deur , enikwa , kodwa eupša e no kapa sekolo mo nguthishel aho kha angiki,
educator or die kodwanaek ngumfundi okwenziwa itlela se ho karolong ya a nome kharikhuḽa kambe byi
school, for opvoeder of huluma si-ntsapho ngumfundisi kgopolong etsang ka morutabana sikolo mu/hu sa nga hi
example skool ngengcenye esezingqo , noma ya morutiši maikemiset kgotsa ngenhloso, ḓivhei, xikongomel
‘play’ in toegepas katitjhere ndweni. isikole goba so a itseng, sekolo, sibonelo fhedzi hu o
early word, nanyana Umzekelo, ngenhloso, sekolong, ho etsa sekai, mo ‘kudlala’ tshi etlhelweni
childhood byvoorbeeld yesikolo, phaya isibonelo mohlala mohlala ‘ho sekolong sa lokwenteka shumiswa ra
schooling is ‘spel’ in njengesibon kwisigaba ‘ukudlala’ ‘thaloko’ bapala’ ho ba bannye emfundvw nga mudyondzi
used as vroeë- elo’ukudlala sabafundi okwenzeka nakong ya etswang ‘motshamek eni mudededzi si kumbe
deliberate kinderontwi ’ esikolweni abasaqala kwimfundo thuto ya dilemong o’ o diriswa yabokhewa kana xikolo,
curriculum kkeling sabasakhas yo yodado bana ba tse qalang jaaka ne tshikolo hu xikombiso
strategy to word ako ‘ukudlala’ kusetshenzi bannyane sekolong ho togamaano kusetjentis na ndivho, ‘ku tlanga’
develop doelbewus kusetjenzis kusetyenzi swa sekolong e sebediswa ya wa sa tsumbo eka ku
attitudes as wa swa njengeqhing šomišwa e le lewa la kharikhulam njengelisub ‘u tamba’ nghena
and skills kurrikulumst ngabomu njengesixh a bjalo ka kharikhulam oee uciko kha xikolo ka le
rategie njengaman obo lekharikhula maano a o leo rulagantswe lekharikhul vhugudisi vutsongwa
gebruik om o esilungiley mu lenaneothut maikemiset ng go aga amu ha vhana nini swi
houdings en wekharikhy o okuqondwe o leo le so a lona e mekgwa le lekutfutfuki vhaṱuku tirhisiwa
vaardighed ulamu sobuchule ngalo tlago leng ho dikgono sa zwi tanihi
e te wokwakha bekharityh ukuthuthuki kgopolong hodisa timongcon shumiswa qhinga ra
ontwikkel imikghwa ulam sa imiqondo go godiša maikutlo le dvo kanye hu na kharikhyula
kanye sokuphuhli kanye maikutlo le bokgoni nemakhon ndivho sa mu leyi
namakghon sa indlela namakhono mabokgoni baneng o. nḓila ya nga na
ofundwa yokucinga kushumisel xikongomel
nezakhono e kwa o ku
ezithile kharikhuḽa hluvukisa
mu u itela maehleket
u bveledza elelo na
kuhumbule swikili
le na zwikili
3
S E N SOTHO A A A
curriculum kurrikulum ikharikhyul ikharityhul ikharikhula lenaneothu kharikhula kharikhula ikharikhul kharikhuḽa kharikhyul
has its het sy amu am mu to mo mo amu mu vhubvo amu
origins in oorsprong inemvelaphi eli gama leli yigama tlhago ya e tswa e tlholega ligama haḽo vhu yi na
the Latin in die Latyn yayo lineengca elisuselwe lereo le e lereong la mo lelisuselwa kha masungulo
currere, currere, wat ngesiLathini mbu egameni tšwa go Selatini la Selatining egameni Tshiḽatini ya yona
which ‘hardloop’ currere, ezivela lesiLathini lentšu la currere, le currere, e e leSilatini kha ipfi eka rito ra
means ‘run’ beteken en okutjho ‘run’ kwigama elithi Selathini bolelang kayang ‘go lelitsi currere, Xilatini
and with ook verwys kanti godu elithi currere, currere, leo ‘matha’ le taboga’ currere, zwine zwa currere, leri
further na die itjho ‘currere’ nelisho le hlalošago ho tswella mme e kaya lelisho amba u ri vulaka
reference to hardloop- ukugijima eliphuma ‘ukugijima’ go ‘kitima’ ho bolela gape ‘kugijima’ ‘gada’ ‘ku
the running /koetsbaan. emideni kulwimi kanti uma gomme ge tswelopele metlhala ya kantsi nahone zwi tsutsuma’
chariot Dit word lapho lweLatin linwetshwa go šupša go ya ho kariki e e lenshokutsi tshi ḓo vha naswona ri
tracks or a gesien as ’n kugijima elithetha lingasho ya pele le ra matha. Le tabogang yalo zwa amba kongomisa
course. bedoeling, ikaranyana ‘ukubaleka’ ukugijima/i tsela ya nkwa e le kgotsa nayingetwa u gada ha ku yisa
It is seen as plan, nanyana , migudu (mehlala maikemiset tsela. E isho imivila bere emahlweni
an intention, voorskrif of itatawu kwakhona okugijinywa ya) go so, morero bonwa yekugijima mugadoni. eka mitila
plan or idee van lokugijima lingqaman kuyo noma kitima/kariki kapa jaaka nome Zwi kumbe
prescription, wat mens iimpera. e nentetho indawo goba kgothalletso maikemiset indlela. vhonwa sa ndlela ya
an idea of wil hê in Lokhu yeenqwelo yokugijima. tshepelo. E , mohopolo so, Ibonakala muhumbul swigolonya
what one skole moet kuthathwa zakudala Ibonakala bjalo ka wa seo thulaganyo inenjongo, o, pulane na yo
would like gebeur, njengomnq ezazitsalw njengenhlos maikemišet motho a ka kgotsa ilisu nome kana u tsutsuma
to happen maar dit opho, a o, uhlelo, šo, maano ratang ho taelo, lokuncunyi tiwa, ha eka yona.
in schools, word ook njengehlelo ngamahas noma goba taelo, bona se kakanyo ya we, muhumbul Yi voniwa
but it is also gesien as nanyana he. umyalo kakanyo etsahala se mongwe ngumbono o une tanihi
seen as the die umlayelo Ikharityhul wokumele yeo motho dikolong, a batlang waloko muthu a xikongomel
existing bestaande wesilinganis am ibonwa kwenziwe a ratago empa le gore se umuntfu tama u tshi o, kungu
state of stand van o, umbono njengenjon ngaleyo gore e nkwa hape diragale mo latsandza bvelela kumbe
affairs in sake in walokho go, ndlela direge e le maemo dikolong, kutsi zwikoloni, ndzawulelo
schools, skole – dit umuntu ubuchule ebekiwe, dikolong, a renang mme gape kwenteke fhedzi zwi ,
what does wat in afuna okanye umbono eupša e dikolong, se e bonwa etikolweni, ḓo vha zwa muanakan
in fact werklikheid kwenzeke amalungis walokho bonwa gape etsahalang jaaka kodvwa vhonala sa yo wa
happen gebeur eenkolweni, elelo, umuntu bjalo ka e le ka boemo jo iphindze tshiimo leswi
kodwana ingcinga afuna seemo sa nnete. bo gona jwa futsi tshine tsha munhu a
godu lokhu ehambelan ukukubona ditaba merero mo ibonakale vha hone tsakelaka
4
kuthathwa a kwenzeka dikolong, sekolong, njengesim kha leswaku

njengobuja nemiseben ezikoleni, seo gabotse se e leng o lesikhona mafhungo swi
mo zi kanti futhi se diregago gore se nalesentek a zwikolo, humelela
obukhona ekufaneleki kubonakala diragala ka ako zwavhuḓiv eswikolwe
eenkolweni, leyo ukuba njengesimo mmatota etikolweni. huḓi uri hu ni, kambe
ngabe iyaqhutywa sangempela bvelela swi
eqinisweni esikolweni, esikhona mini tlhelaka
kwenzekani ekugqibele nokwenzek swi voniwa
. ni a ezikoleni tanihi
iyaphinda xiyimo lexi
ibonakalise nga kona
indlela xa timhaka
isimo eswikolwe
esiyiyo ni, leswi
kwixesha kahlekahle
esiphila swi
kulo, humelelak
ibonakalise a
ukuba
enyaniswe
ni
kwenzeka
ntoni
ezikolweni
curriculum kurrikulum idizayini uyilo isakhiwo moakanyet moralo wa thadiso ya idizayini nyolo ya dizayini ya
design -ontwerp yekharikhy lwekharity noma šo wa kharikhula kharikhula yekharikh kharikhuḽa kharikhyul
the aims, die ulamu hulam idizayini lenaneothu mo mo ulamu mu amu
outcomes, doelstelling Iinhloso, Iinjongo, yekharikhu to dipheo, maikaelelo, tinhloso, zwipikwa, swikongom
culture, s, imiphumela, iziphumo, lamu maikemišet diphetho, dipoelo, imiphumel mvelele, elo,
context and uitkomste, isikopilo, inkcubeko, Izinhloso, šo, dipoelo, tlwaelo ya setso, a, lisiko, nyimele na mivuyelo,
the purpose kultuur, ubujamo umxholo imiphumela, setšo, ho etsa bokao le indzikimba ndivho dza mfuwo,
for the konteks en kanye kunye usiko, izimo kamano le dintho, lebaka nenjongo kharikhuḽa xiyimo na
curriculum doel van die nomnqopho nomseben izinto morero tša maemo/tikol gonne kutsi kube mu zwi xikongomel
influence kurrikulum womthintela zi ezenzeka lenaneothut oho le kharikhulam nemtselela ṱuṱuwedza o swa
the beïnvloed wekharikhy wokukhuth ngaphansi o di huetša sepheo sa oe wekharikhu ho kharikhyula
structure of die ulamu, aza ubume kwazo, popego ya tshusumets tlhotlheletsa lamu tshivhumb mu swi
the struktuur isakhiwo bekharityh kanye lenaneothut o eo sebopego kusakhiwo eo tsha hlohlotela
van die nenhloso o ka botlalo kharikhulam sa sekharikhul kharikhuḽa xivumbeko
5
curriculum kurrikulum sekharikhyu ulam yezinguquk o e nang le kharikhulam amu mu nga u xa

as a whole in sy geheel lamu soke. iyonke o yona o ka gotlhe yonkhana. angaredza kharikhyula
zekharikhul tlhophisong mu
amu, ya hinkwayo
nokunomth kharikhulam ka yona
elela o kaofela
kwisakhiwo
sonke
sekharikhul
amu
S E N SOTHO A A A
curriculum kurrikulum ukuthuthuk uphuhliso ukuthuthuk tlhabollo ho etswa tlhabololo kutfutfuki mveledzis nhluvukis
developme - iswa lwekharity iswa ya ha ya sa o ya o wa
nt ontwikkelin kwekharikh hulam kwekharikh lenaneothu kharikhula kharikhula ikharikhul kharikhuḽa kharikhyul
planned, g yulamu inkqubo ulamu to mo mo amu mu amu
purposeful, ’n beplande, kulihlelo, ecetyiweyo Lokhu tshepetšo tshebetso e tirego e e yinchubo zwo prosese
progressive, doelgerigte, elipulaniwek , kungachaz ye e rerilweng, rulagantswe lehleliwe, dzudzanyw leyi
and progressiew o, enenjongo, wa hlamilwego, ya sepheo ng, e e lenenhloso aho, zwine kunguhatiw
systematic e en elinehloso, enenkqube njengohlelo ikemišeditš se itseng, e nang le , zwa vha na eke, leyi
process in sistematies eliragelapha la oluhleliwe, wego, bontshang lebaka, e e lenenchub ndivho, nga na
order to e proses mbili nelungisele olunenhloso tšwelago kgatelopele tswelelang, ekelembili zwa vha na xikongomel
create wat gevolg nehlelo lwe , pele gape e le ho mme e na futsi mvelaphan o, leyi ya
positive word om lesistimu ukuphuhlis olunengqub beakantšwe hlophiswa le tsamaiso nenchubo ḓa, na ka
improveme positiewe elenzelwe a ekela- go gore go ka tsela e gore e dire lehlelikile kuitele nga emahlweni,
nts in the verbetering ukwakha nokuphucu phambili hlolwe itseng hore ditokafatso kute u na ku va
educational s in die amahlelo la kanye dikaonafatš ho be le tse di kwentiwe tevhekana ya
system onderwysst wokwenzan umgangath nenqubo o tša dintlafatso siameng mo intfutfuko u itela uri xisistemati
elsel gcono o ehleliwe, maleba tse tsamaisong lenhle hu vhe na ki hi
teweeg te isistimu wemfundo ukuze peakanyong ahang/kgot ya thuto eluhlelweni mvelaphan xikongomel
bring yezefundo. jikelele lwakhe ya thuto hatsang lwetemfun ḓa yavhuḓi o xa ku
intuthuko thutong dvo. kha tumbuluxa
enhle sisiṱeme ya miantswiso
kwinqubo pfunzo leyinene
yemfundo eka
sisteme ya
dyondzo
6
curriculum kurrikulum ikharikhyul ikharityhul ikharikhula lenaneothu kharikhula kharikhula kharikhuḽa kharikhyul
-in-use -in-gebruik amu am mu to la mo e mo mo ikharikhul mu ine ya amu leyi
the die esebenzak esetyenzis esetshenzi semmušo sebetsang tirisong amu khou nga le ku
curriculum kurrikulum o wayo swayo lenaneothut kharikhulam kharikhulam lesetjentis shumiswa tirhisiweni
as applied soos wat dit kuyikharikh ikharityhula ikharikhula o bjalo ka oe o jaaka e wako lena kharikhuḽa kharikhyula
in the in die yulamu m mu ge le sebediswan dirisiwa mo yikharikhul mu sa mu
classroom klaskamer esetjenzisw esetyenzis njengalokhu šomišwa g ka phaposibor amu zwine ya tanihilaha
and toegepas a wa eklasini isetshenzis phapošing tlelaseng le utelong, njengaloku khou yi
affected by word en ngematlasin okanye wa ekilasini ya borutelo ho angwa mme e isetjentisw shumisisw tirhisiwaka
resources geraak i kanti kumagumb futhi le go ke angwa ke a eklasini a zwone hakona
and word deur inomthintela i njengalokhu huetšwa ke disebedisw ditlamelo le futsi kiḽasini nga eklasini yo
materials to die wemithomb okufundela ithintwa dithuši, a tse dimatheriale njengaloku u shumisa dyondzela
support the hulpbronne o kanye , yizinsiza ditlakelo go tshehetsang go inemtselela tshomedzo na ku
learning en namamathe echatshaz yizinto thekga ketsahalo tshegetsa wemitfomb na khumbiwa
process; materiaal riyali ahlose elwa ukweseka tshepedišo ya ho ithuta; tirego ya go olusito kute matheriaḽa hi swipfuno
disruption om die ukusekela yimithomb uhlelo ya go ithuta; tshitiso e ka ithuta; kusekelwe u itela u na
or leerproses ihlelo o lokufunda; tšhitišo hlahang kgoreletseg inchubo khwaṱhisa timatheriya
continuity; te lokufunda, nezixhobo ukuphazami goba kapa o kgotsa yekufundz maitele a li ku
and the ondersteun; elinqophe , zokufunda seka noma tšwelelo; tswelopele tsweletso; a; pfunzo; u seketela
quality and ontwrigting ukuphula ukuze ukuqhubeka gammogo ya le boleng le kutsikamet thithisea prosese ya
morale of of nanyana kuxhaswe ; kanti le boleng le ketsahalo; boitshepo eka nome kana u ku
teachers deurlopend ukuragelap inkqubo nezingabunj boitshwaro le boleng le jwa kuchubeka bvela dyondza;
heid; en die hambili yemfundo; alo kanye le boitshepo le barutabana ; kanye phanḓa; na nkavanyet
gehalte en kanye ukuphaza nomoya mafolofolo a maikemiset nelizingasi maimo na o kumbe
moraal van nokuletha miseka wothisha barutiši so a mo kanye mafulufulu ku ya
die ikhwalithi okanye matitjhere. nemoya a emahlweni;
onderwyser nokukhutha ukuqhubek wabothishe vhadededz na risima
s za a; la. i na
abotitjhere. umgangath nkhutazek
o o wa
wokuseben vadyondzis
za kunye i
nomoya
weemvakal
elo
zabefundisi
-ntsapho.
7
diverse diverse ubujamo Iimeko izizinda kamano ye moelelo o bokao jo indzikimb nyimele swiyimo
context kontekste bendawo/b ezahlukile ezehlukahl e fapanego fapaneng bo a dzo swo
accommoda ’n situasie esikhathi yo ukene go amogela ho amohela farologane leyehlukil fhambana hambana
ting more waar daar obuhlukahl Ukwamkel ezengamela dikemo tša le ho ng e ho ku
than one vir meer as ukileko a izimo ditšo tša go sebedisa go amogela leshwamba u katela amukela
cultural cont een Lobu inkcubeko zamasiko feta se tee maemo a bokao jwa kanya nyimele ku tlula
ext kulturele kubujamo kunye ehlukahluke mangata a setso jo bo tindzika dza swiyimo
konteks obufaka namasiko ne tlwaelo ya fetang temasiko mvelele dzi swa mfuwo
voorsiening ngaphezu ahlukeney ho etsa bongwe letahluken fhiraho wo tlula
gemaak kwesikopilo o dintho e. nthihi wun'we
word elilodwa
S E N SOTHO A A A
enacted uitgevoerd Ikharikhyul Ikharityhul ikharikhula lenaneothu kharikhula kharikhula ikharikhul kharikhuḽa kharikhyul
curriculum e amu am mu to leo le mo e mo e e amu mu ine ya amu leyi
the kurrikulum ephilwa eyenzekay ephasisiwe lego molaong letleletswe lephasisiw shumisea endliweke
curriculum die ngezenzo o ikharikhula dimeletšwe kharikhulam ng e kharikhuḽa nawu
as it is kurrikulum kuyikharikh Ikharityhul mu go o jwalo ka kharikhulam ikharikulam mu nga kharikhyula
experienced soos wat dit yulamu am njengalokhu lenaneothut ha e o jaaka fa e u nḓila ine ya mu
or the ervaar word lokha ngokwama isetshenzis o bjalo ka sebediswa itemogelwa njengaloku shumiswa tanihilaha
‘nonofficial, of die ‘nie- nakuhlangat va nezimvo wa noma ge le kapa kgotsa isetjentisw ngayo yi
implicit amptelike, jezwana zabefundisi ‘ikharikhula lemogwa ‘kharikhula ‘kharikhula a nome kana ‘ i si tokotiwaka
curriculum’ implisiete nayo -ntsapho mu goba mo e seng mo e e ‘lengekho ya tshiofisi hakona
as kurrikulum’ nanyana okanye engekho lenaneothut molaong, e seng ya emtsetfwe kana kumbe
implemente soos deur ‘engakahlel ikharityhula emthethwen o leo le patehileng’ semmuso, e ni, kharikhuḽa ‘kharikhyul
d by an die eki m engekho i sego la jwalo ka ha e sa nalengaka mu ya i amu leyi
educator opvoeder nonofficial’, ezincwadin nengacacisi semmušo, e rutwa ke tlhagisiwen caciswa’ songo tou nga ri ki
and geïmpleme ikharikhyula i okanye we’ le le sa titjhere le ho g ka njengaloku ṅwalwaho’ erivaleni,
reflecting nteer en mu engalungis njengalokhu hlagišwego bontsha tlhamalalo’ ifezekiswa sa zwine leyi nga ri
what is wat engabonak elelwanga. isuke thwi, bjalo nnete ya se jaaka e nguthishel zwa ki ya
actually weerspieël aliko Le yenziwa ka ge le rutwang le diragadiwa a kanye funziwa ximfumo’
taught and wat werklik ngamehlo‘,’i yikharityhul nguthisha phethagatš seo baithuti ke nekucaban nga tanihilaha
learnt mplicit am kanti isuke wa ke morutabana ga ngaloko mudededzi yi
8
onderrig en curriculum’ ebonisa iveza lokho morutiši le ba ithutang , mme e kahlehle na u tirhisiwaka
geleer word njengomba okwenzeka okusuke go bontšha sona supa se tota lokufundzis sumbedza hakona hi
na ngqo xa kufundwa seo se rutiwang wako zwine zwa mudyondzi
isetjenziswa kufundiswa futhi gabotsebots le go nalokufund khou si na ku
ngutitjhere naxa kufundiswa e se ithutiwa vwako. funzwa na kombisa
begodu kufundwa ngempela rutwago le u gudiwa leswi
iveze lokho go ithuta kahlekahle
okufundisw swi
a dyondzisiw
okufundisw aka na ku
a dyondziwa
nokufundwa
kwamambal
a.
experiental ervaringsle ukufunda ukufunda ukufundela go ithuta ho ithuta go ithuta kufundzel ngudo ku
learning er ngokwenza ngokuling ukuthola ka go ka ho etsa ka a kutfola nga nyito
dyondza
learning is leer /wenza a amava itemogela seo ho tekeletso sipiliyoni u guda hu
ko tirhisa
based on or gebaseer kufunda kukufunda ukufunda go ithuta ithutwang go ithuta go kufundza ḓitika nga
swipirime
involving op ervaring okudzimelel okusekelw okugxile mo go sona ikaegile lokugcile kana hu nte
experience of wat e phezu e okanye kwisipiliyoni theilwego ho ithuta ho kgotsa go esipiliyonin katela uku
ervaring kokwenza okubandak noma go goba go itshetlehile akaretsa i nome wana dyondza
behels nanyana anya ukufunda go kapa ho maitemogel kufundza tshenzhem
loku ku
okubandaka amava okufaka akaretšago kenyeletsa o lokufaka o simekiwak
nya ilwazi phakathi boitemogelo kutlwisiso le ekhatsi a eka
olithola isipiliyoni boiphihlelo sipiliyoni kumbe ku
nawenzako khumbaka
ntokoto
hidden verskuilde ikharikhyul ikharityhul ikharikhula lenaneothu kharikhula kharikhula ikharikhul kharikhuḽa kharikhyul
curriculum kurrikulum amu am mu efihliwe to leo le mo e mo e e amu mu i siho amu leyi
learning leer wat efihliweko efihlakele ukufunda khutilego patehileng fitlhegileng lefihliwe khagala tumbeleke
that is weggesteek ukufunda yo okufihliwe go ithuta go ho ithuta ho go ithuta kufundza u guda ho ku
hidden from word vir die lokho ukufunda kubafundisi go sego etsahalang mo go lokufihliwe dzumbelwa dyondza
the opvoeders okufihlekilek okufihlakel (kothisha) nyanyeng hoo fitlhegileng kubothishel ho loku
educators en leerders; o eyo kanye go barutiši matitjhere le mo a kanye vhadededz tumbeleke
and ’n ander kubotitjhere okanye nabafundi; le baithuti; baithuti ba barutabane nebafundzi i na eka
learners; vorm van nakubafundi okungabon enye indlela mokgwa wo sa ho ng le ; ngulenye vhagudisw vadyondzis
another implisiete , ngenye akaliyo yokufunda mongwe wa boneng; barutwanen indlela a; tshiṅwe i na
form of leer, wat die indlela kubefundisi engacacisiw go ithuta wo mofuta o g; mofuta o yekufundz tshivhumb vadyondzi;
9
implicit opvoeders yokufunda -ntsapho e yabekwa o sa mong wa ho mongwe wa a eo tsha muxaka

learning, nie beplan okungabon kunye obala, hlagišwego ithuta ho go ithuta go lengakacac ngudo i wun'wana
which the het nie en akali nabafundi; othisha thwi, woo keneletseng go sa iswa songo tou wa ku
educators heel ngamehlo, lolunye abasuke barutiši ba ho seo ho tlhagisiwen yabekwa ṅwalwaho, dyondza
did not waarskynlik lokho uhlobo bengaqondil sa o rerago ithutwang g, e leng se ebaleni, tshine a si loku nga ri
intend and nie eers abotitjhere lwemfundo e gape ka sona barutabana bothishela muhumbul ku
are bewus is abangakaku ebuthumile ukukuveza mogongwe ba neng ba labasuke o wa erivaleni,
probably van nie hlosi yo, apho kodwa ba sa o sa se bangakayi vhadededz loku
not even begodu abefundisi- uthole lemogego ikaelela, hlosi futsi i nahone vadyondzis
aware of abangakaku ntsapho ukuthi nabo mme e bile kahlehle hu vha na i a va nga
tjheji. bebengazi basuke gongwe ba abayati khonadzeo ku
miselanga bengazi sa se nekuyati ya uri a kongomisa
kwaye ngisho lemoge vha hu ngiku eka
bengayiqo nokwazi ḓivhi yona
ndi nokuba ngakho naswona
iyenzeka nkarhi
loo nto wun'wana
a va nga
ku tivi
S E N SOTHO A A A
intended voorgeskre ikharikhyul ikharityhul ikharikhula lenaneothu kharikhula kharikhula kharikhuḽa ku
curriculum we amu am mu to leo le mo e mo e e ikharikhul mu yo dyondza
prescribed kurrikulum ehlosiweko emiselwey ehlosiwe ikemišeditš rerilweng ikaeletswe amu tiwaho loku
curriculum voorgeskre yikharikhyul o lena wego kharikhulam ng lehlosiwe kharikhuḽa kongomisi
serving as we amu Imithetho yikharikhula lenaneothut oe kharikhulam lena mu yo weke
blueprint for kurrikulum ehleliweko emisiweyo mu o leo le behetsweng o e e yikharikhul randelwah kharikhyula
teaching wat as esebenza kunye okuyiyona kgethetšwe eo e leng tlhaotsweng amu o ine ya mu leyi
bloudruk vir njengomgo nomgaqo esuke go leo le moralo wa e bile e lencunyiwe shuma sa hlamuseriw
onderrig mo siseko inqunwe šomago thuto dirisiwa lokuhlose nyendedzi eke leyi
dien ofanelwe wokufundis ukuthi bjalo ka jaaka kaedi kutsi kha u tirhaka
ulandelwe a abafundi ifundwe leano leo le ya go ruta ifundziswe funza tanihi
nawufundis esikoleni hlalošago etikolweni kungu leri
ako nethathwa thuto ka nga
nanjengohle botlalo rivaleni eka
10
lo ku
lokufundisa dyondzisa
learner- leerderges ikharikhyul ikharityhul ikharikhula lenaneothu kharikhula kharikhula ikharikhul kharikhuḽa kharikhyul
centred entreerde amu am mu egxile to leo le mo e mo e e amu mu yo amu leyi
curriculum kurrikulum edzimelele esekeleze kubafundi šetšago itshetlehile ikaegileng legcile ḓisendeka simekiwek
a curriculum ’n kumfundi umfundi ikharikhula moithuti ng ka kumfundzi ho kha e eka
characterise kurrikulum Kuyikharikh Ikharityhul mu lenaneothut ditlhokong morutwana lena mugudisw mudyondz
d by gekenmerk yulamu am egxila enokubamb o leo le tsa baithuti kharikhulam yikharikhul a i
participation deur ebonakala ekuthathen a iqhaza, bontšhago kharikhulam o e e amu ndi kharikhyula
, affective deelname, ngokuziban i ebhekela ka go tšea o eo baithuti bonagalang lenetimpha kharikhuḽa mu leyi
teaching affektiewe dakanya, inxaxheba, imizwa karolo, go ba nkang ka go nna le wu mu yo hlawulekisi
and onderrig en ngokufundis imfundiso nezinzwa ruta ka go karolo ho seabe, go tekutimban bveledzwa waka hi
problem probleemst a ekhulisa kanye naganela seo ba ruta mo go dzakanya, ho nga u vutekaxiav
posing in elling in die okunomthel imiba nokufaka baithuti le rutwang nonofileng, kufundzisa dzhenelela e,
the klaskamer ela kanye yomphefu izikinga dipotšišo sona, eo le go tlisa ngemphum , u funza vudyondzis
classroom nokufunda mlo kunye ekilasini tša go baithuti ba mathata mo elelo kanye ho teaho i bya
okuletha nokusomb hlohla nang le phaposibor nekusomb na u vuyelo
umraro ulula monagano matla a ho utelong ulula tandulula lebyinene
ngetlasini iingxaki ka phehisa tinkinga thaidzo na ku tisa
eklasini phapošing diqetong tse eklasini kiḽasini swiphiqo
ya borutelo nkwang le eklasini ro
tharollong dyondzela
ya
diphephetso
tseo ba
bang le
tsona ka
tlelaseng
objectives doelwitte Iminqopho Iziphumo umphumel dipoelo dipheo maikemiset tinjongo zwipikwa swikongo
(outcomes) (uitkomste) (imiphumel ezibonaka a seo re (diphetho) so (imiphume (mvelelo) melo
what we wat ons wil a) layo yilokho ratago seo re (dipoelo) la) zwine ra (mivuyelo)
want hê leerders ngilokho okufanelek esifuna baithuti go batlang se re nguloko ṱoḓa leswi hi
learners to moet kan esifuna e ukuba ukuthi se bontšha hore batlang lesifuna vhagudisw lavaka
demonstrat demonstree abafundi abafundi abafundi mafelelong baithuti ba gore kutsi a vha tshi leswaku
e at the end r aan die bakukhombi bakubonak babonise a se bontshe barutwana bafundzi zwi vadyondzi
of a einde van ’n se alise ukuthi maitemogel qetellong ya ba se bakukhom sumbedza va swi
significant wesentlike ngezenzo bekufundil bayakwazi oa thuto e bontshe bise kutsi magumoni kombisa
leerervaring ekugcineni e emva ukukwenza itseng kwa bayakwati emakumu
11
learning kwesifundo kwesifundo ngemuva bohlokwa a bokhutlong kukwenta a ngudo ya ka ntokoto

experience ebasifundile esithile kwesipiliyon go ithuta jwa ngemuva ndeme wa ku
ko i sokufunda maitemogel kwesipiliyo dyondza
esibalulekile o a go ni wa nkoka
ithuta a a sekufundz
botlhokwa a.
pragmatic pragmaties Indlela uhlobo inqubo mokgwaph mokgwa o molebo wa inchubo phimo i endlelo ra
approach e esebenza lwentsebe yokwenza ihlelelo wa itshetlehile tirisego yekwenta shumisea pragmatiki
a benadering kuhle nzo ebambekay kgonthe ng filosofi ya lephatsek ho filosofi ya
philosophy ’n filosofie yifilosofi olubambe o filosofi ya maemong “go dira seo ako muhumbul “ku endla
of ‘doing van ‘om te yokwenza/y kayo ifilisofi “go dira seo a nnete se dirang ifilosofi o/fiḽosofi ya leswi swi
what works doen wat okulandela Ifilosofi ethi “yokwenza se šomago mohopolo go gaisa” “yekwenta “u shumisa tirhaka
best’ die beste lokho kufanele ngokulandel bokaonekao wa “ho etsa loko nḓila ine ya kahle
werk’ okusebenza ukuba a lokho ne go feta se lokusebent shuma zwa swinene”
ngcono kusetyenz okusebenza ka moka” loketseng le a kahle khwinesa”
we kahle ho kakhulu.”
ngohlobo nakangcono tsamaellana
olulunge kakhulu” le maemo
ngaphezu ao se leng
kwazo ho sona”
zonke
ezinye
iintlobo
S E N SOTHO A A A
syllabus leerplan isilabhasi uqingqo isilabhasi lenaneothu silabase lenaneothu isilabhasi siḽabasi silabasi
has a Greek van Griekse leligama lwezifund yigama to e na le lereo le to ligama ḽi bva kha yi na
origin and oorsprong lidabuka o/isilabha elisuselwe botšo bja tswang le na le lelisuselwa Tshigerika ntumbuluk
means ‘a en beteken elimini si olimini segerika puong ya tlholego ya eGrigini nahone zwi o wa
concise ‘’n bondige lesiGriki ligama IwesiGriki gomme e Segerike le Segerika, kantsi lisho amba ‘ Xigiriki
statement’ stelling’ of kanti litjho eliphuma kanti lisho hlaloša gore bolelang mme le ‘sitatimend tshitatame naswona yi
or ‘table of ‘’n tabel van isitatimende kulwimi ‘isitatimend ke ‘kgutsufatso kaya ‘polelo e nde vula
the topics of die esifitjhazan lwesiGrike e ‘setatament kapa tafole e lesinefisha’ tshipfufhi ‘xitatimente
12
a discourse’ diskoersond a nanyana elibhekisa esifushane’ e se ya dihlooho khutshwane nome kana xo koma’
or the ‘list of erwerpe’ of ‘itheyibula ‘kwintetho noma sekopana’ tseo ho ’ kgotsa ‘lithebula thebulu ya kumbe
contents of die ‘lys van yeenhloko ecacisa ‘ithebula goba buuwang ka ‘tatelano ya letihloko ṱhoho dza ‘tafula ra
a subject’ inhoud van zesifundo’ ngqo’ lezihloko ‘lenaneo la tsona’ kapa ditlhogo tsa tenkhulum nyambedz tinhlokomh
’n vak’ nanyana okanye zokuduna’ direrwa tša lenane la puisano’ o’ nome ano’ kana aka ta
‘irhelo ‘isicwangis noma ‘uhla poledišano’ dikahare tsa kgotsa ‘luhlu ‘mutevhe mbulavuris
lokumunyet o lwalokho goba thuto e ‘lenane la lwaloko wa zwi re ano’
hwe sezihloko’ okuqukethw lenaneo la itseng’ diteng tsa lokucuketf ngomu nga kumbe
sifundo’ okanye e yisifundo’ diteng la serutwa’ we ha pfunzo’ ‘nxaxamelo
‘uluhlu thutwana’’ sifundvo.’ wa
lwemixholo goba vundzeni
kumba lenaneo la bya
othile’ diteng tša dyondzo’
thuto’
Chapter 2
africanisati afrikaniseri ukwenza ukuveza indlela go dira aforikafats go dira indlela vhuafrika ku endla
on ng ngendlela ubu-Afrika yobu- seafrika o boaforika yebu- ndi maitele swi va
it is the die proses yesi-Afrika indlela Afrika ke mokgwa wa ke tirego ya Afrika au swa
process of waardeur kulihlelo kunye lena tshepetšo ho hlalosa go tlhalosa lena ṱalutshedz Xiafrika
defining or Afrika- lokuhlathulu nohlobo yinqubo ya go boAforika le kgotsa go yinchubo a kana u i prosese
interpreting identiteit en la lokucacisa nenkambiso hlaloša botjhaba ba ranola nenkhambi ṱalusa ya ku
African -kultuur kafitjhazana ubume, yokuchaza goba go bona – boitshupo le so vhuvha na hlamusela
identity and gedefinieer nanyana amasiko noma hlatholla tsweletso setso sa yekuhumu mvelele leswi swi
culture – a of ukuhlathulul kunye ukuqondisis boitšhupo le ya ho ithuta Seaforika – sha bu- zwa vulaka
learning geïnterprete a nenkcubek a izinto setšo sa le tsela eo tirego ya go Afrika Tshiafrika swona
process and er word – ’n khudlwana o yabantu ngendlela Afrika – Maaforika a ithuta le nelisiko – – maitele a kumbe ku
a way of life leerproses ubunjalo/isit base Afrika nosiko lobu- tshepetšo phelang ka mokgwa wa inchubo u guda na humesa
for Africans en ’n hombe – inkqubo Afrika – le ya go ithuta yona botshelo wa yekufundz nḓila ya nhlamusel
leefwyse vir kanye yokufunda yinqubo le mokgwa Maaforika a kanye kutshilele o ya vutitivi
Afrikane nesikopilo kunye yokufunda wa bophelo nendlela ya vhathu bya
lomu-Afrika nempilo kanye wa Maafrika yekuphila vha Afrika Xiafrika na
Kulihlelo ephilwa nokuphila kweMa- mfuwo wa
lokufunda ngama- kwama- Afrika. Xiafrika –
kanye Afrika Afrika prosese ya
nendlela ku
yokuphila dyondza
yama-Afrika na ndlela
13
ya vutomi
ya
Maafrika
conscienti gewentens ukulemuki ukuvusele ukuqwashi go kwešiša ho ruta go dira kuvusa u vulemukis
sation - sa/ukuyelel la wa/ukuvus lefase motho ka boitemogo kusungula wanulusa i
developing bewusthei isa ukukhulisa a/ukwazisa go godiša se itseng go dira kucaphelis zwithu ku
an d uwakha ukuqonda ukusungula temogo ya ho ba le boitemogo a nga hluvukisa
awareness die kweek ummoya ngaphakat ukwazi ditaba tša tsebo jwa dintlha ngetindzab huhulu vulemukisi
of social van ’n wokulemuki hi emntwini nokuqwash leago le ditabeng tse tsa loago le a u bya
and political bewustheid sa iindaba malunga a dipolotiki amang sepolitiki tse tetenhlalo ṋetshedza timhaka ta
issues that van sosiale zobuntu nemiba ngezindaba tšeo di nago setjhaba le di nang le nepolitiki nḓivho nga swa vanhu
has the en politieke kanye yezentlalo ezithinta le maatla a dipolotiki, maatla a go naletinema ha na swa
power to kwessies neendaba nezepolitiki ezenhlalo go fetoša tse nang le fetola ndla mafhungo tipolitiki
transform wat die zepolotiki , ekwaziyo nezepolitiki nnete matla a ho bonnete ekugucula a lebyi byi
reality vermoë het lezo ukuba nezinamand fetola simo tshitshavha nga na
om die ezinamandl namandla la diketsahalo lesikhona. na zwa matimba
werklikheid a okuguqula okushintsha tsa nnete poḽotiki ine ya ku cinca
te ontvorm wokutjhugul isimo isimo ya vha na vuxiviri
ula iqiniso sokuhlala esikhona maanḓa a
semihla u
ngemihla shandukisa
nyimele ine
ya tou
vhonala
S E N SOTHO A A A
context konteks ubujamo imeko isimo boemo moelelo bokao/tiris indzikimb nyimele mbangu
the die bendawo/b imiba izimo, maemo, maemo, o a timo, nyimele, swiyimo,
circumstanc omstandigh esikhathi nemingeni, umlando, botšo, tshetleho, mabaka, limuva, vhubvo, vundzhaku
es, ede, kubujamo, imvelaphi, isizinda- tikologo, tikoloho, lemorago, simondzaw mupo, , mbangu,
background omgewing, umlando, indawo ndawo, tlhako, moralo wa tikologo, o, mutheo, rimba,
, raamwerk ibhoduluko, ekuphilwa uhlaka, lefelo, goba tshebetso letlhomeso, luhlakamse nzulele ndhawu,
environmen of situasie isakhiwo, kuyo, isizinda maemo ao kapa boalo, benti, kana kumbe
14
t, waarbinne isizinda isakhelo, noma isimo a boemo boo kgotsa sibekandza tshiimo kha xiyimo lexi
framework, ’n nanyana isimo esikhungeth dikologilego ketsahalo e maemo a a ba, nome zwine zwa nga
setting, or gebeurtenis ubujamo sentlalo e isehlakalo tiragalo etsahallang amang simo khou rhendzela
situation of voorval obukhunget okanye noma goba ho bona tiragalo lesikhungat bvelela xiendleko
surrounding plaasvind, he okuthile okwenzeka maitemogel se kana zwine kumbe
an event or of die isehlakalo okwenzekil yo o sehlakalo zwa khou xihumelelo
occurrence agtergrond nanyana eyo nome vhonala
waarteen dit isenzeko ngenxa senteko.
plaasvind yesiganeko
cognitive kognitiewe ukukhulisa uphuhliso ukuthuthuk kgolo ya kgodiso ya kgolo ya kutfutfuka mveledzis nhluvukis
developme ontwikkelin /ukwakha lwengqiqo a ngwana monahano tlhalogany ngengcon o ya o wa
nt g ingcondo /lokuqond ngomqond ke kago ya popeho ya o dvo lesi muhumbu ngqondo
is the die kukwakhiwa a o tiragalo ya tshebetso ke kago ya simo lapho lo i ku akiwa
construction konstruksie kwamahlelo ukudibanis lesi yisimo kgopolo, go ya ditirego tsa kwakheka u fhaṱa ka
of thought van wokukhulis a iingcinga lapho akaretša go monahano, tlhaloganyo, khona kuhumbule tiprosese
processes, denkproses wa nezimvo, kwakheka gopola, go e go akaretsa simo le, zwi tshi ta
including se, komngcond ezifana khona rarolla kenyeletsan go semcaban katela u miehleketo
rememberin insluitende o, kufaka nokukhum inqubo mathata, le g ho gakologelw go, humbula, u , ku katsa
g, problem die proses phakathi bula, yomqondo go tšea hopola, ho a, lokufaka tandulula na ku
solving, and van onthou, ukukhumbul ukusombul nokucabang diphetho, rarolla tharabololo ekhatsi thaidzo na tsundzuka,
decision- probleemop a, ula iingxaki a, go tloga mathata le ya mathata, kukhumbul u dzhia ku ololoxa
making, lossing en ukurarulula kunye okubandaka bobjaneng ho nka le go tsaya a, tsheo, u swiphiqo,
from besluitnemi imiraro nokwenza nya go ya diqeto, ho ditshwetso, sombulula bva muthu na ku teka
childhood ng, vanaf kanye izigqibo, ukukhumbul mahlalagadi tloha go tswa tinking a kha ḓi swiboho,
through die nokuthatha ukusukela a, ng go ya go bongwanen kwa kanyse vha ku suka
adolescenc kinderjare iinqunto, kwixesha ukusombulu bogolo g ho ya bongwanen nekutsatsa muṱuku u eka
e to en ukusukela ebuntwane la izinkinga bohlankane g, go tincumo, ya kha u vutsongwa
adulthood adolessensi esigabeni ni ukudlula kanye ng/borwetsa kgabaganya kusukela vha muswa na ku ta hi
e tot sobuntwana kwixesha nokuthatha neng le dingwaga esigabeni u swika a le ka
volwassenh ukudlula lokufikisa izinqumo, boholong tsa bosima sebuntfwa tshi vha xiyimo xa
eid esigabeni kude kuye ukusukela go ya kwa na mualuwa lava va ha
sobutlawan ebudaleni esigabeni bogolong kwendlule nghenaka
a ukufika sobungane esigabeni eka
esigabeni ukufikela sekutfomb vuntshwa
somuntu esigabeni a ku fika eka
omdala. sobujongosi kudzimate vukulukum
kuze kufike kuyewufika ba
15
esigabeni ebudzaleni
sokuba .
umuntu
omdala
decolonisa dekolonise ukuqedwa ukuphelis ukuqeda phetšišo tshebetso phediso ya Kucedza u fhelisa Vuheta
tion ring kobukoloni a inqubo ya koloni ya ho tswa bokolonial bukholoni vhukoloni vukoloni
is the is die kususa ubukholoni nenkambis ke go dira ho kolone e (kutfunjwa ndi u i ku herisa
undoing of proses ikholoniyaliz kukuphelis o gore naga ya ke phediso ) ṱutshela fambiselo
colonialism, waardeur imu, wa yobukoloni ye e nago le mehleng ya puso ya kucedvwa kule na ra
where a kolonialism kulokha kobukoloni lokhu maatla e se ke ho bokoloniale, kwembuso vhukoloni vukoloni,
nation e (waar ’n isitjhaba yali, apho kuchaza sa laola yeo heletswa ha moo bucalu hune laha rixaka
establishes nasie sy nasisungula isizwe ukuqeda e se nago le bokoloniale, setšhaba se (bukholoni lushaka ri
and heerskappy ukubusa siseka inqubo maatla, fao moo naha e simololang yalizimu), lwa tumbuluxa
maintains oor begodu kwaye yobukoloni naga e thehang le le go lapho bveledza ka no yisa
its afhanklike sibambelele sigcine yokubuswa hlomago le ho boloka tsweletsa khona sive na u na u emahlweni
domination gebiede phezu ulawulo kwezwe go tšwetša puso ya go fekeetsa sitfola isa phanḓa ntshikilelo
over vestig en kokulawula lwaso ngabaphan pele pušo yona dinaga tse siphindze na u eka
dependent handhaaf) ezinye kwimimand gi ya yona go hodima di futsi langula tindhawu
territories ongedaan iindawo la bakwelinye dinagaselet dibaka tse ikaegileng sichubeke mashango leti ti
gemaak ezidzimelel exhomeke izwe, lapho e tšeo e di itshetlehilen ka sona nekubusa o ḓitikaho titshegeke.
word e phezu ke kuyo isizwe laolago g ka tsona nekulawula ngaḽo
kwazo sisungula emave
inqubo lagwaman
yokubhozo dziwe
mela elinye
izwe
nemihlaba
yezinye
izizwe
ezaphangw
a ngababusi
bakwelinye
izwe
S E N SOTHO A A A
16
indigenous inheemse isistimu ulwazi inqubo lenaneo la tsebo ya thulaganyo luhlelo sisiṱeme sisteme
knowledge kennisstels yelwazi lweenkqu yolwazi tsebo ya botswallwa ya kitso ya lwelwati ya nḓivho ya vutivi
system els (IKS) lendabuko bo lomdabu setala (IKS) tsebo, tlholego lwendzab ya bya
(IKS) informele (IKS) zemveli (IKS) tsebo ya bokgoni le (IKS) uko (i-IKS) vhongwan ndhavuko
informal tradisionele kulilwazi ulwazi ulwazi setšo yeo e dintho tseo kitso ya lwati iwapo vutivi bya
traditional kennis wat lendabuko olungalung olungabhali sego ya motho a setso e e sa lwendzabu (IKS) ndhavuko
knowledge kultuurspesi elingakahlel iselelwang we phansi semmušo ithutang rulaganang ko nḓivho i bya
that is fiek is en eki, a ezincwadini yeo e tsona e e totileng lolungakahl songo tou nkalamafu
culturally van geslag okulilwazi lwamasiko kanti ulwazi theilwego botjhabeng tsa setso, eleki ṅwalwaho ndza lebyi
specific and tot geslag elithileko nezithethe lwasemand go setšo ba habo, mme e lolucondze ya mvelele byi
has been oorgedra is lesikopilo zakudala ulo gomme e tse fetiseditswe ne ngco ine ya kongomak
passed kanti leli olujolise noluqonden dutše e fetisetswan go tswa mo nemasiko tshimbilela a hi ndlela
down from lwazi kwinkcube e ngqo fetišetšwa g melokong tshikeng e futsi na na ya mfuwo
one kusukela ko nosiko kanti go tloga go e latelang nngwe go lwendlulise mvelele naswona
generation emandulo nolugcinwa lwedluliselw moloko wo ya go e e lwe yeneyo na byi
to the next lidluliselwa ngohlobo e lusuka mongwe go latelang kusukela u fhiriselwa hundziseri
eenzukulwa lokuthi esizukulwan ya go wo kusitukulw u bva kha waka ku
neni abantu eni esithile mongwe ane murafho u suka eka
ezilandelak abadala lwaya nesitukulw ya kha jenerexini
o babalisele kwesinye ane. muṅwe yin'wana
abancinan isizukulwan ku ya eka
e kubo e leyi
ukuze ngokomland landzelaka
ulwazi o
luhlale ongabhaliw
lukhona e
lugcinwe
lived geleefde ikharikhyul ikharityhul ikharikhula lenaneothu kharikhula kharikhula ikharikhul kharikhuḽa kharikhyul
curriculum kurrikulum amu am mu to leo le mo e mo e e amu mu sa zwo amu leyi
how the hoe die ephilwako ephilwayo ezwakalay lego gona sebediswa itemogets lephilwak dzudzany hanyiwaka
curriculum kurrikulum Indlela mava o ka moo ng weng o kusho waho hilaha
is ervaar word ikharikhyula abantu indlela lenaneothut kamoo ka moo sipiliyoni zwine kharikhyula
experienced mu ephilwa ngekharity ikharikhula o le kharilkhula kharikhulam lobanaso kharikhuḽa mu yi
ngayo hulam mu efika itemogetšw mo e oe ngaleyo mu ya tokotiwaka
epilweni ngakhona ego sebediswan itemogelwa kharikhula tshenzhelis hakona
yamambala kwabayenz g ka teng ng ka gona mu. wa zwone
ayo
17
paradigm paradigma ukutjhugul ukuguquk linguquko phetogo ye phetoho ya phetogo ya ingcucuko tshanduko ncinco wa
shift skuif uka a kwizinqubo bohlokwa tsela ya ho botlhokwa yenchubo ya ndeme pharadayi
a time when ’n kwesikhath kwexesha nezinkambi ya mokgwa nahana nako e nenkhami kha mi
the usual beduidende i lokwenza so nako yeo kapa ho mokgwa wa so kushiwo kuhumbul nkarhi lowu
and verandering kusikhathi nokucinga lesi tsela ye e etsa dintho tlwaelo le o sikhatsi ele ndlela ya
accepted in die lokha lixesha yisikhathi amogelega nako eo o lapho tshifhinga ntolovelo
way of gewone en ejayelekilek elenzeka lapho go le ya tsela e amogetswe indlela tshine nḓila kumbe leyi
doing or aanvaarde o nendlela xa indlela tlwaelo ya itseng ya ho ng wa go leyelekile yo amukeriwa
thinking manier eyamukelek kuguquka esivamise go dira dilo etsa kapa dira le go nalemukel ḓoweleaho ka ya ku
about waarop iets ako indlela ukwenza e fetoga ka ho nahana, nagana ka ekile nahone i endla
something gedoen yokwenza ebekufudul izinto ngayo botlalo e fetohang ga sengwe yekwenta ṱanganedz kumbe ku
changes word of izinto a futhi kahohlehohl o fetogang tintfo eaho ya u ehleketa hi
completely waarop nanyana kusenziwa nesicabang e gotlhelele nekucaban ita kana u mayelana
daar oor ’n yokucabang okanye a nokubona ga humbula na
saak gedink a kucingwa ngayo izinto kugucuka nga zwithu xin'wana yi
word ngokuthize ngayo iguquka ngalokuph ya cincaka hi
itjhuguluka ngokuphelel elele. shanduka ku hetiseka
ngokuzelek e tshoṱhe
o
socio- sosio- umqondo ingcinga uhlelo go hlaloša mohopolo mogopolo luhlelo nḓila ya socio-
constructio konstruktiv wokwakha ebunjwa olugxile le go arola wa wa lolugcile ngudo yo constructi
nist istiese umuntu sisimo emqondwe dihlopha motshehet kagelelokit ekwakheni ḓitikaho onist
perspectiv perspektief lapha somphaka ni wabantu tša batho si wa so-loago tenhlalo nga perspectiv
e die ukukhula thi intuthuko tšwelotšope socio- tlhabololo e intfutfuko vhathu e
developmen perspektief komuntu uphuhliso encike le e theile constructiv ikaegile ka yeyame mveledziso nhluvuko
t is dat kudzimelele lwengqiqo ekuxhuman go ism kgolagano ekuchuma ine yo wu
dependent ontwikkeling phezu yomntu aneni tsenelano kgolo ya ya loago, neni ḓitika nga tshembela
on social van sosiale kokuhlanga luxhomeke kwabantu, ya leago, le motho e mme go ngekweten matshilisan eka
interaction, interaksie na nabanye ka kuhlobo nokuthi gore go itshetlehile ithuta ka ga hlalo, o n'wangulan
and that afhanklik is abantu, lelo umntu ukufunda ithuta ga dikamanong loago tota kantsi loko tshitshavha o wa
social en dat hlelo asebenzisa kwabanye leago go iša tsa hae le go isa kwa kufundza ni, na ine u vanhu, na
learning sosiale leer lokufunda na ngalo abantu go kgolo ya batho ba kgolong ya ngekweten guda ha leswaku ku
actually in ebantwini kunye kuholela ngwana bang, le tlhaloganyo hlalo tshitshavha dyondza
leads to werklikheid eqinisweni nomphakat ekuthuthuke hore ho mbambam hu livhisa ka vanhu
cognitive tot kurholela hi kwaye ni ithuta ho ba ba kha kahlekahle
developmen kognitiewe ekukhuleni loo ngokomqon bang ho kuholela mveledziso ku vanga
t ontwikkeling kwengcond mfundiso do hodisa ekutfutfuke ya nhluvukiso
o yomphakat monahano ni
18
aanleiding ngokwelwaz hi kwengcond muhumbul wa

gee i ikhokhelela vo. o ngqondo
kuphuhliso
lwengqiqo
S E N SOTHO A A A
zone of sone van ukukhula ummandla indawo phapano karolo e karolo ya indzawo zounu ya zone of
proximal proksimale komqondo wophuhlis yokusonde gare ga bontshang kgolo e e yekusond mveledzis proximal
developme ontwikkelin kanye o lana seo kgolo ya gaufi zelana o ya developm
nt g nekghonak olukutsha nentuthuko morutwana nnete pharologan nentfutfuk ndeme ent
difference die verskil alo ne umehluko a ka se phapang o magareng o phambano ku
between the tussen die lokukhula nobukrele okhona dirago a le pakeng tsa ga seelo sa umehluko vhukati ha hambana
learner’s leerder se ngomqond krele phakathi tee le seo a boemo ba nnete sa emkhatsini kualutshele exikarhi ka
actual werklike o ngumahluk kwezinga ka se nnete ba kgolo ya welizinga kwa levhele ya
developmen ontwikkeling mumehluko o phakathi lokuthuthuk fihlelelago kgolo ya morutwana mbamba muhumbul ku hluvuko
tal level and en hulle ophakathi kwezinga a ge a moithuti le le seelo se lekutfutfuk o wa wa xiviri na
their potensiële kukukhula lophuhliso kwangempe hlahlwa boemo boo a ka a mugudiswa levhele ya
potential vlak kwamambal akulo la komfundi phapano ba ka bang kgonang ka kwemfundz na tshiimo yena ya
level a umfundo kanye gare ga ho bona sona i kanye tshavho vuswikoti
komqondo nelo zinga nezinga legato la nemandla tshine vha leyi
womfundi anokuba umfundi nnete la ekufinyelel vho kona u mudyondzi
kanye kulo akwazi morutwana a shuma nga a nga
nekghonaka ukuthi le legato la kulangakh vhoṱhe fikelelaku
lo afinyelele gagwe la ona eka yona
yokukhula kulo bokgoni
komqondo ngokwekho
womfundi no lakhe
Chapter 3
barriers to leerstruikel Iinqabo/ imiqobo imigoqwan mapheko a dithibelath dikgorelets tihibe zwithithisi swirhalan
learning blokke of - linthikamez ekufunden e evimba go ithuta uto i tsa go letivimba zwa u ganyi eka
difficulties versperrin i i ukufunda mathata ao mathata a ithuta kufundza guda ku
blocking gs zokufunda Imingeni ubunzima a thibelago thibelang mathata a a bumatima vhukonḓi dyondza
access to probleme kubudisi edala obukhona phihlelelo baithuti ho kgoreletsan lobuvimba vhu ku tikeriwa
learning and wat toegang obujame ubunzima obuvimbela ya go ithuta ithuta le g phitlhelelo kufinyelela thivhelaho loku
developmen tot leer en endleleni nenqanda ukuthi kube le kgolo ya ya go ithuta kutsi kube u kona u sivelaka
t, located ontwikkeling yokufunda ukufikelela nokufunda tšwelotšope bona, a le kgolo, a nekufundz guda na mfikelelo
19
either in the blokkeer nokukhula, ekufundeni kanye le, a fumanwang ka ne a le a mveledziso eka ku
education wat in die lezi kunye nentuthuko, hwetšwago tlhophisong thulaganyon nentfutfuko , zwine dyondza
system, the onderwysst zithikamezo nophuhliso kuyenzeka peakanyong ya thuto, g ya thuto, , zwa vha na ku
school or elsel, skool zitholakala . Le uthole ya thuto, sekolong sekolo kuyenteka kha hluvuka,
the learner of die mhlambe mingeni ukuthi sekolong kapa ho kgotsa mo kutsi sisiṱeme ya loku
leerder kusistimu isenokuba isohlelweni goba go moithuti morutwane titfolakale pfunzo, kumekaka
gesetel is yefundo, lapha lwemfundo morutwana ng mhlawumb tshikolo ku nga va
esikolweni kwinkqubo olusetshenz e kana eka
nanyana yemfundo iswayo, eluhlelweni mugudiswa sisteme ya
kumfundi okanye ibe esikolweni lwetemfun dyondzo,
sesikolwen noma dvo, xikolo
i okanye kumfundi esikolweni kumbe
kumfundi uqobo nome mudyondzi
ngokwakhe kumfundzi.
CAPS KABV I-CAPS I-CAPS I-CAPS CAPS CAPS CAPS i-CAPS CAPS CAPS
Curriculum (CAPS) KusiTatime Ligama isifinyezo Setatement Seteitement Polelo ya Sitatimend Tshitatame Xitatimente
and Kurrikulum- nde elisisishun esisho e sa Pholisi e sa Pholisi Kharikhula e nde tsha xa Pholisi
Assessment en seKharikhy qulelo ukuthi: ya ya mo le Lesiytinchu Mbekanya ya
Policy assessering ulamu lesiNgesi Isitatimende Lenaneothu Kharikhula Pholisi ya bomgomo maitele ya Kharikhyul
Statement. s- noMthetho elimele Esiyinqubo to le Kelo mo le Tlhatlhobo. Yekharikhu Ndingo na amu na
It stipulates beleidsverkl mgomo Curriculum mgomo Se šupa Tekolo E tlhagisa lamu Kharikhuḽa Makambel
the aim, aring. Dit wokuHlola. and Yekharikhul maikemišet se bolela ka maikaelelo, Nekuhlola. mu. elo.
scope, stipuleer die Sihlathulula Assessme amu šo, morero, sepheo, sekoupu, Sichaza Tshi Xi
content and doelstelling, umnqopho, nt Policy Nokuhlola. diteng le boholo le diteng le inhloso, sumbedza hlamusela
assessment omvang, ubukhulu, Statement. Lesi kelo ya dikahare tsa tlhatlhobo bubanti, ndivho, xikongomel
for each inhoud en ilwazi Ibeka sitatimende thutwana ye seo ho ya serutwa lokucuketf tshikoupu, o,
subject assessering elimunyeth elubala sichaza nngwe le ye rutwang ka sengwe le we kanye zwine zwa vuanami,
listed in the s-proses weko kanye injongo, inhloso, nngwe ye e sona le sengwe se nekuhlola tea u vundzeni
NCS ten opsigte nokuhlolwa umhlaba ubukhulu lego tekolo ya se leng mo kuleso katela na na
Grades R– van elke kwesifundo wezifundo, nokunaba, lenaneong thuto e lenaneng la naleso ndingo kha makambel
12 vak wat in soke imixholo okuqukethw la NCS nngwe le e NCS la sifundvo thero iṅwe elo eka
die NKV esirheliswe kunye e/ indikimba Dikreiting nngwe e Dikereiti R– lesibhalwe na iṅwe yo dyondzo
Graad R–12 ku-NCS nohlolo kanye tša R–12 boletsweng 12 ku-NCS sumbedzw yin'wana
gelys is amaGreyidi kwisifundo nohlelo ka hara Grades R- aho kha na
R– 12 ngasinye lokuhlolwa NCS ya 12 NCS ya yin'wana
esiweliswe kwesinye Dikereiti tsa Gireidi R - leswi
kumqulu nesinye R-12 12 xaxametiw
weNCS isifundo eke eka
20
wamaBang esichazwe Tigredi ta

a R-12 kwi-NCS R–12 ta
ukusukela NCS
kumabanga
-R – 12
S E N SOTHO A A A
centralisati sentralisas ukusenthra ukuzikithi uhlelo kgobokany taolo ya kgolagany luhlelo ndaulo vutekaswi
on ie layisa/ukub sa lapho o ya mosebetsi o lwekenta kha vhupo boho bya
at op eka eburhulum imisebenzi diphetho sebakeng mo umsebenti vhuthihi le
government regeringsvla endaweni enteni yenziwa leatong la se le seng legatong la endzaweni kha xivindzini
level a k bevat ’n eyodwa ikharityhula wuhlaka mmušo boemong puso yinye muvhuso eka levhele
defined omskrewe esigabeni m olulodwa, lenaneothut ba mmuso, kharikhulam lolusezinge ndi ya mfumo
curriculum kurrikulum sikarhulume echaziwey kanti lolu o le na le kharikhulam oee ni kharikhuḽa kharikhyula
contains uitvoerige nde o iqulethe hlelo melawana oe tlhalositswe lwahulume mu yo mu leyi
detailed regulasies ikharikhyula imigaqo ezingeni ka botlalo la hlalositswen ng e na le nde lapho ṱaluswaho vekiweke
regulations vir doelwitte mu yeziphumo likahulumen diteng, nako g e na le melawana ikharikhula ine ya vha yi na
for en inhoud, ehlathululw ezibonakal i luchaza ya sekolo, melawana e ka botlalo mu na swinawana
objectives skooltyd, ako ayo ikharikhula kgetho ya hlalositswen ya lechaziwe zwidodomb leswi nga
and die imumethe nomxholo, mu didirišwa g ka botlalo maikaelelo ucukatsa edzwa zwa na
content, selektering imithetho ixesha njengohlelo tša thuto, ya dipheo le le diteng, imitsetfosi ndaulo na vuxokoxok
school time, van elawulako lesikolo, oluqukethe maemo le dikahare, nako ya miso zwo o bya
selection of opvoedkund yoke ukukhethw imitheshwa kelo nako ya sekolo, lenemininin katelwaho, swikongom
educational ige ngokwehlos a na yenqubo sekolo, ho tlhopho ya gwane zwifhinga elo na
materials, materiaal, o kwezixhob eneminining kgethwa ha dimatheriale yetinhloso zwa vundzeni,
teaching onderwysst yeminqopho o wane disebedisw tsa thuto, nalokucuke tshikolo, u nkarhi wa
standards andaarde kanye zokufunda, yezinhloso a tsa thuto, maemo a tfwe, topolwa ha xikolo,
and en nelwazi imigangath kanye dipehelo le go ruta le sikhatsi matheriaḽa/ nhlawulo
assessment assessering elimunyeth o nendikimba tekolo ya ho tlhatlhobo sekufundz tshomedzo wa
weko, yokufundis yesifundo, ruta. a sesikolo, dzi timatheriya
isikhathi a nohlolo isikhathi kukhetfwa shumiswah li ta
sesikolo, sokufunda kwetinsita o kha dyondzo,
ukukhethwa esikoleni, tekufundza pfunzo, mipimo ya
kwamamath ukukhethwa , zwilingany ku
eriyali kwezisetshe tilinganisoz o zwa u dyondzisa
wefundo, nziswa inga guda na na
amazing zokufunda, tekufundzis ndingo
21
wokufundis amazinga a kanye makambel

a kanye okufundisa nekuhlola. elo
nokuhlolwa kanye
nohlolo
decentralis desentralis ukudisenth ukususa uhlelo phatlalatšo taolo ya kgaoganyo kusabalali phaḓaladz vutekaswi
ation asie ralayiza/uk uzikithiso lapho ya taolo mosebetsi kharikhulam sa luhlelo o ya boho lebyi
a more ’n meer uhlukanisa apha imisebenzi lenaneothut dibakeng oee lwekharikh ndaulo hangalasi
flexible buigsame ikharikhyula kuthethwa yenziwa o leo le tse obegang ulamu kharikhuḽa weke
curriculum, kurrikulum, mu ngekharity yizinhlaka fetogafetog fapaneng thata, e legucuka mu i kharikhyula
requires the wat die etjhuguluka hulam ezehlukene ogo, le kharikhulam batla seabe lula, shandukis mu leyi
direct direkte lula, efuna evumela Lolu nyaka gore oe ka ludzinga waho, i cincacince
involvement betrokkenh ukubandaka uhlengahle wuhlelo sekolo le kgonang ho tlhamalalo kutimband ṱoḓaho u kaka
and co- eid en nyeka ngiso, lwekharikhu barutiši fetolwa ho le go nna zakanya dzhenelela swinene,
ownership mede- okungasibu apho lamu mmogo ba ya ka beng ga ngco thwii na u leyi lavaka
of schools eienaarskap nqopha kukho eguquka tšee karolo maemo a dikolo le kanye dzhia ku
and van skole kanye ukuthatha kalula, kanti thwii le gore itseng, e barutabana nebunikati vhuḓifhind khumbeka
teachers en nobunikazi inxaxheba ludinga bobedi ba hloka hore mmogo bekuhlang uleli u ko
onderwyser obuhlangan okuthe ukwenziwa be beng ba dikolo le anyela lingana ha kongoma
s vereis yelweko ngqo mathupha sekolo matitjhere a betikolo zwikolo na vun'winikul
beenkolo nokuba kanye be le seabo nabothishe vhadededz obye bya
kanye ngabanini nobunikazi le ho ba le la. i swikolo na
nabotitjhere ababambis obuhlangan tokelo ya ho vadyondzis
eneyo yelwe e laola i
phakathi bezikole
kwesikolo kanye
nootitshala nabafundisi.
S E N SOTHO A A A
22
diverse diverse abafundi abafundi abafundi baithuti ba baithuti ba baithuti ba bafundzi vhagudis vadyondzi
learners leerders abahlukahl abahluken abehluken dinyakwa fapaneng ba labahluke wa vho vo
learners leerders ukileko eyo e tša go baithuti ba farologane ne fhambana hambana
with met bafundi abafundi abafundi fapana sebedisang ng bafundzi ho vadyondzi
different verskillende abasebenzi abasebenz abanezindle baithuti ba dipuo tse barutwana labanetindl vhagudisw lava
language taalgebruik, sa ilimi isa ulwimi la tšhomišo ya fapaneng, ba ba nang ela a vha tirhisaka
usage, leerstyle, ngendlela olwahlukile ezahlukene polelo, ba ithutang le tiriso ya letahluken shumisaho tindzimi to
learning soorte ehlukileko, yo okanye zokusebenz mokgwa wa ka mekgwa puo e e e nyambo, hambanah
styles, intelligensie abaneentayi izimbo isa ulimi, go ithuta, e fapaneng, farologanen tekusebent magudele, ambana,
types of , la zokufunda izitayela mehuta ya ba g, ditaele isa lulwimi, tshakha switayili
intelligence, ontwikkeling ezihlukenek ezahluken zokufunda, bohlale, bontshang tsa go ithuta titayela dza vhuṱali, swa ku
levels of s-vlakke en o, eyo, iindidi izinhlobo magato a bohlale ba tse di tekufundza zwiimo dyondza
developmen ekonomiese abanokuhla zobukrelek zokuhlakani matšo a mefuta e farologanen , tinhlobo zwa swo
t and , sosiale en kanipha rele, pha, tšweletšope fapaneng, g, mefuta tekuhlakani mveledziso hambanah
economic, kulturele okuhlukilek amazinga amazinga le le bao kgolo ya botlhale pha na ambana,
social and agtergronde o, ophuhliso, okuthuthuka ekonomi, ya bona e ee emazinga ikonomi, mixaka yo
cultural abanemilan nomahluko , imilando leago le leng farologanen ekutfutfuka vhubvo ha hambanah
background do kwimvelap yezomnotho setšo maemong a g, seelo sa kanye mvelele na ambana ya
s yetuthuko hi , yenhlalo fapaneng, kgolo se se nemamuva tshitshavha vutlhari,
newomnoth yezentlalo kanye le ho ba farologanen etemnotfo, zwo tilevhele to
ehlukileko, nenkcubek neyazamasi maemong a g le etenhlalo fhambanah hambanah
abanomlan o ko fapaneng lemorago le newetema o ambana ta
do wabantu moruong, le siko. nhluvukiso
kanye setjhabeng farologanen na
nesikopilo le g la vundzhaku
ehlukilekoz botjhabeng ikonomi, byo
etuthuko ba bona loago le hambanah
nezomnoth setso ambana
o eka swa
ezihlukileko, ikhonomi,
swa vanhu
na swa
mfuwo
inclusive inklusiewe ifundo imfundo imfundo thuto ye e thuto e thuto e e imfundvo pfunzo i dyondzo
education onderwys ebandakan equka efaka akaretšago amohelang akaretsang wonkhe katelaho yo katsa
in South in Suid- ya woke uwonke- wonke tšohle ka baithuti botlhe mo umuntfu ya Afrika hinkwavo
Africa Afrika eSewula wonke umuntu Afrika kaofela Aforikabor eNingizim Tshipemb eAfrika-
Afrika Borwa wa u Afrika e Dzonga
23
the practice die praktyk izenzo eMzantsi eNingisimu setlwaedi le Aforika tiriso le inchubo kushumisel endlelo na
and process en proses kanye Afrika Afrika tshepetšo Borwa tirego ya go nesento e na prosese ya
of creating om nehlelo imisebenzi isenzo ya go hlola ho etsa dira sekutsi maitele a u ku
supportive ondersteun lokwakha kunye kanye diphapoši maemo a diphaposibo kube sika kiḽasi tumbuluxa
classrooms ende amatlasi nenkqubo nohlelo tšaborutelo tshehetsang rutelo tse di nekweseke na zwikolo tikklasi to
and schools klaskamers kanye yokudala lokwakha le dikolo tše ditlhoko tse tshegetsang lwa zwine zwa dyondzela
that involve en skole te neenkolo amagumbi amakilasi di thekgago fapaneng le dikolo tse emaklasini katela na u leti
and meet skep om die ezisekelako okufundela asekelanay tšeo di tsa baithuti di nasetikolw swikelela seketelaka
the diverse uiteenlopen , lezo anika o kanye kgathago kaofela ka akaretsang eni letifaka ṱhoḓea dza na swikolo
needs of all de ezifaka inkxaso nezikole tema gape ditlelaseng le go tiphindze vhagudisw leswi swi
learners behoeftes nezanelisa nezikolo ezifaka di le dikolong, kgotsofatsa tihlangabet a vhoṱhe katsaka na
van alle iindingo ezibandak zihlangabez fihlelelagodi le ho etsa ditlhokwa ane ku fikelela
leerders te zabo boke anya ane nyakwa tše hore ba be tse di netidzingo swidingo
betrek en te abafundi zibuye nezidingo di fapanego le seabo le farologanen tabo swo
bevredig zihlangabe ezahlukene tša ho g tsa bonkhe hambana
ze izidingo zabo bonke barutwana kgotsofatsa barutwana bafundzi. swa
ezahlukiley abafundi ka moka ditlhoko ba botlhe vadyondzi
o tsena. hinkwavo
zabafundi
bebonke
Language Taal van ILimi Ulwimi Ulimi Leleme la Puo e Puo ya Go Lulwimi Luambo Ririmi ra
of Learning Onderrig lokuFunda lokufunda lokufunda Go Ithuta sebediswa Ithuta le Lwekufun lwa u ku
and en Leer nokuFundi nokufundi nokufundis le go Ruta ng Go Ruta dza Funza na Dyondza
Teaching (TvL) sa (LoLT) sa (iLoLT) a (LoLT) (LoLT) Thutong (LoLT) neKufund u Guda na ku
(LoLT) die taal wat lilimi ulwimi ulimi leleme leo puo e puo e e zisa (i- (LoLT) Dyondzisa
the in die elisetjenzis olusetyenzi olusetshenz le sebedisets diriswang LoLT) luambo (LoLT)
language klaskamer wa swayo xa iselwa šomišwago wang ho go ruta le lulwimi lune lwa ririmi leri
used for vir onderrig ukufundisa kufundiswa ukufunda go ruta le ruta le ho go ithuta lolusetjenti shumiswa tirhisiwaka
teaching en leer nokufunda naxa nokufundisa go ithuta ka bala ka mo swa kha u eka ku
and gebruik ngetlasini kufundwa ekilasini phapošing tlelaseng phaposibor ekufundzis funza na u dyondzisa
learning in word egumbini ya borutelo utelong eni guda na ku
the lokufundel nasekufun kiḽasini dyondza
classroom a dzeni eklasini yo
eklasini. dyondzela
24
S E N SOTHO A A A
learning leergebrek Iinthikamez ukuphaza izihibe tšhitišo ya bofokodi bokoa jwa kukhubate vhukonḓi ntsandzek
impairment verwys na o miseka kwezokufu go ithuta ba ho go ithuta ka ha u guda iso wa ku
refers to a ’n aantal zokufunda ekufunden nda e šupa ithuta go kaya kutekufun zwi amba dyondza
number of versteurings kutjhiwo i lokhu bothata bjo bo bolela makoa a le dza kusho tshivhalo swi vula
disorders wat die kwinano I oku kuchaza bo šitišago palo e mmalwa a a linani tsha mipfilunga
which may verwerwing, lokutjharaga kubhekisa inani mošomo wa itseng ya ka amang letihibe malwadze no yo
affect the organiserin na kwimiqobo lezihibe tlwaelo wo mafu a ka go fitlhelela, letingatsika zwine zwa hlayanyan
acquisition, g, behoud, okungaba ethile ezingaphaz o ka amago amang ho go meta nga a leyi yi
organisation begrip of nomthelela ephazamis amisa phihlelelo, ba le tsebo rulaganya, kutfolakala kwama lu nga ha
, retention, gebruik van phezu a uhlelo peakanyo, le bokgoni, go kwemfundv si lwavhuḓi khumbaka
understandi verbale of kwehlelo ukufumana lokutholakal tshwaro, tlhophiso, tshwarelela, o, u wana, u ku kumiwa,
ng or use of nie-verbale lokuzuza , a kwešišo ho hopola, go kuhleleka, dzudzanya maveketel
verbal or inligting kan ilwazi, ukulungelel kwemfundo, goba tirišo ho utlwisisa tlhaloganya kubamba , u kona u elo, ku
nonverbal beïnvloed phezu anisa, ukuhleleka, ya kapa ho kgotsa go ngengcond vhulunga hlayisiwa,
information kokuhlela, ukugcina ukugcineka tshedimošo sebedisa dirisa vo, nḓivho, u ku
kwehlelo ulwazi, kwemfundo, ye tsebo e tshedimoset kuvisisa pfesesa twisisiwa
lokubuyisa/l ukuqonda ukuqondisis ebolelwago fumanwang so ya nome kana u kumbe ku
okubamba, okanye a noma ka molomo dithutong mafoko kusebentis kona u tirhisiwa ka
lokuzwisisa ulwazi ikhono goba ye e kapa eo kgotsa e e a lwatiso shumisa vuxokoxok
nanyana oluthethwa lokusetshen sego ya moithuti a seng lolukhuluny mafhungo o bya
lokusetjenzi yo ziswa molomo iphumanela mafoko wako ane a tou nomu na
swa nolungathe kolwazi ng yona ka nome ambiwa lebyi nga ri
kwelwazi thwayo olukhuluny ho ipalla lolungakhul nga ki bya
elikhulunyw wayo noma unywa. mulomo nomu
a olungakhulu kana a sa
ngomlomo nyiwe ambiwi nga
nanyana mulomo
elingakhulu
nywa
ngomlomo
learning leertussen umtjhayeli umlamli umlamuleli mmoelanyi motataisi motserega umlamuli mukonany mupfuneti
mediator ganger wehlelo wemfundo wokufunda wa go thutong nyi wa go wekufund i kha zwa eka ku
a mediator ’n lokufunda umntu umlamuleli ithuta motataisi ke ithuta za ngudo dyondza
is tussengang umtjhayeli oququzelel umuntu mmoelanyi motho ya motseregan ngumuntfu mukonanyi mupfuneti i
somebody er is iemand mumuntu a ingxoxo ohlela ke motho yo etsang hore yi ke longumlam ndi muthu munhu loyi
who wat dialoog okghonakali eyenza izingxoxo, a ho be le mongwe yo uli ane a a pfunaku
25
facilitates a fasiliteer, sa ukuba lokho sepedišago puisano e o longumchu tshimbidza eka

dialogue, wat dit ikulumopikis ingcinga okwenza poledišano, etsang hore bebofatsan binchubo nyambedz n'wangulan
which moontlik wano, okanye kube lula ye e dirago mohopolo g puisano, e yenkhulumi ano, zwine o, leswi swi
makes it maak dat ’n owenza izimvo ukuthi gore kapa leng se se swano, zwa konisa endlaka
possible for idee of bona zikwazi imibono kgopolo maikutlo a dirang gore lokwenta uri swi koteka
an idea or gevoel kukghonaka ukucacisw noma goba hlokang ho go kutsi kube muhumbul leswaku
feeling to be gekommuni le kube a imizwa maikutlo a fetisetswa kgonagale lula kutsi o kana muanakan
communicat keer word nombono ixoxeke lula fetišitšwe ho ba bang, go tlhagisa umcondvo vhuḓipfi yo kumbe
ed nanyana go batho ba a fetiswe ka kakanyo nome luvo vhu kone u matitwelo
umuzwa bangwe tshwanelo kgotsa luvakalisw fhiriswa ya
okufanele maikutlo e lula. vulavuriwa
udluliswe
learning leerprogra Ihlelo Inkqubo uhlelo lenaneo la lenanethut lenaneo la luhlelo mbekanya nongonok
programm m lokufundayokufunda lokufunda go ithuta o go ithuta lwekufund mushumo o wa ku
e ’n faselange kulihleloinkqubo uhlelo olude thepedišo ketsahalo e tirego ya za inchubo ya u guda dyondza
a phase- proses van elide yesigaba ngesigaba ya sebaka telele ya ho legato le le yesigaba kuitele kwaprosese yo
long beplanning, elimumetheesithile esithile se itšego sa etsa telele ya go lesidze a leha hi
process for bestuur en isigaba yokwenza nokungelok go loga moralo, ho loga sekuhlela, tshifhinga xiyimo
planning, organiserin sokupulana,
amalungis uhlela, maano, go tsamaisa le maano, go kulawula tshilapfu hinkwaxo
managing g van sokuraga elelo, ukuphatha laola le go ho hlophisa tsamaisa le kanye kwa u ya ku
and klaskamer- kanye nolawulo kanye beakanya tshebetso go nekuhlele pulana/dzu kunguhata,
organising praktyk nokuhlelalokulungise nokuhlelisis mošomo wa ya ka rulaganya mbisa dzanya, u ku fambisa
classroom umsebenzilela a ukufunda phapošing tlelaseng tiragatso ya kufundza langula na na ku
practice wangetlasin
imisebenzi ekilasini ya borutelo phaposibor eklasini. u lulamisa
i yasegumbi utelo vhekanya endlelo ra
ni maitele a le klasini
lokufundel kiḽasini yo
a dyondzela
norm norm injwayelo okuqhelek injwayelo/i setlwaedi tlwaelo tlwaelo indlelamv zwo endlelo ra
is derived is afgelei (norm) ileyo mvamisa tlhalošo ye e tswa e tswa mo ama ḓoweleah ntolovelo
from the van die isuselwa uhlobo leli gama e tšwa go lentsweng lefokong ligama o ri tekiwa ku
word word egameni lokuziphath lisuselwa lentšu la ‘tlwaelo’, lelisuselwa zwi bva suka eka
‘normal’ and ‘normaal’ en elithi a egameni ‘tlwaelo’ ‘tlwaelehile’ mme e kaya egameni kha ipfi rito
refers to verwys na ‘normal’ oluqhelekil elithi gomme e mme le maitsholo a lelitsi ‘ḓoweleaho ‘normal’
behaviour gedrag wat kanti lona eyo kwaye “ngokujway šupa bolela a ‘ngalokuva ’ nahone naswona ri
that is algemeen litjho olwamkele elekile/ngok boitshwaro boitshwaro amogeleseg misile’ zwi amba vula
generally aanvaar ukuziphatha kayo uvamile” bjo bo bo ang ka kantsi lisho vhuḓifari mahanyelo
okuhle kanti amogelwag amoheleha kakaretso kutiphatsa vhune ha lama
26
accepted in word in ’n okwamukel kuwonke- lichaza o ka ng ka mo jikelele ṱanganedz amukeriwa

a society samelewing eka wonke ukuziphatha kakaretšo kakaretso setšhabeng lokwemuke wa kha ka eka
emphakathi okwamukel mo setjhabeng lekako tshitshavha sosayati
ni ekayo setšhabeng emmangw nga u
emphakathi eni. angaredza
ni/esizweni
S E N SOTHO A A A
outcomes- uitkomsge ifundo imfundo uhlelo thuto ye e thuto e thuto e e luhlelo pfunzo yo dyondzo
based baseerde edzimelele esekelwe lwemfundo theilwego itshetlehile theilweng wemfundv mvelelo leyi
education onderwys phezu kwiziphu olugxile go dipoelo ng mo o ndivhany simekiwek
(OBE) (UGO) kwemiphu mo (OBE) kwimiphu (OBE) diphethong dipoelong lolweyame wa (OBE) e eka
is an ’n mela (OBE) yindlela mela (OBE) ke mokgwa (TID) ke (OBE) emiphume ndi nḓila ya mivuyelo
approach to benadering yindlela yokufundis le yindlela wa go ruta mokgwa wa ke molebo leni (i- u guda na (OBE)
teaching tot yokufundisa a enefuthe yokufundisa wo o ho ruta le o wa go ruta, OBE) lena u gudisa i endlelo
and impacts onderwys kanye kumacebo ethinta huetšago amang mme o ama yindlela ine ya eka
on teaching en invloede nemithelela okufundisa amasu maano a go mawa a ho ditogamaan yekufundzi kwama vudyondzis
strategies op yamano abhekisa okufundisa, ruta ao a ruta a o tsa go sa futsi nḓila dza u i naswona
that refer to onderwysstr wokufundis kubuchwep le ndlela šupago bolelang ruta tse di lenemtselel gudisa ri khumba
the ategieë wat a lawo atjho heshe ichaza tsela ye e mokgwa o kayang a zwine zwa maqhinga
preferred verwys na umethodoloj obukhethw indlela šomišwago kgethwang mokgwatiris kumasubu amba nḓila ya ku
methodolog die i onyulwako ayo engcono go hlagiša o ooo ciko yo dyondzisa
y used to voorkeurme osetjenzisw nobusetye yokufundisa le go sebedisets tlhophiwang ekufundzis ṱanganedz lama ya
unpack and todologie a nziselwa esetshenzis phethagatš wang ho go tlhalosa a waho ine vulaka
implement wat gebruik ukwendlala ukucacisa wa a hlalosa le le go lacondzisw ya methodoloj
the word om die kanye nokuseben ukuchaza lenaneothut ho kenya diragatsa e shumiswa i lowu
curriculum – kurrikulum nokusebenz zisa nokusebenz o – ga se kharikhulam kharikhulam kundlelakw u tsakeriwak
it is not a uit te lê en isa ikharityhula isa lenaneothut o o – ga se enta phaḓaladz a lowu
curriculum te ikharikhyula m – yona ikharikhula o tshebetsong kharikhulam lenconywa a na u tirhisiwaka
implemente mu – ayiyokharit mu – – ha se o ko konisa u ku
er – dit is akusiyo yhulam akuyona kharikhulam lesetjentise shumiswa tlhantlha
nie ’n ikharikhyula ikharikhula o lwa ha na ku
kurrikulum mu mu kuchaza kharikhuḽa simeka
nie nekufezeki mu – iyi a kharikhyula
sa si mu –
ikharikhula kharikhuḽa kambe a hi
mu – mu kharikhyula
akusiyo mu
27
ikharikhula
mu.
qualificatio kwalifikasi iziqu isiqiniseki isitifiketi lengwalo la lengolo la borutegi ikhwalifik Ndalukan Nthwaso
n e kukuhlonitjh so semfundo/ thuto thuto ke heshini o (khwalifik
is the formal die formele wa kukuvuma ikhwalifikh ke temogo ke kamogelo e sibonakalis ndi u hexini)
recognition erkenning ngokusemth okusesikw eshini ya kamoheleho e o ṱanganedz i ku
and en ethweni eni lesi semmušo le ya tlhomamen lesisemtset wa ha tekeriwa
certification sertifisering kanye nokukhuph yisibonakali setifikeiti sa semmuso le g le kabo ya fweni tshiofisi na enhlokweni
of learning van nokunikelw a isatifiketi so phihlelelo ho fana ka setifikeiti sa nekunikwa u ṋewa ka
achievemen leerprestasi a sokuphum esisemtheth ya go ithuta setefekeiti phitlhelelo sitifiketi ṱhanziela mafundza
t awarded e wat deur ngesitifikeyit elela weni futhi seo se sa ho atleha ya go ithuta sekukhom ya u na ku
by an ’n i izifundo. yisitifiketi abjago ke dithutong se se bisa ṱhaphudza nyikiwa ka
accredited geakkredite esikhombis Isiqinisekis esikhombis institušene leo moithuti neelwang kuphumele ngudo nga xitifikheti
institution erde a o a ye e ya ke setheo la tshiimiswa ka
instelling ukuphumele sikhutshwa ukuphumele dumeletšwe phethelang se se etifundvwe tsho mfikelelo
toegeken la liziko la go dithuto a le tlhomamisit ni lonikwa ṋewaho wa ku
word kokufunda elivunywe emfundweni fuwang ke sweng sona thendelo dyondza
esinikelwa ngokusesik , kanti lesi institutishen sikhungo ya u ita lowu
liziko weni sitifiketi ee lesigunyati izwo nyikiwaka
elisemtheth sikhishwa dumelletsw we. hi
weni yiziko eng ho fana instituxini
lemfundo ka lona leyi
elinegunya nyikiweke
lokufundisa mpfumelel
nelisemthet o wo tirha
hweni
SKVAs VKWHs SKVAs ii-SKVA ama-SKVA diSKVA diSKVA diSKVA ema- dziSKVA Ti-SKVA
skills, vaardighed Iamakghon sisishunqul lesi mabokgoni, bokgoni, dikgono, SKVA zwikili/nḓiv swikili,
knowledge, e, kennis, ofundwa, elo yifinyezo tsebo, tsebo, kitso, sifinyeto ho, vhuvha vutivi,
values and waardes en ilwazi, sesiNgesi esimele mekgwa ya metheo ya dintlhatheo lesisho na maime mikhuvane
attitudes houdings iimfundiso esimele ukuthi: boitshwaro boitshwaro le mekgwa emakhono, ne na
kanye skills, skills, le le maikutlo lwati, mavonelo
nemikghwa knowledge, knowledge, maitshwaro emazingag hi
values and values and ugu miehleketo
attitudes. attitudes – netimongc
Sixela nokusho: ondvo
izakhono, amakhono,
ulwazi, ulwazi,
28
iinqobo amagugu
zokuziphat kanye
ha nemiqondo
neembono
standard standaard izinga umgangat Izinga maemo pehelo maemo silinganis zwilingany mpimo
refers to the verwys na kutjhiwo ho lokhu e šupa e bolela a kaya ozinga o (xitandadi)
quality die ihlelo ubhekisa kuchaza tshepetšo boemo ba tirego ya loku kusho zwi amba swi vula
assurance gehaltevers lokuqiniseki kwinkqubo uhlelo ya tiišo ya tsamaiso ya netefaletso inchubo maitele a prosese ya
process ekerings- sa iukuthi yokuqinise oluqinisekis boleng tiisetso ya boleng yesiciniseki khwaṱhised vutiyisisi
proses kube kisa a izinga so zo ya bya risima
nekhwalithi umgangath lemfundo selizingasi maimo a
o mo. tshithu
S E N SOTHO A A A
special spesialebe ifundo imfundo imfundo thuto ya thuto ya thuto ya imfundvo pfunzo ya dyondzo
needs hoefte- yeendingo yezidingo eqondene dihlokwa ditlhoko ditlhokego yetidzingo ṱhoḓea ya
education onderwys ezikhetheki ezikhethe nezidingo tše itšego tse tse di letikhetse dzo swidingo
the special die spesiale leko kileyo ezithile dipeakanyo ikgethang kgethegile kile luhlelo khetheaho swo
educational onderwysre kumahlelo amalungis ezikhetheki tša thuto tše ditlhophiso ng lolukhetsek nzudzanyo hlawuleka
arrangemen ëlings wat akhethekile elelo le di itšeng tše tsa thuto e dithulagany ile dza pfunzo maveketel
ts which are vir kinders ko emfundo lezi di lego gona ikgethang o tsa thuto lwemfundv dzo elo ya
in place for met wokuhlelek akhethekile yizinhlelo tša bana tse tse di o khetheaho dyondzo
children gestremdhe a kwefundo, yo zezidingo bao ba fumantshwa kgethegilen lolukhona dzo yo
with de geld okumahlelo abekelwe zabafundi phekago ka ng bana ba g tse di lwebantfwa vhewaho u hlawuleka
disabilities asetjenzisw ukuba ezithile bogolofadi phelang le baakanyedit na itela vhana lama nga
a lapho kulungisele ezikhethekil boqhwala sweng bana labanekuk vha re na kona ya
kufunda lwe e, lezi ba ba nang hubateka vhuholefha vana lava
abantwana abantwana zinhlelo le bogole li nga na
abaphila abayimilwe zinikezwa vutsoniwa
nokukhubaz lwe abafundi
eka abanokukhu
bazeka
okuthile
transforma transforma itjhuguluko inguqu uguquko phetogo phetoho phetogo ingucuko tshanduko ncinco
tion in sie in kezefundo kwezemfu kwezemfun thutong thutong mo kutemfun kha eka
education onderwys kusebenzis ndo do go šomiša ho sebedisa thutong dvo pfunzo dyondzo
a iindlela mekgwa ye mekgwa e kusebentis
29
using die gebruik ezihlukileko ukusebenzi ukusebenzi e fapanego fapaneng go diriswa a tindlela u shumisa ku tirhisa
different van zokufundisa sa sa izindlela ya go ruta ya ho ga letahluken maitele a u maendlelo
teaching verskillende ukufaka ubuchule zokufundisa go kgothalletsa ditiragatso e guda o yo
practices to onderrigstra ummoya bokufundis ezahlukene hlohleletša baahi ba tsa go ruta tekufundzis fhambanah hambana
foster tegieë om wokuba a ukukhuthaz badudi bao bohlokwa tse di a o u itela u yo
critical kritiese zizakhamuz obahluken a ba kgonago ho sebedisa farologanen kukhutsata ṱuṱuwedza dyondzisa
citizens by burgers te i eyo ukuze izakhamizi go swaya mekgwa e g go takhamuti vhadzulap ku
implementin bevorder ezicabangis kuphuhlisw ukuthi diphošo ka tlisang tsweletsa letinemcon o vhane kondletela
g equity and deur isako e abemi zilingane, go tekatekano barutwana dvo vha kona u vaakatiko
redress, gelykheid ngokuseben abaneliso kulungiswe phethagatš le ho lokisa ba ba wekucubun ṱahisa lava nga
non- en zisa ihlelo elibukhali. okwakungal a diphoso tse kgonang go gula ttintfo mihumbulo na
discriminati regstelling, elilinganako Oku ungile tekatekano entsweng, tlhaloganya ngekufeze yavho nga vuxopaxopi
on, access, nie- kanye kwenziwa phambilini, le ditokišo, ho se ditso tse di kisa u thoma u hi ku
justice and diskriminasi nokulungisa ngokuthi kungacwas go se kgetholle, farologanen kulingana shumisa simeka
democracy e, toegang, ubutjhapha, kusetyenzi wanwa, tlhaole, ho etsa g ka go nekulungis maitele a ndzingano
in schools geregtighei ukusebenzi swe wonke phihlelelo, hore diragatsa a kabusha, ndinganyis na
d en sa ihlelo iinkqubo umuntu toka le baithuti tekatekano kungaband o na u ndzulamiso
demokrasie elingakheth zolingano afinyelele temokerasi kaofela ba le lululi, thandululo, ,
in skole te ululiko, nembuyek kwimfundo, dikolong fumane paakanyo, kufinyelela, a sa dzhii nkalaxihla
implemente ukutholakal ezo, kube thuto, ho go se bulungiswa sia, a wuhlawu,
er a ezokungac nobulungis etsa dintho tlhaole, kanye konisaho mfikelelo,
kweensetje alucaluli, wa ka toka le phitlhelelo, nentsandv tswikelelo, vululami na
nziswa, kungathint kanye ho sebedisa bosiamisi le o yelinyenti vhulamuka xidemokra
kobulungis elwa nentando demokerasi temokerasi etikolweni. nyi na si
wa kanye ukufikelela, yeningi dikolong mo dikolong dimokirasi eswikolwe
nedemokhr kubekho ezikoleni zwikoloni ni
asi ubulungisa
eenkolweni nolawulo
lwentando
yabaninzi
ezikolweni.
work- werkgeïnte ukufunda imfundo ukufunda go ithuta ho ithuta o go ithuta kufundza ngudo dza ku
integrated greerde okuhlanga edibene okuxubene go go ntse o go go lokubhice mushumo dyondza
learning leer nisa nomseben nokuseben tsenelelan sebetsa golaganen ne wo loku
also known staan ook ukusebenz zi za kuphinde ago le lereo lena le g le tiro nekusebe ṱanganela pfanganisi
as field bekend as a imfundo kwaziwe mošomo tsejwa hape go itsege nta ho weke na
experience; veldervaring lokhu esekelwe ngokuthi gape e e le gape jaaka kuphindze zwi ḓo vha ntirho
students ; studente kwaziwa kumava isipiliyoni tsebja bjalo boiphihlelo maitemogel futsi zwa ḓivhea
30
engage in raak njengelwazi omsebenzi sasemsebe ka boo moithuti o a kwa kwatiwe sa sia ḽine ku tlhela ku
activities betrokke by elitholakala ; abafundi nzi; lapha maitemogel a bo tirong; ngekutsi muthu a tiveka
that are aktiwiteite endaweni benza abafundi oa fumanang baithuti ba sipiliyoni vha na tanihi
specifically wat yokusebenz imisebenzi benza mošomong; ka ho nna le sasemseb tshenzhem ntokoto wa
created to spesiaal a; elungiselel imisebenzi baithuti ba sebetsa le seabe mo entini, o khaḽo; ndzima;
deepen geskep is ukubandaka we bona eyakhiwe kgatha ho sebedisa ditiragalong bafundzi vhagudisw swichudeni
their om hul nya ukuze ngokuqondil tema seo a tse di benta a vha leswi swi
understandi begrip van abafundi bawuqond e ukuze mešongane ithutileng dirilweng ka imisebenti dzhenelela endlaka
ng of the die ngokubanik e yelule ng yeo e sona; totobalo go ledalelwe kha migingiriko
field of bepaalde ela ngobunzul ukuqonda diretšwego baithuti ba godisa go ngco kutsi mishumo leyi yi
study studieveld imisebenzi u umba kwabo go etsa tlhaloganya ijulise ine yo tumbuluxer
te verdiep eyakhelwe wecandelo kwalowo katolaoša mesebetsi e lephata la kuvisisa sikelwa u iweke
ukuqinisa lemfundo mkhakha kwešišo ya etseditswen bona la kwabo khwaṱhisa ngopfungo
ilwazi labo abayifunde abawenzay bona ya g ho thuto kulowo kupfesesel pfu ku
malungana layo o noma karolo ya matlafatsa mkhakha e kwavho tiyisa
nomkhakha abawufunde go ithuta kutlwisiso labawufun kha sia ḽa ntwisiso
wefundo layo ya bona ya dzelako ngudo wa ndzima
orhujululwa lekala leo yeneyo ya
ko ba dyondzo
ithutelang
lona
Chapter 4
S E N SOTHO A A A
active aktiewe ihlelo ukufunda uhlelo go ithuta mokgwa go ithuta kufundza ngudo dza ku
learning leer lokufunda ngokwenz lokufunda ka go dira wa ho ruta ka ngenshise u dyondza
knowledge kennis moet elimajadu/ a ngokubam tsebo e o tiragatso kelo lapha dzhenelel ko
must be deur middel ukufunda imisebenz ba iqhaza swanetše kgothallets kitso e lwati a gingiriteka
discovered van die okumajadu i lapha go utollwa ang tshwanetse kufanele nḓivho i vutivi byi
and leerder se Ilwazi lapha ulwazi ulwazi le go baithuti ho go kutsi tea u boheka ku
constructed aktiwiteite kufanele kufuneka kufanele beakanywa ba le seabo itemogelwa lutfolakale tumbulwa thumbiwa
through the ontdek en lirhujululwe ukuba lutholakale ka baithuti ba , mme e futsi na u na ku
learner’s gekonstrue begodu lufunyanis futhi mešongwan tlameha ho agiwe ka lwakheke fhaṱiwa akiwa hi ku
activities er word lakhiwe we kwaye lwakheke a ya fumana ditiro tsa ngekuseben nga kha u tirhisa
ngokunikela ludityanisw ngendlela barutwana tsebo ka ho morutwana tisa dzhenelela migingiriko
abafundi e ngemiseben ithuta le ho kutimbandz /nyito nga ya
imisebenzi ngemisebe zi yomfundi bopa akanya mudyondzi
31
nzi yokubamba mohopolo ngenshisek vhagudisw

yemfundo kwimfundo wa seo ba elo a
eyenziswa ithutang ka kwemfundzi
ngumfundi sona ka ho .
etsa
mesebetsi e
itseng
affective affektiewe indawo/ibh ummandla isemizwa/s mokgwa ho sheba mokgwa simo zwipikwa xivandlav
domain domein oduluko wezomph omoya wa tlhagišo kgolo wa seluvo zwa u utivi xa
describes emosionele lokuthanda efumlo lokhu ya maikutlong maikutlo kuchaza guda zwo vuyelo
emotional reaksies en na/lokuzwe apha kuchaza maikutlo a moithuti o tlhalosa simo fhambana xi
reactions die vermoë lana kuchazwa isimo e hlaloša ketsahalon ditsibogo semiva ho zwi hlamusela
and the om, kuhlathulul ukusabelo semizwa tlhagišo ya g ya ho tsa kanye ṱalutshedz miangulo
ability to byvoorbeeld wa kwiimvakal esivelayo maikutlo le ithuta maikutlo le nelikhono a ya
experience, , empatie of imithintela elo kanye bokgoni bja ho hlalosa bokgoni lekuva kushumisel matitwelo
for instance, geluk te yemizwa nokufuman nekhono go lemoga, maikutlo a jwa go sipiliyoni, e kwa na
empathy or ervaar kanye a amava lokutholakal go fa moithuti le itemogela, njengekutsi muhumbul vuswikoti
joy nekghono afana a kolwazi mohlala, bokgoni ba sekai, nje, luvelo o na bya ku
lokuthola novelwano oluthile, temogo ya ho ba le kutlwelobot nome vhukoni ha tokota,
ilwazi okanye njengesibon ka moo maikutlo a lhoko injabulo. u tanihi
ngokwenza, uvuyo elo, batho ba jwalo ka kgotsa tshenzhela xikombiso,
njengesibon ukuzwelana bangwe ba kutlweloboh boitumelo , sa ntwelo
elo, ithando noma ikwago ka loko kappa tsumbo, u kumbe
nanyana injabulo gona goba lethabo pfela ntsako
ithabo lethabo vhuṱungu/v
havhalela
kana u
takala
analyse ontleed ukutsenga/ ukuhlaluty ukuhlaziya sekaseka hlopholla lokolola hlatiya sengulusa xopaxopa
break verdeel ukuhlaziya a lokhu go ho arola kgaoganya kucozulula u ku
information inligting in ukuphulaph ukucazulul kuchaza aroganya lesedi ka tshedimos lwatiso lube saukanya tlhantlha
down into verskeie ula ilwazi a ulwazi ukwehlukan tshedimošo dikotwana etso ka tincenye mafhungo vuxokoxok
its parts and dele en dink libe lube isa ulwazi ka le ho dikarolo kanye nga o byi va
think about na oor die ziincucwana ngamaqhe ngezingxen dikarolwana nahana ka tsa yona, nekucabang zwipiḓa na swiphemu
how the verwantska begodu keza, ye ebese gomme o hore mme o a kutsi u humbula swa byona
parts relate p wat die ucabange kucingwe ucabanga nagane ka dikarolo akanye ka letincenye nga ha uri na ku
to its overall dele met die ngokuthi ukuba loo amasu moo tsena di gore ngabe zwipiḓa ehleketa hi
structure algehele iingcenye maqhekez okuhlobanis dikarolwana amana dikarolo di tihlobene izwi zwi na mayelana
32
struktuur lezi a a lezo di jwang le golagana njani nawo vhushakaḓ na

het zihlobana angqaman zingxenye nyalelanago sebopeho jang le wonkhe e kha swiphemu
bunjani a njani xa ukuthi le sebopego sa tsona sebopego umumo tshivhumb leswi
nesakhiwo kudityanis zakhe sa yona ka kaofela sotlhe sa walo. eo tshoṱhe fambelana
soke wa lonke isakhiwo botlalo tsona nga u ka na
esiphelelek ulwazi solwazi angaredza xivumbeko
o olukhoyo olulodwa xa byona
oluphelele xo
angarhela
apply toepas sebenzisa ukuseben ukusebenzi diriša -sebedisa dirisa kusebentis shumisa tirhisa
use a gebruik ’n ukusebenzi zisa sa imfundo go diriša ho sebedisa dirisa a imfundvo u shumisa tirhisa
learned aangeleerd sa ikambiso ubuchule ukusebenzi tshepetšo seo o kgato e e kusebentisa maitele o endlelo leri
procedure e prosedure efundiweko obufundiw sa ingqubo yeo e ithutang ithutilweng inchubo gudwaho dyondziwe
in either a in óf ’n mhlambe eyo oyifundile ithutilwego sona mo lefundziwe hu nga vha ke ku nga
familiar or a bekende óf endaweni kwisimo esimeni kemong ye maemong a maemong esimeni kha va eka
new ’n nuwe oyijayeleko esiqhelekil osejwayele e tlwaelehilen aa lesetayelekil nyimele yo xiyimo xa
situation situasie nanyana eyo noma tlwaetšweg g kapa a tlwaelegile e nome ḓoweleaho ntolovelo
endaweni/e okanye esimeni o goba ye matjha ng kgotsa simo kana ntswa kumbe
bujameni esitsha esisha mpsha a lesisha. xintshwa
obutjha mantšhwa
S E N SOTHO A A A
behaviouri behaviorist ukukhombi Ingcingan Indlela temogo ya theori e mokgwa indlela vhuḓifari endlelo ra
sm e sa indlela e yokuziphat boitshwaro bolelang wa yekutiphat u wana mahanyel
gaining fokus op die yokuziphat yokuphath ha bja motho hore maitsholo sa kutfola nḓivho o
knowledge verkryging ha/ibhihevi wa ukuthola go hwetša boitshwaro go fitlhelela lwati nome kana ku kuma
or an ability van kennis yarizimu kukufuman ulwazi tsebo goba ba batho kitso likhono vhukoni vutivi
through the of ukuthola a ulwazi noma bokgoni ka bo kgotsa ngekuseben nga u kumbe
use of kundigheid ilwazi okanye ukubonisa go šomiša itshetlehile kgono ka tisa shumisa vuswikoti
experience, deur nanyana isakhono ikhono maitemogel maemong tiriso ya sipiliyoni, tshenzhem hi ku tirhisa
with equity, ervaring, ikghono ngokusebe lokusebenzi o, ka go se a itseng maitemoge ngekulingan o, nga ntokoto, ku
access, gekenmerk ngokuseben nzisa sa ulwazi, hlaole, ho ba le lo, ka a, nḓila i ri na
flexibility deur zisa ilwazi, amava, ngendlela phihlelelo, tsebo kapa tekatekano kufinyelela, linganaho, ndzingano,
and quality, billikheid, ngokulingan ulingano, elinganayo, go bokgoni bo , ngendlela ui mfikelelo,
33
aimed at buigsaamhe ako, ukufikelele yokutholaka fetogafetog

itseng ka ho phitlhelelo, legucukako swikelelah ncincacinc
changing id en elitholakala ka, la, a le boleng ,
sebedisa kobego le kanye o, i eko na
the way in kwaliteit en ko, ukuthambe ngendlela tše di
boiphihlelo boleng, go nelizingasi shandukise risima,
which gemik op elitjhuguluk la eguqu- ikemišeditš
bo ikaeletswe mo, aho leswi
learners gedragsver a lula kanye utshintsho guqukayo ego go
bontshang go fetola lokuhloswe nahone ya kongomisi
behave andering by nekhwalithi, nomgangat kanye fetolago
tekatekano, mokgwa o ngaso maimo, weke eka
die leerder enqophe ho neqophelo, tsela ye
ho kgona barutwana kugucula zwo ku cinca
ekutjhugulul ophezulu enenhloso barutwana
ho ba indlela livhiswaho ndlela leyi
eni indlela ngenjongo yokuguqula ba fumana/seb itsholang bafundzi kha u vadyondzi
leyo yokuguqul indlela itshwarago
edisa ka ona labatiphatsa shandukisa va
abafundi a indlela abafundi ka gona
ditlhoko tse ngayo. nḓila ine tikhomaka
abaziphatha yokuziphat abaziphatha itseng, ho vhagudisw hayona
ngayo ha ngayo kgona ho a vha
kubafundi etsa dintho ḓifara
tse ngayo
fapaneng le
boemo bo
phahameng
, ka sepheo
sa ho fetola
tsela eo
baithuti ba
etsang
dintho ka
yona
Bloom’s Bloom se Ithekzono Isakhelo uhlelo Theksono tlhophiso Taxonomy luhlelo khethekan ntlawahat
taxonomy taksonomi mi ka- sikaBloom lukaBloom mi ya ya Bloom ya Bloom lwaBloom yo ya o wa
a taxonomy e Bloom esi sakhelo lokuhlela Bloom tlhophiso ya taxonomy lwekuhlela Bloom Bloom
for the ’n Ithekzonomi sesemima izinto peakanyo kgolo ya ya mokgwa tintfo ndi ntlawahato
cognitive taksonomie yebhoduluk ndla uhlelo go ya ka monahano, wa kuhlela khethekan wa
domain, vir die o lokuzuza yengqiqo, lokwenyukel magoro ya e etsang kgopolo, tintfo yo ya sia ḽa xivandlavut
making kognitiewe ilwazi, senza a esizindeni legoro la hore go dira ngekuhlaka zwa ivi xa
teachers domein wat lokuyelelisa ukuba sokuhlakani tsebo le matitjhere a gore nipha muhumbul ntwisiso,
aware to onderwyser utitjhere iititshala pha bokgoni bja tsebe ho barutabana kwengcond o/kuhumbu ku endla
also work s daarvan ukobana zisebenze esiphezulu, kgodišo ya matlafatsa ba vo, kwenta lele, ine ya vadyondzis
on higher bewus asebenze kumazinga nokwenza mabokgoni monahano itemogele bothishela ita uri i va tiva ku
cognitive maak dat ndawonye engqiqo ukuthi a go šomiša wa boemo go dira kutsi vhadededz tirha na le
levels (e.g. hulle ook op ezingeni aphakamil othisha bazi tlhaloganyo, bo gape mo bacaphele i vha ḓivhe ka tilevhele
34
synthesisin hoër eliphezulu eyo (umz. ukuthi go dira gore phahameng seemong kutsi uri vha tea ta ntwisiso
g and kognitiewe lokuzuza ukucola kufanele barutiši ba (mohl. ho sa temogo kufanele u ita vha ta le
evaluating), vlakke moet ilwazi (isib. nokuvavan balenyuse lemoge kopanya e kgolwane basebente tshi gudisa henhla
and not werk (bv. ukwakha ya), izinga gore gape mehopolo e (sk. go emazingeni vha kha (xik. ku
always only sintetiseren kanye ukwenzela lokufundisa ba lebelele fapaneng kopanya le lasetulu tshiimo katsa na
focus on d en nokuhlola), ukuba ngezinye boemo bja ho bopa o go ekuhlakanip tsha nṱha ku
lower evaluerend) hayi kunngasol izikhathi libe tsebo le le mong le lekanyetsa ha tsha katsakanya
cognitive , en om nie ukuqala oko phezulu kgodiša ya ho e ), mme e kwengcond kuhumbule na ku
levels (e.g. net altyd op ngasosoke kugxilwe emazingeni bohlale hlahloba), e seng gore vo (sib. le (sa kambela),
recalling of die laer isikhathi kumazinga okuhlakanip (mohlala go seng ho ka dinako kuhlunga tsumbo u naswona
information) kognitiewe amazing engqiqo ha (isib. tliša mmogo matlafatsa tsotlhe go nekuhlola ṱanganyisa kungari
vlakke te aphasi asezantsi bakwazi le go monahano totiwe fela bunjalo) mihumbulo mikarhi
fokus nie wokuzuza (umz. ukugaya lekanyetša), wa boemo seelo se se nekutsi na u hinkwayo
(bv. herroep ilwazi (isib. ukukhumb kanye le gore ka bo tlase kwa tlase hhayi kutsi ṱhaṱhuvha ku
van ukukhumbul ula izinto) nokubuyeke mehla go se kamehla sa temogo bothishela mihumbulo kongomisa
inligting) a ilwazi) za into šetšwe fela (mohl. ho (sk. go solo ), na u sa ntsena eka
abayifundis boemo bja hopola gakologelw bafundzisa dzulela u tilevhele ta
ayo), hhayi fase bja lesedi) a bagcile shumisa ntwisiso ta
nje ukuthi tsebo le tshedimos emazingeni tshiimo le hansi
othisha bohlale etso) ekuhlakanip tsha fhasi (xik. ku
behlale bazi (mohlala, heni tsha tsundzuka
ukuthi go gopola kwengcond kuhumbule vuxokoxok
kufanele tshedimošo) vo le) sa o)
abantwana lokuphasi tsumbo u
ababafundis (sib. humbula
ayo kukhumbula fhedzi
babafunze lwatiso) zwithu zwe
ulwazi wa zwi
ngoba guda)
basemazing
eni aphansi
okucabanga
(isib.
akufuneki
ukuthi
othisha
kuhlale
kuba yibona
35
abaveza
ulwazi –
mabayekele
abafundi
kebazicaba
ngele
ngokwabo)
S E N SOTHO A A A
blended vermengde Ihlelo imfundo uhlelo thuto ka go ho ithuta go ithuta kufundza ngudo yo ku
learning leer lokufunda exutyiwey lwemfundo tswakanya ka mekgwa mo go lokuhlang ṱanganela dyondza
a formal ’n formele elihlangani o oluxubiwe/ lenaneo la e tswakants anisiwe naho loku
education onderwyspr siweko inkqubo oluhla- thuto ya kopaneng weng luhlelo mbekanya pfanganisi
program in ogram wat kuyiphrogre yemfundo nganisiwe semmušo tlhophiso ya lenaneo la lwemfundv mushumo weke
which a behels dat mu esesikweni uhlelo leo go lona mesebetsi e thuto le le o ya pfunzo nongonoko
student studente ehlelekileko apho lwemfundo baithuti ba amanang rulagantswe lehlelekile ya fomaḽa wa
learns at minstens yefundo umfundi ehlelekile, ithutago ya thuto ya ng le mo go lapho hune dyondzo
least in part gedeeltelik lapho efunda lapho bonnyane semmuso lona umfundzi mugudiswa ya
through deur die umfundi ezinye umfundi ka tlhagišo eo ho yona moithuti a afundza a guda mafundza
delivery of aanbieding afunda izifundo afunda ya diteng le moithuti a ithutang khona zwine zwa lowu eka
content and van inhoud okunganani esebenzisa okungenani thuto ka rutwang bonnye lenye vha wona
instruction en onderrig ingcenye ubuchwep ngokwethul mokgwa wa karolo e moo karolo incenye tshipiḓa xichudeni
via digital met behulp ngokukhom heshe wa titšithale le itseng ya ya thebolo ngekwetful mafhungo xi
and online van digitale bisa ilwazi bekhompy kwengqikithi inthanete ka dithuto tsa ya diteng le a kana dyondzaka
media with en aanlyn kanye utha, yesifundo taolo ye e hae le ho taelo e leng lokucuketf ndaela zwi hi hi
some media leer, nokulayela akwazi kanye lego ya latela ka mokgwa we tshi khou xiphemu hi
element of met ’n ngokuseben ukulawula nokuthunyel baithuti go ditaelo tseo wa dijitale le kwesifundv ṋetshedzw ku tirhisa
student element van zisa ihlelo ixesha, wa kolwazi nako, lefelo, a di fuwang inthanete o nemyalo a nga u mphakelo
control over studentebe ledijithali indawo ngobuchwe tselatatelo, ka dijithale mme go na ngekusebe shumisa wa
time, place, heer oor nele- yokufundel pheshe goba lebelo le ka le elemente ntisa inthanethe vundzeni
path, or tyd, plek, inthanede a kunye bekhomphy inthanete ka ya taolo ya idijithali hu na na xileriso
pace roete of pas kanye indlela utha tataiso e moithuti mo kanye ne- huṅwe u hi ku tirhisa
namanye yokufunda nangezindle itseng ya ho nakong, inthanethi langulwa swihangala
ama- okanye la ze- laola nako, lefelong, kanye ha samahung
elemente isantya inthanethi sebaka, mokgweng, nangencen mutshuden u swa
wokulawula kanti motjha kapa kgotsa ye yekutsi i kha xidijitali na
isikhathi, nokubheka lebelo umfundzi tshifhinga, swa le ka
36
indawo, inqubo lebelo la ho alawule vhupo, inthanete

indledlana, yomfundi ithuta sikhatsi, nḓila, kana leswi swi
nanyana ukulawula indzawo, maga/phim nga na
ibelo isikhathi, indlela o xiphemu
okukhanjwa indawo yekufundz xa vulawuri
ngalo yomsebenzi a nome bya
, umgudu litubane. xichudeni
wemfundo eka nkarhi,
noma ndhawu,
ijubane/isivi ndlela,
nini kumbe
elisetshenzi rivilo.
swayo
ekwenzeni
okuthile
cognitive kognitiewe ibhoduluko ummandla isizinda legoro la karolo ya mokgwa sikhundla kubveledz xivandlav
domain domein lokukhulis wengqiqo sokuhlaka tšhomišo monahano wa temogo sekuhlaka ele kwa utivi xa
intellectual intellektuele a ingcondo iziphumo nipha ya diphetho tse dipoelo tsa nipha zwikili zwa ngqondo
(minds-on) (verstandge imiphumela zobukrelek imiphumela tlhalogany amanang le botlhale (ka kwengcon nḓivho mivuyelo
outcomes rigte) yezokuhlak rele yokuphusa/ o bokgoni ba tlhaloganyo) dvo mvelelo ya swa le
uitkomste anipha nobulumnk yokuhlakani dipoelo tša ho nahana imiphumel dza miehleketw
kwengcond o pha tšhomišo ya le ho a ṱhalukanyo eni
o (komqondo) tlhaloganyo utlwisisa yekuhlakan /vhuṱali (u (ntirhiso
(menagano dintho ipha dzula u tshi wa
e dule e (kuhlakani khou miehleketo
šoma) pha shumisa )
kwemngco muhumbul
ndvo) o)
cognitively kognitiewe umlayelo imiyalelo umyalelo go ruta ka ho ruta ho taelo e e umyalo nḓila yo xileriso
guided -begeleide orholwa ekhokelwa ogxile go šetša kgothallets kaelwang logcile ḓisendeka lexi
instruction onderrig yindlela yingqiqo ekwakheni mokgwa ang ho ke temogo ekuhlakan ho nga leteriwaka
theory on teorie oor yokukhulis ingcingane ingqondo wa go nahana tiori ya ipheni vhagudis hi ku
the die wa engokubal le yithiyori nagana theori e botlhokwa kwengcon wa twisisa hi
importance belangrikhei komqondo uleka eveza tharollong buwang ka jwa puo le dvo lena thiori nga ngqondo
of language d van taal Ithiyori kolwimi ukubaluleka ya bothata bohlokwa theetso mo yitiyori ha ndeme thiyori hi
and en luister in emalungan nokuphula kolimi teori ka ga ba puo le go ruteng lemayelan ya luambo mayelana
listening in onderrig as a phula kanye bohlokwa ho mamela jaaka kago a na u na nkoka
teaching as nokuqakath ekufundise nokulalela bja polelo le ha ho rutwa ya loago nekubalule thetsheles wa ririmi
37
a social ’n sosiale eka kwelimi ni ekufundisen go theeletša e le ka ka a kha u na ku

construct konstruk kanye njengohlob i, ge go rutwa lebaka la kwelulwimi gudisa sa yingisela
nokulalela o njengendlel bjalo ka dikamano kanye zwi fhaṱaho eka
ehlelweni lokuphuhlis a yokwakha kgopolo yeo tsa batho nekulalela tshitshavha vudyondzis
lokufundisa a umuntu e ekufundzis i tanihi
njengehlelo umphakath hlamilwego eni xitumbulux
lokwakha i ke setšhaba njengendle wa xa swa
umuntu la vanhu
yekwakha
tenhlalo.
S E N SOTHO A A A
cohesion kohesie ukubumba umanyano ukunamath tshwaraga ho kopana tshwaraga kubumban vhuṱumani nkhomano
the act or die na/ibumba sisimo elana no ho kopana no a nyito kana xiendlo
state of handeling of no sokudiban lesi yisenzo tiro goba kapa ho ba tiro kgotsa lesi sento tshiimo kumbe
cohering, toestand Kusisenzo a, noma isimo boemo bja mmoho mokgwa wa nome simo tsha u xiyimo xa
uniting, or van nanyana ukumanya sokuhambis go go sekubumb buḓekanya ku
sticking saamkleef, ubujamo na okanye ana, swaragana, tlhomama, ana, , u vha khomana,
together verenig of bokubumba ukusebenzi ukubumbani go ba kopana, kuhlangan vhathihi ku va na
bymekaar na, sana sa noma seboka, tshwaragan a nome kana u vun'we,
bly bokuhlanga ngenxa ukuhlangani goba go ba a mmogo kunamtase shumisana kumbe ku
na, yenjongo sa selo setee lana namarhela
nanyana enye ndawonye ndzawonye na
ukuhbamba ulwazi
na
ndawonye
collaborati medewerki ukusebenzi ukuseben ukusebenzi tirišano tshebedisa tirisanomm kusebenti tshumisan ntirhisano
on ng/ sana/ukutj zisana sana go šoma le no ogo sana o ku tirha hi
to work samewerki hebisana ukusebenz ukusebenzi batho ba ho sebetsa go dira ka kusebenta u nhlanganel
jointly with ng ukusebenza a kunye sana bangwe le batho ba tshwaragan ngekuhlan shumisana o na
others or om met ndawonye kwabantu ndawonye goba bang o le ba ganyela na vhaṅwe van'wana
together ander saam nabanye ngakumbi kanye mmogo haholoholo bangwe nalabanye nga kumbe
especially in te werk, nanyana kwimizamo nabanye gagolo boitekong kgotsa nome maanḓa swin'we
an veral in ’n ngokuhlang yobungcali ikakhulukazi morerong bo mmogo ngekuhlan kha u ngopfungo
intellektuele anyela ekusebenzi kwimizamo wo o amanang le bogolosegol gana lingedza u pfu eka
38
intellectual ondernemin ikakhulu seni yokwakha sepelelanag bokgoni ba o mo ikakhulu

swikelela eka
endeavour g ngehloso ingqondo ukuhlakanip o le bokgoni ho nahana maitekong a ekwakheni
zwithu zwi migingiriko
yokuthola ha bja go le ho botlhale kuhlakanip
elanaho na ya swa
ilemuko ngokwengq nagana le utlwisisa ha zwa vutlhari
lokuhlakani ondo go kwešiša dintho ṱhalukanyo
ngekwengc
pha dilo ondvo /kuhumbul
ele
conceptual konseptuel Ilwazi ulwazi ulwazi kwešišo ya tsebo le kitso ya lwati u pfesesa vutivi bya
knowledge e kennis lomqondo olufumane lokwakha mekgwa ya kutlwisiso dikakanyo lwekwakh milayo na xinongoti
in education in die wegama kilyo umqondo ditshepedi ya mo thutong, a vhushaka eka
, this is onderwys ngokwefund kwezemfun kwezemfun šo le mohopolo seno gantsi umcondvo kha dyondzo,
often word dit o, lokhu do olu do, dikgopolo wa ntho e se kutemfund pfunzo, leswi
generalised dikwels as kanengi lulwazi lokhu ka go thuto, itseng akarediwa vo, loku izwi hakanyingi
as a group ’n groep kuthathwa olubonwa kuvamise se gantši se lekaleng la jaaka kuvamise kanzhisa swi
of specific spesifieke njengesiqhe njengeqela ukuthathwa akaretšwa thuto, setlhopha kucondzis zwi angarheliw
strategies strategieë ma samano lamacebo njengeqem bjalo ka hangata sa wa ecenjini angaredzw a tanihi
and skills en athileko obuchule bu lamasu sehlopha sa lereo lena le ditogamaan lemasubuci a sa ntlawa wa
vaardighed kanye nezakhono kanye maano le akaretswa e o le dikgono ko tshigwada maqhinga
e namakghon ezithile namakhono mabokgoni le sehlopha tse di rileng nemakhon tsha nḓila kumbe
saamgevat ofundwa athile tše di itšeng sa mawa le o latsite dza swikili swo
athileko bokgoni bo kushumele karhi
itseng na vhukoni
zwo imaho
ngauri
cooperativ medewerke ihlelo ukufunda uhlelo go ithuta ho ithuta go ithuta kufundza ngudo nga ku
e learning nde leer lokufunda ngokuseb lokufunda ka tirišano ka ho ka ngekubam tshumisan dyondza
is an ’n ngokutjheb enzisana ngokubam ke mokgwa sebetsa tirisanomm bisana o ko
educational opvoedkund isana luhlobo bisana wa thuto wo mmoho ogo yindlela ndi nḓila ya tirhisana
approach ige kuyindlela lwemfundo lolu wuhlelo o mokgwa wa ke molebo yekufundz pfunzo ine i endlelo ra
which aims benadering yefundo olunenjong lwemfundo ikemišeditš thuto oo wa thuto o o a tshipikwa dyondzo
to organise wat daarop enqophe o oluqonde ego go sepheo sa ikaeletseng lokuhloswe tshayo ndi leri ri
classroom gemik is om ukuhlela yokulungis ukuhlela beakanya oona e leng go ngayo u kongomisa
activities klaskamera imisebenzi elela imisebenzi mešongwan ho hlophisa rulaganya kuhlelembi dzudzanya ka eka ku
into ktiwiteite in yetlasi imisebenzi yasegumbin a ya ka mesebetsi ditirwanao sa mishumo veketela
academic akademiese ukobana yaseklasini i/yase- phapošing ya ka tsa imisebenti ya kiḽasini migingiriko
and social en sosiale itlasi libe ukuze ibe kilasini ya borutelo tlelaseng phaposibor yaseklasini nga ya le
learning leerervaring yindawo ngamava lokufunda ka hore e utelo go kutsi ibe zwigwada klasini yo
experiences yokuzuza obungcali lapho maitemogel tsamaellane nna yekufundz zwa dyondzela
39
s te ilwazi bezemfund abafundi o a go le dintho maitemogel a akademi yi va

organiseer ngokwenza o bafunda ithuta tseo baithuti o a thuto le ngengcond na ngudo mitokoto
be lihlelo nezentlalo khona lefelong la ba thutoloago vo kanye nga ya ku
lokuzuza izifundo thuto le go kopanang le nekufundz tshenzhem dyondza
ilwazi nokwengqo ithuta tsona a o ya ka
lezefundo ndo kanye setšhabeng thutong e ngekuphilis tshitshavha xiakhademi
ngendlela nokuphilisa phahameng ana ki kumbe
yezefundo na le tseo ba nalabanye ka swa
nangokufun njengabant ithutang bantfu. vanhu
disana u tsona
njengabant dikamanong
u tsa bona le
batho ba
bang
S E N SOTHO A A A
create skep ukwakha ukwenza/ ukwakha hlola (go -etsa go dira kwakha(hl u sika tumbuluxa
(synthesis (sintetiseer (ukuhlanga Ukudala (ukuhlela bopa ka go ho kgona (kopanya) anganisa) (mbumbek (ku
e) ) nisa ukugqiba nokuhlang kopanya ho ngola ka go fitlhelela kwacha anyo) pfanganis
accomplish voer ndawonye imisebenzi anisa dilo) boiqapelo; ditiro tsa imisebenti u kona u a)
creative skeppende ilwazi) yobuchule imiqondo) go kgona ho qala, ho boitlhamedi; yebuciko; bvelela kha ku
tasks; take uit; ukuqeda nokuyila, ukwakha mešongwan etsa moralo go tlhola, go kukhicita, mishumo humelerisa
generate, genereer, imisebenzi ukuceba imisebenzi a ya le ho ngola rulaganya le kuhlela ya vhusiki; swintirhwa
plan and beplan en yokuzicaba nokuvelisa ekhombisa boithomelo; go tlhagisa nekukhiph u na swa
produce produseer ngela, ubuciko; hlagiša, a bveledza, vutumbulu
yokwakha, eyakhayo, beakanya le u xi; ku
yokuhlela ehlelayo go vhekanya endla, ku
kanye futhi tšweletša na u kunguhata
nokukhiqiza nokukhiqiza bveledzisa na
ilwazi kuprojuza
40
diagnostic diagnostie indlela uhlolo ukuhlola teko yatekolo e tlhatlhobo kuhlola ndingo ya makambel
assessmen se yokuhlola lokuxilong ulwazi thekolohlahlobang ya go lwati ṱhaṱhuvho elo yo
t assesserin epopolako/ a nekhono e ela tsebo
boemo phekola nelikhono i ela femba
measures a g ekhanyisak luhlolo lomfundi le pele ho e kusho nḓivho na ya pima
learner’s assessering o lokulingani lolu hlelo mabokgoni
dithuto lekanyetsa kuhlola vhukoni/zw vutivi na
current wat ’n ukumeda sela ulwazi lukala tša bjale tša
e lekanya kitso le lwati ikili zwa swikili swa
knowledge leerder se ilwazi kanye nezakhono ulwazi moithuti
boemo ba dikgono tsa lwemfundzi mugudiswa nkarhi wa
and skills huidige namakghon zomfundi nekhono tsebo le morutwana lanalo zwa zwino sweswi
kennis en ofundwa lomfundi bokgoni boo tsa ga jaana kwanyalo swa
vaardighed womfundi lwangaleso moithuti a kanye mudyondzi
e meet wagadesi sikhathi nang le nemakhon
bona o
nakong eo
e etswang
discovery ontdekking Ihlelo ukufunda uhlelo go ithuta ho ithuta go ithuta kutifundze ngudo nga ku
learning sleer lokufunda ngokufum lokuzifund ka go ka ho ka go la u ṱoḓisisa dyondza
discovering om self te ngokuvum anisa ela nyakišiša iphumanel tlhotlhomis nekutitfole u ka
for oneself ontdek (leer bulula ukuzifuma nokuzivum go a dikarabo a la lwati ḓitumbulel vuthumbi
(learning by deur te ilwazi nisela bulule-la nyakišiša ka ho go kusho kutsi a (ngudo ku
doing) doen) elitjha ulwazi ulwazi bowena (go iphumanela tlhotlhomisa umfundzi nga u tou tithumbela
ukuzitholela ngokwakho lapha ithuta ka go ditharollo ka bowena utitfolela ita) (ku
ngokwakho (ukufunda umfundi dira) (ho ithuta (go ithuta yena lwati dyondza hi
ilwazi kanye ngokwenza uyazitholela ka ho ka go dira) ngekwakhe ku endla)
namakghon ) ulwazi yena sebedisa (kufundza
ofundwa ngokwakhe tsebo le ngekwenta
(ukufunda bokgoni boo )
ngokwenza) moithuti a
nang le
bona ho
batla le ho
iphumanela
ditharollo)
discussion bespreking ukucocisa ingxoxo ukufunda therišano moqoqo puisano kucocisan murerisan nkanelo
exchange die uitruil na/ukukhul ukwabelan ngokubam go fana ho qoqa le go ananya a kufundza o ku
knowledge van kennis umisana a ngolwazi ba tsebo le go ba bang ka kitso le go ngekuphak u ṋekana cincisana
and en begrip ukwabelana nokuqonda izingxoxo kwešišana seo o se tlhaloganya elana nḓivho na vutivi na
understandi ngelwazi na Ukuphakela tsebang le ngelwati kupfesesel ntwisiso
ng na ngolwazi e
41
kanye kanye ho se nangekuvis

nokuzwisisa nokuqondisi utlwisisa isana
sana
e-learning e-leer Ihlelo ukufunda uhlelo thuto ya ho ruta ka go ithuta luhlelo ngudo nga
ku
electronic elektroniese lokufunda ngobuchw lokufunda inthaneten inthanete ka tsela ya lwekufund kha dyondza
learning, leer; die nge- epheshe nge- g ho ithuta ka eleketoroni za nge- lubuvhisia
ka
using gebruik van inthanede bekhompy inthanethi go ithuta ka disebedisw ki inthanethi ngudo nga
xielektroni
devices toestelle ukufunda utha lokhu inthanete, a tsa go ithuta ka kufundza u shumisa
ki
such as a soos nge- ukufunda ukufunda go šomišwa elektroniki tsela ya nge- eḽekiṱhironi
ku
computer/ rekenaars, elekthroniki, ngokusebe ngobuchwe didirišwa tse jwalo ka eleketeronik nthanethi ki; u dyondza
smartphone slimfone of ukusebenzi nzisa pheshe be- tše bjalo ka khomphyuth i; go diriswa ngekusebe shumisaka
, i-pad, to tablette om sa izixhobo inthanethi, khomphuth a/smatefou didiriswa di ntisa zwishumis
xielektronik
deliver part, ’n gedeelte amadivayisi zombane njengokuse a/ nu, i-pad, tshwana le tisetjentisw wa zwi i; hi ku
or all of a van of ’n anjengekho ezifana benzisa smartphone ho ruta khomphiuth a fanaho na
tirhisa
learning hele mphyutha/is nekhompy ikhomphyut , i-pad, go karolo e a/ letifanana khomphyut
switirhisiwa
course leerprogram imatifowuni, utha, ha/i- aba karolo itseng kapa sematefoun nabongcon ha/simati
swo tanihi
aan te bied i-ipad, unomyayi smatifoni, ii- goba ka thuto o- dvomshini/ founu, i-
khomphyut
ngehloso okrelekrele pad ukuze moka kaofela khomphiuth simathifoni, pad, u ara /
yokwethula , i i-pad umfundi thutwana ya a, sediriswa i-ipad, gudisa smartphon
ingcenye athumele go ithuta sa i-pad, go kwetfula tshipiḓa
e, i-pad, ku
nanyana ingxenye tlamela ka incenye tsha fikisa
isifundo yolwazi karolo ya nome ngudo, xiphemu
esiphelelek noma sonke khoso ya go yonkhe kana kumbe
o isifundo ithuta ikhozi ngudo hinkwaswo
esifundwak esifundway gongwe yekufundz yoṱhe swa khoso
o o khoso a. leyi
yotlhe dyondziwa
ka
S E N SOTHO A A A
evaluate evalueer ukuhlola ukuvavan ukuhlola tekolo -hlahloba sekaseka kuhlola pima kambela
includes behels om ilwazi ya ngokulinga e akaretša ho e akaretsa ngekuling zwi katela swi katsa
checking, na te gaan, elingaphak ukuhlolisis nisa ulwazi go lekola, kenyeletsa go lebelela, anisa lwati u ṱola, u ku cheka,
critiquing te athi a, lokhu go swaya ho tshwaya sekaseka le kufaka sasaladza ku sola na
and giving beoordeel komfundo ukuphengu kubandakan diphošo le diphoso, ho go naya ekhatsi na u ṋea ku khensa
opinions en menings kufaka lula ya go fa hlahloba le dikakanyo kuhlola, mihumbulo na ku nyika
te gee phakathi nokunika ukubukisisa dikgopolo ho hlahisa kuchaphiya mavonelo
ukutjhega, izimvo , ukugxeka tša gago maikutlo nekunika
42
ukuhlaba kanye umbono

kanye nokunikeza wakho
nokunikela imiqondo
imibono ehlukene
exemplary voorbeeld- amamather izixhobo izinto didirišwa mehlala ya dimatherial tintfo matheriaḽa timatheriy
lesson lessteunm iyali zokufunda ezisetshen tša thuto tlhophiso e tsa sekai letisibonelu ali ta
materials ateriaal wesifundo eziyimizek ziswayo ye e lego ya thuto ya sa thuto ke o shumiswa dyondzots
are learning leeronderst asibonelo elo zezifundo mohlala letsatsi le dimatheriale sesifundv ho sa ongo ta
support eunings- kumamathe izixhobo zesibonelo ke didirišwa letsatsi tsa o tintfo tsumbo xikombiso
materials materiaal riyali ezixhasa lezi yizinto tša go thuša ke tshegetso tekusekela musi hu i
that provide wat asekela imfundo ezisetshenz go ithuta disebedisw ya go ithuta kufundza tshi khou timatheriya
suggestions voorstelle ukufunda ezibonakali iswayo tšeo di fago a tse tse di letinika gudiswa li to
for bied oor lawo sa ukusukela dikeletšo go tshehetsang neelanang tiphakamis vhagudis seketela ku
developing hoe om ’n anikela ingcebiso ukufunda hlabolla dithuto, tse ka o wa dyondza
a leaming leerprogram iintjhukumis yokuphuhli ezinikeza lenaneo la thusang ho ditshitshiny tekusungul ndi leti ti
programme wat o sa inkqubo imiqondo thuto leo le etsa o tsa go a luhlelo matheriaḽa nyikaka
which is leerdergese zokuthuthuk yemfundo yeziphakam nepišitšweg lenanethuto tlhama lwekufundz dza swiringany
learner- ntreerd en isa engqamele iso o go le lenaneo la a thikhedzo eto swa ku
centered aktiwiteitsge iphrogremu ne zokufunda morutwana arabelang go ithuta le lolweyame ya u guda hluvukisa
and activity- baseerd is, yokufunda, nomfundi ukwakha le go thewa ditlhokong le totileng kumfundzi ine ya nongonoko
based te ontwikkel leyo kwaye uhlelo go tsa baithuti morutwana kanye sumbedza wa ku
edzimelele enemisebe lokufunda mešongwan le ho le go theiwa nasemiseb kana u dyondza
kumfundi nzi ngendlela a itshetleha mo entini ṋetshedza lowu wu
begodu yemfundo egxile mesebetsin ditirwaneng mihumbulo simekiwek
edzimelele eliqela kubafundi ge nga ha e eka
phezu kanye matlafatsan mbekanya mudyondzi
komsebenzi nemisebenz g kgolo ya mushumo na ku
owenziwako ini bona ya u guda simekiwa
eyenziwayo ine yo eka
lavhelesa nghingiriko
kha
mugudiswa
na kha
mishumo
flipped omkeer- amatlasi Iiklasi inqubo diphapoši ho ithutela diphaposib liklasi kiḽasi dza tiklasi to
classroom klaskamers abonwa ezinecala yemfundo tša lapeng le orutelo tsa lemfundvo ngudo dzo dyondzela
s video’s en ngamanye elikekelisi eguqu- borutelo ho fuwa leano la go lehlangani ṱanganela leti
ander amehlo weyo guqukayo mosebetsi ithuta mo siwe ho
43
the ability to gevorderde kulikghono ukwazi leli yikhono tšeo di sekolong, go bafundzi ndi vhukoni pfanganisi
view videos leerinhoud lokubona ukubukelw lokubukela fetotšwego ho bontsha tswakants banikwa ha u vhona weke
and other kan amavidiyo a amavidiyo bokgoni bja kutlwisiso weng emavidiyo vidio na vuswikoti
advanced onafhanklik kanye kweevidiyo kanye go boga ya seo ho bokgoni jwa kutsi kanye dziṅwe bya ku
learning buite die nelinye nezinye nezinye divideo le ithutilweng go lebelela naletinye tshomedzo vona
content klaskamer ilwazi izixhobo izinhlelo diteng tše sona dibidio le tinhlelo dza ngudo tivhidiyo na
independen besigtig elithuthukile zokufunda zokufundisa dingwe tša ho kgona diteng tsa tekufundza nga vhoṱhe vundzeni
tly outside word ko zobuchwep ingqikithi thuto tšeo di ho shebella go ithuta tse letitfutfukile vha siho bya ku
the lokufunda heshe, oko yezifundo tšweleditšw dividiyo le di kutsi kiḽasini dyondza
classroom ngaphandle kusenziwa ngokuziqale ego pele ka dikahare tse tlhabolotsw bayowabuk lebyi
kwetlasi ngaphandl la noši o le ka ding tsa eng o le ela antswisiwe
e ezitholakala ntle ga thuto e nosi kwa emakhaya ke bya le
kwegumbi ngaphandle phapoši ya phahameng ntle ga handle ka
lokufundel kwegumbi borutelo ka bowena phaposibor klasi yo
a lokufunda o se ka utelo dyondzela
tlelaseng hi ndlela
leyi
tiyimelaka
S E N SOTHO A A A
formative formatiewe Ihlelo uhlolo ukuhlola kelo ya go tekolo e tlhatlhobo kuhlola ndingo ya makambel
assessmen assesserin lokuhlola lokubumb okuqhubek kaonafatša tswellang ee lokuchube fomathivi elo yo ya
t g eliragela a ayo thutwana ketsahalo e tswelelang kako ndi maitele emahlwen
a ’n phambili uhlobo lolu wuhlelo tshepetšo tswelangpel pele luhlelo a bvelaho i
continuous deurlopend kulihlelo lohlolo lokuhlola ye e e, eo ho tirego e e lwekuhlola phanḓa, prosese
process, e proses eliragela oluqhubek oluqhubekel tšwelago yona ho tswelelang loluchubek ane ngao leyi yaka
one in waartydens phambili, ekayo, a phambili, pele, yeo ka hopolwang pele, e mo ako, lapho mafhungo emahlweni,
which inligting oor kulihlelo lelo apho lapho yona seo ho go yona go lwatiso o gudwaho leyi eka
information leer lapho ilwazi kuveliswa ulwazi tshedimošo ithutilweng gogwang lolumayela a tea u yona
about opgeroep elimalungan khona olufundway ka go ithuta ka sona le tshedimoset na humbulwa vuxokoxok
learning is en dan a ulwazi o e ho se so ka ga go nekufundz a kona u o hi
44
evoked and gebruik nokufunda olusetyenzi luvuselelwa tšweletšwag sebedisetsa ithuta, mme a shumiswa mayelana
then used word om livuselelwa selwa ngenhloso o gomme ho boeletsa e dirisediwa luvuselelw u na ku
to modify onderrig- en khona ukuguqugu yokuguqula ya dirišwa mesebetsi go fetola a kute shandukisa dyondza
teaching leeraktiwitei begodu qula uhlelo go fetola eo baithuti ditirwana lugucule mishumo byi
and te te wysig lisetjenzisw imisebenzi lwemiseben mešongwan ba ithutang tsa go ruta imisebenti ya u tsundzukiw
learning a yokufundis zi aa ya go ka yona le go ithuta yekufundzi gudisa na aka kutani
activities ukutjhugulul a yokufundisa ruta le go sa u guda endzhaku
a nokufunda nokufunda ithuta nekufundz ka swona
imisebenzi a. byi
yokufunda tirhisiwa ku
nokufundisa cincanyana
. migingiriko
yo
dyondzisa
na yo
dyondza
intelligenc intelligensi ubuhlakani ubukrelek ubuhlakani bohlale bohlale botlhale kuhlakani vhuṱali vutlhari
e e phi/ukuhla rele ikhono bokgoni bja ho kgona bokgoni jwa pha vhukoni ha vutlhari
the ability to die vermoë kanipha isakhono lokukwazi go kwešiša, ho utlwisisa, go likhono u pfesesa, bya ku
understand, om te kulikghono sokuqonda ukuqonda, go ithuta le ho ithuta le tlhaloganya, lekukhona u kona u twisisa, ku
learn and verstaan, te lokuzwisisa, , ukufunda ukufunda go nagana ho nahana go ithuta le kuvisisa, guda na u dyondza
think leer en lokufunda nokuqiqa kanye ka ka go nagana kufundza humbula na ku
logically logies te kanye ngokufanel nokucabang tlhatlologan kutlwisiso ka nekucaban nga nḓila i ehleketa hi
dink nokucabang ekileyo a ngendlela yo tlhamalalo ga tevhekana ndlela ya
a eqondile ngendlela ho lojikali
kuhle/ngok lehlelekile
wendlala
iinzathu
ezizwakalak
o
learning leerhulpmi imithombo imithomb imithombo methopo disebedisw ditlamelo imitfombo Zwishumi swipfuno
resources ddels yokufunda o yosizo ya go a tsa ho tsa thuto lusito swa zwa u swa ku
carriers of draers van Iinthwali/iint yokufunda yokufunda ithuta ithuta didiriswa yekufundz guda dyondza
the die huthi ezo zinto lezi yizinto dithuši tša disebedisw tsa go rwala a nguleto zwifaredzi swirhwali
curriculum kurrikulum zekharikhyu ziqulethe eziqhuba lenaneothut a tse kharikhulam tintfo zwa swa
by means of deur middel lamu ikharityhula nokuqukath o ka fetisang o ka letitfwele kharikhuḽa kharikhyula
exemplary van ezisebenzis m a mokgwa wa kharikhulam mokgwa wa ikharikhula mu nga mu hi
a ngokohlob ikharikhula didirišwa o matheriale mu nḓila ya ndlela ya
45
lesson lessteunmat umatheriyali o mu tša thuto ye wa dikao ngendlela matheriaḽa matheriyali

material eriaal wokufunda lwezixhobo ngendlela e lego tsa thuto yekuseben wa wa
osibonelo zokufundis yokusebenz mohlala tisa tsumbedzo dyondzots
a nokufuna isa izinto tibonelo ya ngudo ongo ya
eziyimizek zokufunda tetintfo xikombiso
elo eziyisibonel tekufundza
o
S E N SOTHO A A A
mediation bemiddelin umhleli/um ukulamla indima poelanyo bonamodi/ botseregan singenelel vhupfume mphalalo
in g in hlanganisi/ kwezemfu yokuhlela thutong dipuisano yi mo o dzanyi kha eka
education onderwys umkghona ndo kwezemfun go thutong thutong kutemfun zwa dyondzo
to facilitate om kalisi ukuququze do sepedišatse ho tsamaisa go dvo pfunzo ku pfuneta
interactions interaksie te kezefundo lela lokhu nelelano ka dipuisano bebofatsa sichuba u min’wangul
by solving fasiliteer ukuhlela intsebenzis kuchaza go rarolla le ka ho dikgolagano inchubo tshimbidza ano hi ku
and deur amahlelo wano ukuhlela go thibela rarolla le ho ka go yekuchum nyambedz ololoxa na
preventing probleme wokuhlanga ngokusom izindlela bothata le thibela rarabolola ana ano nga u ku sivela
problems en konflik na bulula zokuxhuma dithulano e mathata le le go thibela ngekusom tandulula swiphiqo
and op te los en kwabantu nokuthintel na ka ba ka go dikgohlano mathata le bulula na u na
conflicts te voorkom ngokurarulu a iingxaki nokwabelan aba ka ho fana dikgotlhang, kanye thivhela mitlimbo ku
either by deur óf la nongquzul a ngolwazi dibopego ka e ka nna ka nekuvimba thaidzo na nga va hi
offering formele nokuvikela wano ngendlela tšeo di ditlhophiso go tlamela tinkinga khuḓano ku nyika
formal strukture te imiraro ngokuseka yokuxazulul tšweletšago tse ka nekushayis hu nga vha swivumbek
46
structures bied wat nokurarana amaqonga a kanye ditshepetšo amoheleha dithulagany ana nga u o swa
that develop onderhande mhlambe asesikweni nokuvimbel tša ng ho o tse di mhlawumb vhumba mafundza
negotiation lings- en ngokuletha adala a izinkinga ditherišano tshwara tlhomamen e zwiimiswa leswi swi
and school skoolkonflik amaziko iinkqubo nokungqub le tharollo dipuisano le g tse di ngekunika zwa fomaḽa tumbuluxa
conflicts oplossingsp ahlelekileko zokubamb uzana tša ditshebetso agang tinhlelo kana zwa ka
resolution rosesse , okumaziko a iingxoxo kwemibono, dithulano tsa ho ditirego tsa letihlelekle tshiofisi nkanerisan
processes ontwikkel, lawo akha ezisesikwe lokhu dikolong rarolla ditherisano letisungula zwine zwa o na
or by óf verskeie ukucocisan ni kungenziwa goba ka go dikgohlano le kutsi kube kona u prosese ya
preparing protagonist a kanye zokusomb ngokunikez hloma dikolong tharabololo nekucocisa bveledza matshunxe
several e voor te namahlelo ulula a izinhlaka batho ba kapa ka ho ya na kanye maitele a lo ya
protagonists berei wat wokurarulul iingxabano ezihlelekile bohlokwa etsa hore dikgotlhang netinchubo nyambedz mitlimbo ya
that in their hierdie a zesikolo eziqondene bao batho ba tsa sekolo tekusombu ano na xikolo
daily life will konsepte en amatjharag okanye nokusungul bophelong fapaneng kgotsa ka lula thandululo kumbe hi
apply and bevoegdhe ano ngokulungi a izingxoxo bja bona bja ba ka go tincabano ya ku lulamisa
use these de van weenkolo selela kanye letšatši ka sehloohong baakanya etikolweni khuḓano vaseketeri
concepts vakleerlings nanyana izikhokheli nezinhlelo letšatši ba ba kgone baeteledipel nome zwikoloni lava
and kap in die ngokulungis eziya ezimayelan tla dirišago ho sebedisa e ba ba ngekutsi kana nga u evuton'wini
competence kognitiewe elela kuncedisa a le go mehopolo le mmalwa ba tilungise vhea bya vona
s of en sosiale abadlali xa nokuxazulul šomiša bokgoni ba tlaa babhebhet vhaimeleli bya siku na
apprentices domein in abaqakathe kusetyenz a noma dikakanyo bona ba diragatsang seli vho siku va nga
hip in the hulle kileko wa ukulungisa le thupello le go dirisa labanyenti fhambanah ta tirhisa
cognitive daaglikse abazowase kwimihla izingcweti mabokgoni lekaleng la dikakanyo lokutawutsi o vhane minongoti
and social lewe sal benzisa ngemihla ezimbalwa a kgolo ya tseo le ekuphileni kha leyi na
domain toepas en lawo kwimimand ezizoseben borutwatiro monahano dikgono tsa kwabo vhutshilo vuswikoti
gebruik magama la zisa ulwazi, maikemišet le boithutelatir kwamihla havho ha bya
emaphilwen yengqiqo amakhono šong a maemong ong mo nemalanga ḓuvha vudyondzis
i wabo nezentlalo nemiqondo thuto le ao mokgweng batawuseb ḽiṅwe na antirho eka
wangamala ethize setšhabeng dipuisano di wa kgopolo entisa ḽiṅwe vha xivandlavut
nga nsuku tsamaiswan le loago mo lemicondvo ḓo ivi xa swa
abakhambip zonke kanti g tlasa oona botshelong nemakhon shumisa ntwisiso na
hambili zisebenzise jwa bona o mihumbulo swa vanhu
abambalwa amagama jwa letsatsi ekufundza iyi na
labo kanye le letsatsi umsebenti vhukoni ha
abatholakal nolwazi ngekusebe u gudisa
a qobe lomsebenzi ntela kha sia ḽa
lilanga ekwakhiwen umcashi zwa
i kolwazi ekutfutfukis kuhumbule
ngokomqon eni le na zwa
47
do kanye ingcondvo matshilisan

nakwimpilis kanye o
ano nekuphilisa
yabantu na
emphakathi nebantfu
ni
metacognit metakogni ukutjheja ucamngco indlela go ho tseba le go kucabang u kona u ntwisison'
ion sie indlela ukucinga yokwakha inaganišiša ho itlhalogany a humbula wini
reflection on besinning yakho ngokucing ulwazi naganišišo utlwisisa a ngemicab u humbula nkambisiso
your own oor dit wat yokufundis a nekhono ka go ithuta tsela eo go ango nga ha hi
learning jy geleer het a nangokufu ngokomqo ga gago monahano sekaseka yakho zwe wa mayelana
kutjhejisisa nda ndo o go ithuta ga kusho guda na ku
emuva kwakho lapha sebetsang gago kunoma dyondza
indlela umfundi ka yona mayelana ka wena
oyisebenzisi ubheka ho nahana nekufundz n'winyi
leko ulwazi ka hloko ka a kwakho
yokufunda azifundele seo o
lona ithutang
ngokwakhe sona
S E N SOTHO A A A
micro mikroleer ukufunda ukufunda uhlelo go ithuta ho ruta ka go ithuta luhlelo u guda ku
learning ’n teorie van kancani ngezijung lokufunda ka dikarolwan go le lwekufund zwithu nga dyondza
a theory of onderrigont kancani/ qana emkhakhe bonnyane a tse nyane gonnye za zwiṱuku ka
instructional werp wat ngelwazi yingcingan ni teori ya theori ya tiori ya emkhakhe thiori ya swiphemu
design that aan die eliziinqetjh e yoyilo omncane mokgwa wa moralo wa thadiso ya n kuvhekany tsongo
suggests hand doen ana lweendlela le yithiyori go ruta ye e ho ruta e go ruta e e lomncane ele kwa thiyori ya
that people dat mense yithiyori zokufundis yokuhlela šišinyago bolelang tshitshinyan yitiyori nḓila ine ya dizayini yo
learn more meer yedizayini a apho nokuhleleka gore batho hore batho g gore yekuhlela sumbedza lerisa leyi
effectively if effektief leer yemilayelo kuthiwa kwemfundo ba ithuta ba ithuta batho ba nekuhlelek uri vhathu yi
information as inligting leyo abantu ephakamisa bokaone ge hantle ha ithuta ka a vha kona u ringanyeta
is delivered aangebied etjhukumisa bafunda ukuthi tshedimošo ba fuwa bokgoni kwetifundv guda ka leswaku
in small word in ukobana ngcono abantu e fiwa ka lesedi ka thata fa e le o zwavhuḓi vanhu va
units that klein abantu ukuba bafunda bonnyane dikarolwana gore legcamisa arali dyondza hi
are easy to eenhede bafunde ulwazi kahle bjo bo lego tse nyane tshedimoset kutsi mafhungo ndlela leyi
48
understand wat maklik kuhle khulu lunikezelw kakhulu bonolo go tseo ba di so e bantfu a tshi khou tirhaka
and apply is om te lokha ilwazi a uma ngabe kwešišwa le utlwisisang rebolwa ka bafundza ṋetshedzw kahle
verstaan en lethulwa ngezijungq ulwazi go dirišwa le ho di karolwana ngemphum a nga swinene
toe te pas ngeenqetjh ana lwethulwa sebedisa tse dinnye elelo zwipiḓa loko
ana ezincinci ngemikhakh habobebe tse e leng kakhulu zwiṱuku vuxokoxok
ezincani ekulula a emincane gore di nangabe zwine zwo o byi
ezizwisisek ukuziqond ngezingxen botlhofo golwatiso leluwa u fikisiwa hi
a lula a ye tlhaloganngbalutfola zwi swiphemu
begodu nokuzisebe ezincane, wa le go ngemabint pfesesa na leswitsong
ilwazi nzisa kanti kulula diriswa ana u zwi o leswi swi
elisebenzis ukuzwisisa lamancane shumisa olovaka ku
eka lula kanye lokulula swi twisisa
nokusebenz kuwavisisa na ku swi
isa lolu nekuwaseb tirhisa
lwazi entisa
organising organiserin umgomo inqobo umgomo mokgwa molao wa ntlhatheo umtsetfo maitele a u prinsipuli
principle gs- wokuhlela yolungisel wokuhlela wa tlhophiso ya go mgomo dzudzany yo
way in beginsel ilwazi elo Indlela peakanyo tsela eo rulaganya wekuhlele a kondletela
which manier yindlela indlela ulwazi tsela yeo ka dikahare tsa mokgwa o e mbisa ndi nḓila ndlela leyi
knowledge waarop leyo ilwazi yokubekele (lokho yona tsebo kharikhulam leng gore yindlela ine nḓivho hayona
(content) is kennis (elimunyeth la ulwazi okuqukethw (diteng) e o di kitso lwati (loko (mafhungo vutivi
organised in (inhoud) in weko) (iziqulatho) e) kuhlelwa beakanywa hlophisitswe (diteng) e lokucuketf )a (vundzeni)
a curriculum ’n lihleleka kwikharityh ngakhona go ng ka yona rulagantswe we) dzudzanyw byi
kurrikulum ngayo ulam kwikharikhul lenaneong ka ona mo kuhleleke a ngayo kondleteriw
georganise kukhurikhyu amu la thuto kharikhulam ngayo kha aka hi
er word lamu ong kukharikhul kharikhuḽa yona eka
amu mu kharikhyula
mu
pedagogy pedagogie iphedagogi iphedagoji iphedagogi borutiši mokgwa go ruta iphedagoji mafunzele madyondz
the science die isayensi /ubuchule isayensi saense ya wa ho ruta saense ya yisayensi ndi saintsi iselo
of teaching wetenskap yokufundisa bokufundi yokufundisa go ruta saense ya go ruta yekufundzi ya u (phedagoji
van sa ho ruta sa gudisa )
onderrig inzululwazi sayense ya
yokufundis vudyondzis
a i
problem problem- ukurarulula usombulul ukuxazulul go rarolla ho rarolla tharabololo kusombul u ku
solving oplossing umraro/ikin o ngxaki a inkinga bothata bothata ya mathata ula tandulula tlhantlha
ga inkinga thaidzo swiphiqo
49
developing die ukwakha ukuphuhlis Lolu go ho ba le go tlhama luhlelo u bveledza ku

new ontwikkeling ilwazi elitjha a ulwazi wuhlelo tšweletša tsebo e kitso e lwekwakha nḓivho hluvukisa
knowledge van kennis ngokurarulu olutsha lokwakha tsebo ye ntjha ka ho ntšhwa ka lwati ntswa nga vutivi
through deur la imiraro ngokusom ulwazi mpsha ka rarolla go lolusha u tandulula byintshwa
solving probleme bulula olusha tsela ya go mathata rarabolola ngekusom thaidzo hi ku
problems op te los iingxaki ngokuxazul rarolla mathata bulula tlhantlha
ezithile ula bothata tinkinga swiphiqo
izinkinga
progressio progressie ukuragela ukuqhubel ukuqhubek tšweletšop kgatelopel tsweletso kuchubek mvelapha ku ya
n toenemend phambili/ir a phambili ela ele e go oketsa ela embili nḓa emahlwen
increasing e agelopham ukukhula phambili go godiša ho thatafala bomarara kwengeta u i
conceptual konseptuele bili kobunzima ukungezela tharano ya ho jwa bumatima engedzea mpfilungan
complexity kompleksite ukungezelel bengqiqo izinga dikgopolo eketsehang dikakanyo bemcondv vhukonḓi o wa
it a izinga elinzima ha o ha xinongoti
lobudisi lemiqondo mohopolo o muṱalukan lowu
begama/bo yamagama itseng yo engetelaka
mqondo
wegama
S E N SOTHO A A A
psychomot psigomoto ibhoduluko ummandla isimo tikologo ye lekala la karolo ya kusebenta vhukoni psychomo
or domain riese elimalunga wentshuk sokuseben amago motsamao tsamaiso kwengcon ha u tor
includes domein na umo za tshepelo wa mmele ya dvo kanye shumisa domain
physical sluit fisiese nobuchoph Apha kwengqon ya mmele o amanang tlhalogany netitfo zwikili zwa swi katsa
movement, beweging, o kuqukwa do kanye le tiro ya le o le mmele temtimba musudzul mfambafa
coordination koördinasie obuthuthu intshukum nezitho monagano tshebetso e akaretsa kufaka uwo mbo wa
and the use en die kisa o zomzimba e akaretša ya motsamao ekhatsi zwi katela miri,
of the motor gebruik van ikghono yomzimba, lokhu tshepelo ya monahano wa mmele, kunyakata u ntirhisano
skills die lokukhamb ukuhlanga kubandakan mmele, le kgokaganyo kwemtimba tshimbidza na ntirhiso
motoriese a nisa ya indlela tswalanyo kenyeletsa le tiriso ya , muvhili, wa swikili
vaardighed lapha nokuseben yokunyakaz le tirišo ya motsamao dikgono tsa kuchuman Pfananyo swa
e in kufakwa zisa a bokgoni bja wa mmele, motsamao a kanye na u tinyama ta
ukukhambis izakhono komzimba, megalatšhik tshebediso nekuseben shumisa miri
a izitho ukusebenzi atšhutišo ya dikarolo tisa zwikili zwa
50
zomzimba, zokushuku sana tse emakhono u

ukusebenzi ma kwezitho fapaneng ekwenta sudzuluwa
sana zomzimba tsa mmele
kwezitho kanye ka nako e le
zomzimba nengqondo nngwe
kanye kanye
nokusetjenz nokusebenz
iswa isa
kwamakgho ingqondo
no ukukhombis
wokukhamb a ikhono
isa/wokuse lokuhlangan
benzisa isa izinto
izitho ukwenza
zomzimba umsebenzi
rationale grondrede isizathu unobangel imiqondo tlhathollo mabaka mabaka sizatfukwe mihumbul xivangelo
principles or beginsels of esizwakala a yokuqonda ya ditumelo dintlhatheo nta o tiprinsipuli
reasons redes wat ko/esinzinz Iinqobo imigomo sephetho kapa kgotsa imitsetfom milayo na
that explain verduidelik ileko okanye noma se mabaka a mabaka a a gomo kana swivangelo
why a hoekom ’n imigomo izizathu izizathu fihleletšwe hlalosang tlhalosang nome zwiitisi leswi swi
specific bepaalde nanyana ezichaza ezichaza go hore gore goreng tizatfu zwine zwa hlamuselak
decision or besluit of iinzathu ukuba ukuthi melao goba hobaneng go tserwe tekuchaza ṱalutshedz a hi vutalo
action is optrede lezo kuye kungani mabaka ao ho nkilwe tshwetso kutsi a uri leswaku
taken geneem is ezihlathulul kwathini isizathu a hlalošago qeto kapa kgotsa kungani ndingani hikwalahok
a ukobana ukuze noma lebaka la ho etswa kgato e e sincumo ho dzhiiwa ayini
kubayini kuthathwe isinyathelo gore ke ka ketso e rileng nome sia kana xiboho xo
isiqunto isigqibo esithile lebaka la itseng sinyatselo tsheo iyo karhi
esithileko okanye sithathiwe eng lesitsite kumbe
nanyana isenzo sephetho sitsatsiwe goza ro
isenzo esithile goba tiro ye karhi ri
esithileko e itšegi e tekiwa.
sithathwe tšerwe
reciprocity wederkerig ukusebenzi ukubuyek isenaniselo go fana ho tlhakanelo kutselelan u vuxakelan
of mutual heid sana/ukwe eza kushiwo fao ka moka etsetsana e ungwela a emanti vhuedzan i
benefit to all van nzana into into esiza ba ba melemo botlhe ba kushiwo a byo
concerned wedersydse ngilokho enceda nxazombili; amegago tumellano e ba kusitana ndi u vuyerisa
voordeel vir okuzuzwa wonke into ebasiza ba holwago itseng amegang kabili vhuelwa ha matlhelo
ngiwo woke bonke vhoṱhe hinkwawo
51
almal wat obandakany ochaphaze abathinteka molemong vhane vha eka lava
betrokke is eka lekayo yo wa bohle kwamea khumbeka
ehlelweni ka
elithize hinkwavo.
reciprocal wederkerig Ihlelo ukufundis uhlelo go rutana ho rutana go ruta ka kufundzis vhugudisi vudyondzi
teaching e onderrig lokufundis a lokufundis go dumelela ho dumella tlhakanelo a vhu si byo
allows for onderrig a kokubuye a tlholego ya puisano go letlelela ngekutsel vhuedzah xakelana
the creation wat elitjhebisa keza ngokwabel poledišano pakeng tsa gore go nne elanba o vhoṱhe byi
of a voorsiening nako/lokus Apho ana gare ga baithuti le le puisano emanti u tendela u pfumelela
dialogue maak vir die ebenzisana kudaleka ngolwazi barutwana matitjhere magareng kusho bveledza ku
between skep van kulihlelo uthethwan lolu hlelo le barutiši ga kuvumela nyambedz tumbuluxiw
learners dialoog elivumela o phakathi luphawulek barutwana kutsi kube ano a ka
and tussen ukwakhiwa kwabafundi a le nenkhulum vhukati ha n'wangulan
teachers leerders en kwekulumo nootitshala ngezingxox barutabana iswano vhagudisw o exikarhi
onderwyser pikiswano o phakathi emkhatsini a na ka
s phakathi kwabafundi webafundzi vhadededz vadyondzi
kwabafundi kanye nabothishe i na
kanye nothisha la vadyondzis
nabotitjhere i.
S E N SOTHO A A A
remember onthou ukukhumb ukukhumb ulwazi gopola -hopola gakologelw kukhumbu u humbula tsundzuka
(knowledg (kennis/ba ula ula (ulwazi olukhunjul (tsebo/tseb (tsebo/tseb a la (nḓivho/ (vutivi / vu
e/ siese (ilwazi/ilwa / ulwazi wayo/ o ya o ya (kitso / (lwati/umc nḓivho ya tivi bya
basic konseptuel zi olusisisek ulwazi motheo ya mehopolo kitso ya ondvo ndeme ya xinongoti
conceptual e kennis) lokuthoma o lwezinto lokuqala tlhamo ya ya motheo) motheo ya losisekelo muṱalukan bya
knowledge herken en legama) ezithile) into dikgopolo) ho tseba le kakanyo) welwati) yo) masungul
) recognise herroep ukwazi ukunakana ngokomqo go lemoga ho hopola go lemoga lapha u kona u o) ku tiva
and recall tersaaklike kanye nokukhum ndo le go gopola lesedi le le go umfundzi dzhiela na ku
relevant inligting uit nokukhumb bula ulwazi lapha tshedimošo amanang le gakologelw ukhumbula nṱha na u lemuka
information die ula ilwazi olubalulekil umfundi ya maleba ketsahalo e a aphindze humbula vuxokoxok
from long- langtermyn elifaneleko eyo wazi izinto go tšwa itseng ya tshedimoset abone mafhungo o lebyi
term geheue engcenyeni ulurhola ngokukhum kgopolong kgale so e e lwatiso o teaho o u fambelana
memory yengcondo kwindawo bula ulwazi ya nako ye maleba go lolufanele bva kha ka ku suka
esiza yolwazi lwakudala telele tswa mo lolusenkhu muhumbul eka
ukubuyisa oluhlala kgakologelo mbulweni o une wa ntundzuko
52
ikumbulo lugciniwe ng ya yakhe dzudza (memori)

yezinto engqondw pakatelele yakudzala zwithu wa nkarhi
ezidlulileko eni tshifhinga wo leha.
tshilapfu
reflection besinning/ ukuqala ukuzikisa ukubuyeke boitekolo tsela eo re itshekatsh kunoma tshivhonis nkambisis
to give bepeinsing emuva ukucingisis za go ithutang ka eko kucabangis wa o
careful om deeglik ukucabangi a, okuthile/uk naganišiša yona go akanya isa intfo u humbula ku nyika
thought to oor iets na sisa kuhle usebenzise uzinuka ka selo, o diketsahal ka letsite, nga miehleketo
something, te dink, om into ethize, indlela amakhwap šomiša ong tseo re kelotlhoko kusebentis vhuronwan ya vukheta
to use a gebruik te ukusebenzi okanye ha mmotlolo bileng ho ka sengwe, a indlela e nga ha eka
particular maak van ’n sa imodeli inkqubo ukucabangi wo o goba tsona go dirisa letsite zwiṅwe xin'wana,
model or bepaalde ethileko ethile sisa into tshepetšo ho nahana sekao nome zwithu, u ku tirhisa
process to model of nanyana yokucinga, ethile, ye e itšeng ka hloko ka kgotsa inchubo shumisa modlolo
think about, proses om ihlelo ukucinga ukusebenzi go nagana ho itseng, tirego e e yekucaban nḓila yo kumbe
reconsider jou optrede, lokucabang okuhlaziya sa indlela ka ga, go ho sebedisa rileng go ga imaho prosese yo
one’s gedagtes, a izenzo ethile noma akanya mohlala nagana ka, mayelana, ngauri karhi ku
actions, idees of ngokuthize, zakho, uhlelo gape ditiro, kapa go akanya kubukisisa kana ehleketa hi
thoughts, besluite te ukutjhejisisa iingcinga, oluthile dikgopolo, tsamaiso e gape ka tento maitele u mayelana
ideas or oordink en izenzo/ama izimvo ukucabanga dikakanyo itseng ho ditiro, takho, itela u na, ku
decisions te oorweeg gadango, okanye , goba nahana, ho dikgopolo, imicabang humbula, u tekela
imicabango, izigqibo ukubhekisa diphetho tša nahana ka dikakanyo o nome shandukisa enhlokweni
imibono izenzo gago hloko ka kgotsa tincumo muhumbul hi
nanyana zakho, diketso, ditshwetso o nga ha vuntshwa
iinqunto imicabango menahano, tsa gago maga, swiendlo,
zomuntu yakho, mehopolo kuhumbule miehleketo
amacebo kapa diqeto le, ,
noma muhumbul mianakany
izinqumo o kana o kumbe
zakho tsheo swiboho
swa
munhu
sequencin bepaling ukulandela ulandelela ukulandela go ho tatelano kulandzel thevhekan vulongolo
g van nisa niso na latelanya hlophisa tatelano ya ana o xi
conceptual volgorde ilandelano indlela kwezinto tatelano le ka dikakanyo kwetintfo nzudzanyo nandzelela
order and konseptuele lamagama elandelela ngokohlelo tšweletšope tatellano le tsweletso ngekwelu ya no wa
progression orde en elihlelekilek na okanye Ukuhleleka le ya tlhophiso ya hlelo muṱalukan xinongoti
progressie o kanye eya kahle dikgopolo mohopolo le kuhleleka yo na na ku ya
phambili komqondo tswelopele kwemcond emahlweni
53
nerageloph ngayo ngokulandel vo kubveledze

ambili ingqiqo elana nenchuybe le
kwezinto kelembili
kanye
nokuqhubek
a
scaffolding stellasie- ukusebenzi ukuxhasa izikhumo magato ka ho etsa tshegetso lisubuciko tsielano mpfunetav
activities effek sa Imisebenzi imisebenzi tatelano a moralo wa ditirwana lekufundzi mishumo adyondzi
the teacher aktiwiteite isikhafula eyilwa eyenziwaio go thuša tshehetso tse sa ucale ine migingiriko
constructs wat die misebenzi ngutitshala neyenziwa go fihlelela mesebetsi e morutabana ngalokulul mudededzi leyi
to help onderwyser utitjhere ekunceden nguthisha kwešišo hlophiswan a di dirang a uye ai mudyondzi
learners to opstel om akha ngayo i ukuba ukusiza mešongwan g ke titjhere go thusa kulokuluk bveledza si a yi
learn leerders te ukusiza abafundi abafundi a yeo ho thusa barutwana huni u thusa vumbaka
help leer abafundi bafunde, ukuthi morutiši a e baithuti ho go ithuta yimisebenti vhagudisw ku pfuna
ukobana baqonde bafunde bopago go ithuta thishela a u guda vadyondzi
bafunde lula thuša layentako
moithuti go kusita
ithuta bafundzi
kutsi
bafundze
S E N SOTHO A A A
simulation simulasie ukulingisa ukulingani ukulingisa kekišo ho etsisa ketsiso kulingisel Nyedzisel encenyeto
real werklike izenzo sa izimo maemo a baithuti ba mabaka a a timo o swiyimo
circumstanc omstandigh zobujamo iziganeko zangempela nnete a etsisa mmatota a mbamba nyimele swa xiviri
es are ede word in bamambala zokwenyan zilingiswa ekišwa ka maemo a etsisiwa mo tilingiselw dza leswi
imitated in die zilingiswa i ziye ngaphakathi phapošing diketsahalo phaposibor a ekhatsi vhukuma encenyeter
the klaskamer ngetlasini zilinganisw emagumbini ya borutelo tsa nnete utelong eklasini dzi tou iwaka eka
classroom nageboots e egumbini okufunda ba le ka edziswa klasi yo
lokufundel phaposing kiḽasini dyondzela
a
summative sommeren Ihlelo uhlolo ukuhlola tekolothum tekolo ya tlhatlhobo luhlolo Ndingo ya makambel
assessmen de lokuhlola loshwank okufinyezi o qetellong ya lolufinyeti samethivi elo
t assesserin lokuphela athelo we tekolo ya thuto bokhutlo we ndingo emakumu
g kwesifund mafelelong lwentiwa magumoni
54
assessment assessering o/komnyak Uhlolo lokhu a paka ye e tekolo e jwa paka ekupheleni ndaela ya ka
at the na afloop a ekupheleni ukuhlolwa itšego ya etswang ya thuto kwesikhats tshifhinga dyondzo
conclusion van ’n Lihlelo kwexesha okwenziwa thuto go qetellong ya tlhatlhobo i tsho tiwaho makambel
of a specific spesifieke lokuhlola elithile ekupheleni šupa ka thuto e kwa sekufundzi u itela u elo ya le
instructional onderrigperi eliphetha lokufunda kwesikhathi moo thuto e itseng ho bokhutlong sa wana uri u mahetelelw
period to ode om te isifundo ukuze sokufundisa bilego le bona hore jwa paka e lesincunyi gudisa ho eni ya
establish bepaal hoe isikhathi kufumanis esinqunyiw khuetšo ka se rutilweng e rileng ya we kutfola bveledzisw nkarhivuna
how doeltreffend esithize eke ukuba e ukuthola gona se go ruta go kutsi a zwone vi wo lerisa
effective the die onderrig sokufunda kusebenze ukuthi utlwisiswa bona gore ngabe na wo karhi ku
teaching was ngehloso kangakana ngabe lokho hantle go ruta go kufundzise tumbuluxa
was yokusungul ni okufundisiw hakae nnile kube hilaha
a indlela ukufundisa e bokgoni yimphumel vudyondzis
ihlelo ngelo kusebenze jang elo yini i byi tirheke
lokufundisa xesha kanjani hakona.
lisebenza ukusiza
kuhle lowo
kangangani obefundisw
a
understand verstaan ukuzwisisa ukuqonda ukuqondisi kwešiša -utlwisisa tlhalogany kucondzis u pfesesa twisisa
(comprehe (begrip) (comprehe Ukuzakhel sa (tlhalogany (kutlwisiso a isa (kupfeses (ntwisiso)
nsion) skep nsion) a (ukuzwisis o) ) (go (kuvisisa) ele) ku
create betekenis ukwakha intsingiselo a) go ho hlalosa tlhalogany kwakhiwa u kona u tumbuluxa
meaning met die hulp ihlathululo kwizixhobo lapha tšweletša seo ho a) inshokutsi bveledza leswi swo
from van kumatheriya zokufunda kwakhiwa tlhathollo go ithutwang go dira letsatselwa ṱhalutshed karhi swi
educational opvoedkund li yefundo ezifana ulwazi tšwa sona, se bokao go ` etintfweni zo bva kha vulaka
material ige enjengokufu nezinto ngokuseben sedirišweng jwaloka se tswa mo tetemfundv zwishumis swona ku
such as materiaal nda ezibhaliwe zisa sa thuto go balwang le matherialen o wa zwa u suka eka
reading and soos lees nokuhlathul yo okanye izisetshenzi swana le go ditlhaloso g wa thuto njengekufu guda u matheriyali
explanation en ula lokho iingcaciso swa bala le tseo ho go tshwana ndza fana na u wa
s verduideliki okufundwak zokufunda ditlhathollo fanweng ka le go buisa lokubhaliw vhala na dyondzo
ngs o ezinjengoku tsona le ditlhaloso e ṱhalutshed wo tanihi
funda netinchazel zo ku hlaya
okubhaliwe o na
nokuchaza tinhlamusel
o hi vutalo
validity geldigheid okufanelek ukuqinise ukuba bokgonthe kamoheleh kamogeles kuba khwaṱhise ntiyisiso
the extent die mate o/okukham ka ngokwamu bogolo bjoo o ego ngulokwe dzo mpimo
to which an waarin ’n bisanako mošongwan mukelekil lowu ku
55
assessment assessering izinga lelo kokusebe kelekile a wa tekolo boemo boo seelo se ka e phimo ine fika eka
task staak dit umsebenzi nza nokufanele o lekolago mosebetsi sona tiro ya nalokufan mushumo wona
assesses assesseer wokuhlola apho indlela seo go wa tekolo o tlhatlhobo e ele wa ndingo xintirhwana
what it is wat dit ohlola ngalo kukhangel nezinga ikemišeditš lekolang tlhatlhobang bungako wa linga xa
intended to veronderste lokho wa ukuba umsebenzi wego go seo o se go bemsebent zwine zwa makambel
assess or l is om te okunqotjhw ingaba wokuhlola lekola goba lokelang ho ikaeletswen i wekuhlola khou tea u elo xi
measure assesseer e ukobana umsebenzi wenzeka go ela se lekola g go se lohlola lingwa kambelaka
of te meet kuhlolwe wohlolo ngayo, kapa ho se tlhatlhoba ngako loko kana u zwi leswi swi
nanyana ufikelele nokuthi lekanya kgotsa go lokuhloswe ela endleriwek
kumedwe kangakana ngabe se kutsi e ku
ni uhlolo lekanyetsa kuhlolwe kamberiwa
ekufumani luhlose nome kumbe ku
seni oko ukuhlola ini kukalwe pimiwa
bekujongw noma lukala
e ukuba ini
ikwenze
S E N SOTHO A A A
whole heleskool- Ihlelo/ipula amalungis ukuhlelela peakanyo ho etsa thulaganyo kuhlelela nzudzany nkunguha
school beplanning ni yesikolo elelo isikole ya sekolo moralo wa ya sekolo sikolo o/pulane to wa
planning betrek alle soke esikolo sonkana ka moka sekolo sotlhe sonkhe ya xikolo
involves all rolspelers kufakwa sonke kufaka e akeretša kaofela e akaretsa kufaka tshikolo hinkwaxo
stakeholder om die boke kuqukwa phakathi ka moka ho bolela baamegi ekhatsi tshoṱhe wu
s to aktiwiteite abadlalindi bonke bonke bao ba hore botlhe go bonkhe zwi katela khumba
consider the en ma abathathi ababambiq nago le bakgathate lemoga labatsintse vhadzhiam vakhomaxi
activities belangstelli okufanele nxaxheba haza kgahlego go ma kaofela ditiragalo le kako kutsi ukovhe ave
and ngs van die batjhejwe ukuze ukubheka nagana ba lokela ho dikgatlhegel babuke vhoṱhe uri hinkwavo
interests of skool in imisebenzi kuxoxwe kanye ditiro le nahana ka o tsa imisebenti vha dzhiele ku tekela
the school, oorweging yoke kanye ngemiba imisebenzi dikgahlego mesebetsi sekolo, le netimfuno nṱha enhlokweni
56
and to te neem en neenkarekokunye yesikole tša sekolo, le go swetsa tesikolo, mishumo migingiriko
decide on om te zesikolo, nemiseben kanye le go tšea ditabatabelo ka kanye na na
the goals besluit oor kanye zi yesikolo nezinto sephetho ka tsa sekolo, diphitlhelelo nekuncum dzangalelo mitsakelo
for the die nokuquntabukuze ezingasiza ga dinepo le ho nka tsa sekolo a ḽa tshikolo, ya xikolo,
school over doelwitte ngeenrhulukuvunyelw isikole tša sekolo diqeto ka mo pakeng ngetinhlos na u dzhia na ku teka
a certain van die phelo ane kanye pakeng ya dipheo tsa e e rileng, o tesikolo tsheo nga xiboho hi
period of skool oor ’n zesikolo ngeziphum nokuthatha nako ye e sekolo tsa go ngemuva ha swikongom
time, sekere esikhathini
o isinqumo itšeng, ka nako e netefatsa kwesikhats zwipikwa elo swa
making sure tydperk ten esibekiweko
ezifunekay ngezinhloso go itseng, ho gore sekolo i lesitsite, zwa xikolo eka
the school einde te , o zesikolo zesikole netefatša netefatsa se kwenta tshikolo nkarhi wa
is ready for verseker ukuqinisekis
emva ngemuva gore sekolo hore sekolo ipaakanyedi sicinsekiso lwa vunavi wo
the learner. dat die a ukobana kwexesha kwesikhathi se se loketse tse kutsi sikolo tshifhinga karhi, ku ri
skool isikolo elithile esithile, ikemišeditš ho amohela morutwana. simlungele tsho karhi ku
gereed is vir sikulungele
elibekiwey ukuze e moithuti le ho ruta umfundzi tiwaho, vha tiyisisiwa
die leerder ukobana o kunye kuqinisekis baithuti tshi khou leswaku
sifundise nokuqinise we ukuthi vhona uri xikolo xi
umfundi. kisa ukuba isikole tshikolo lulamerile
isikolo simlindele tsho lugela eka
sikulungele umfundi u mudyondzi
ukufundisa shumiswa .
nokwamkel nga
a abafundi mugudiswa
Source: Adapted from: Gravett, S., de Beer, J.J. & Du Plessis, E.C. 2015. Becoming a teacher. Cape Town: Pearson.

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CUS3701/STUDY GUIDE

DEPARTMENT: CURRICULUM AND INSTRUCTIONAL STUDIES

2. WHAT DO WE EXPECT YOU TO DO AT THE END OF THIS LEARNING

3. STRUCTURE OF THE MODULE 4

Title: Curriculum studies in context (Unisa Edition)

Recommended Book (not compulsory)

Title: Africanising the Curriculum: Indigenous Perspectives and Theories

Africanising the curriculum: An exploratory study

2. WHAT DO WE EXPECT YOU TO DO AT THE END OF THIS LEARNING

The course content should enable you to do the following:

3. STRUCTURE OF THE MODULE

DEBATES ON CURRICULUM APPROACHES AS AN EVOLVING SOCIAL

1.1 Learning outcome

1.2 Assessment criteria

On completion of this unit, you must be able to

1.3 Overview of learning unit 1

Read chapter 1 in your textbook: A THEORETICAL FRAMING OF CURRICULUM

In the introduction, you will read that a teacher needs to

African scholars, such as Mncedisi Maphalala will be referred to in learning unit 4.

Activity 1.1 Discussion forum

1.3.2 The concept of “curriculum”: design, interpretation, plan and practice

1.3.2.2 What is the difference between a “curriculum” and a “syllabus”?

It is important to know the meaning of the words: “curriculum” and “syllabus”.

• Now draw the same table again.

1.3.2.4 Defining a curriculum

Answer the following questions:

Study the information on page 13 in your textbook under the headings

What type of curriculum is this?

1.3.2.7 What is meant by “curriculum development”?

Activity 1.2 Discussion forum

Instructions: Click on the forum for this activity (Activity 1.2)

1.3.2.8 The nature and extent of curriculum design

A curriculum needs to relate to national goals, qualification aims and developmental

and their influence on the structure of any curriculum.

Complete the following sentences:

1.3.2.10 Considerations in curricular design for a diverse context – a situational

• Can you see what must be considered?

The diversity of values, traditions, cultures, political regimes and educational

Think about this:

Read the list of skills expected from a future workforce.

1.3.3 Approaches to curriculum studies

1.3.3.1 Curriculum dimensions

The four questions, namely

1. Why this curriculum?

1. Why this curriculum?

2. What will be included in the curriculum?

3. How will the knowledge and skills be organised?

4. How will success be measured?

Table 1.2 on page 11 in your textbook compares a few approaches to curriculum

Activity 1.3 Discussion forum

Instructions: Click on the forum for this activity (Activity 1.3)

1.3.3.2 Case study (Activity 1.3)

1.3.3.3 The objectives (instrumental/product) approach – Ralph Tyler (1902-1994)

Read the discussion of Tyler’s objectives/instrumental approach on page 13 in your

trichotomy, determine, systematic, objectives, reference points, effective, linear, experts,

1.3.3.4 The process approach – Lawrence Stenhouse (1926-1982)

Read the discussion of Stenhouse’s process approach on page 16 in your textbook.

active role, research, evaluate, descriptive, reservations, obligatory, oversimplifies,

political/power relationship, value-neutral, context-free, competitive, dualistic, separate,

Read table 1.6.

Where would you place the following?

1.3.3.8 Tyler, Stenhouse, Freire and the interpretation and implementation of a

Teaching-learning must be relevant to real-life situations and is based on the interaction

Remember this when you plan lessons!