Learn Module Outline

IIE Learn Module Outline IPTL6111
IP Teaching and Learning

IPTL6111
MODULE OUTLINE 2021
(First Edition:2020)
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© The Independent Institute of Education (Pty) Ltd 2021 Page 1 of 22

Table of Contents
Introduction ............................................................................................................................................... 3
Using this Module Outline ......................................................................................................................... 4
This Module on Learn ................................................................................................................................ 5
Icons Used in this Document and on Learn ............................................................................................... 6
Module Purpose ......................................................................................................................................... 8
Module Outcomes ..................................................................................................................................... 8
Module Pacer ........................................................................................................................................... 12
Glossary of Key Terms for this Module .................................................................................................... 22

Introduction
‘Who dares to teach must never cease to learn1
In this Intermediate Phase Teaching and Learning module you are provided with the framework
for understanding and practising innovative education methods, specific to the Intermediate
Phase within the South African context.
South African education has seen much transformation regarding the curriculum since the fall
of apartheid, and teaching practice has been heavily influenced by new practices through
impacts of globalisation and technology. Throughout your studies and teaching practice, it is
therefore essential to keep in mind the national goals for education, whilst balancing this with a
more global perspective.
The various CAPS documents (DBE, various) state that school learning and the curriculum
“… aims to ensure that children acquire and apply knowledge and skills in ways that are
meaningful to their own lives”. Just as the CAPS documents regard learning as relevant and
meaningful, this module aims to equip teachers-in-training to learn and apply both information
and techniques to meaningfully inform their ever-improving teaching practice.
As indicated in the introductory quote to this module guide, it is important to realise that in the
teaching profession, it is essential to view learning as a life-long endeavour. This means that to
become an expert teacher, you should continue to reflect on your work and learn throughout
your student years, but also through your years of practice.
Because of this, an introduction to Intermediate Phase (IP) teaching should not be seen as
definitive; it is essential to continue to use the prescribed text, readings and resources
throughout your learning and practice, and to engage with as many other relevant sources as
possible whilst doing so.
1
Dana, JC. 1912. Newark State College (now Kean College of New Jersey) motto.

Using this Module Outline

This module outline has been developed to support your learning. Please note that the
content of this module is on Learn as well as in the prescribed material. You will not succeed
in this module if you focus on this document alone.
• This document does not reflect all the content on Learn, the links to different resources,
nor the specific instructions for the group and individual activities.
• Your lecturer will decide when activities are available/open for submission and when these
submissions or contributions are due. Ensure that you take note of announcements made
during lectures and/or posted within Learn in this regard.

This Module on Learn
Learn is an online space, designed to support and maximise your learning in an active manner.
Its main purpose is to guide and pace you through the module. In addition to the information
provided in this document, you will find the following when you access Learn:
• A list of prescribed material;

• A variety of additional online resources (articles, videos, audio, interactive graphics, etc.)
in each learning unit that will further help to explain theoretical concepts;
• Critical questions to guide you through the module’s objectives;
• Collaborative and individual activities (all of which are gradable) with time-on-task
estimates to assist you in managing your time around these;
• Revision questions, or references to revision questions, after each learning unit.
Kindly note:
• Unless you are completing this as a distance module, Learn does not replace your contact
time with your lecturers and/or tutors.
• IPTL6111 is a Learn module, and as such, you are required to engage extensively with the
content on the Learn platform. Effective use of this tool will provide you with
opportunities to discuss, debate, and consolidate your understanding of the content
presented in this module.
• You are expected to work through the learning units on Learn in your own time –
especially before class. Any contact sessions will therefore be used to raise and address
any questions or interesting points with your lecturer, and not to cover every aspect of
this module.
• Your lecturer will communicate submission dates for specific activities in class and/or on
Learn.

Icons Used in this Document and on Learn

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

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

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

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

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

Module Resources
Prescribed Material Killen, R. 2016. Teaching Strategies for Quality Teaching and
(PM) for this Module Learning. Second edition. Cape Town: JUTA
AND
This module also uses the following documents you can

download from the South African Government website:
Curriculum Assessment Policy Statements (various)

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

Government Education website:
Department of Basic Education. 2015. National curriculum

statements grades R–12. [Online]. Available at:
http://www.education.gov.za/Curriculum/CurriculumAssessme
ntPolicyStatements/tabid/419/Default.aspx
[Accessed 25 November 2020].
Recommended Please note that a number of additional resources and links to
Readings, Digital, resources are provided throughout this module on the Learn
and Web Resources platform. You are encouraged to engage with these as they will
assist you in mastering the various objectives of this module.
They may also be useful resources for completing any
assignments. You will not, however, be assessed under
examination conditions on any additional or recommended
reading material.
Module Overview You will find an overview of this module on Learn under the
Module Information link in the Course Menu.
Assessments Find more information on this module’s assessments in this

document and on the Student Portal.

Module Purpose
The purpose of this module is to examine curriculum innovation in South Africa, exploring
national changes in curriculum and learning perspectives. Students are required to
interrogate the National Curriculum Statement (NCS) to fully understand the context of the
Intermediate Phase and the requirements specific to this phase.
Module Outcomes
Demonstrate knowledge and understanding of both the curriculum and pedagogy
MO1
relating to the Intermediate Phase.
Apply the theories, principles and practices of teaching and learning to a diverse
MO2
range of South African schools.
Represent the ideals of the teaching profession specifically within the Intermediate
MO3
Phase.

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

Weighting 30% 25%
Duration 10 hours 1 hour
Total marks 100 60
Open/Closed book Open Open
Resources required • Prescribed textbook;
• Web access;
• CAPS documents.
Learning Units covered LU1 – 2 LU1 – 3
Test will include content in
LU3 (up to and including
Problem Solving as a
Teaching Strategy)
Summative Examination
Weighting 35%
Duration 2 hours
Total marks 120
Open/Closed book Closed
Resources required Prescribed textbook
Learning Units covered All

Assessment Preparation Guidelines

Format of the Assessment Preparation Hints
Assignment
The assignment will assess • Read through the prescribed chapters and content for
your ability to integrate and Learning Units 1 – 2 and ensure that you have engaged
apply the content in Learning in close reading of the indicated material before you
Units 1 – 2 of this module to start analysing the questions.
a given scenario or scenarios. • Remember to analyse all elements required and ensure
that your assignment is proofread and polished for style,
language and syntax.
• Improve the quality of your assignment by using the
provided rubric and addressing any areas of concern
prior to submitting it for marking.
Test •
The test for this module will • Ensure that you work through all the relevant activities,
assess your understanding of exercises and revision questions on Learn and in your
Learning Unit 1, 2 and 3 textbook.
(up to and including Problem • Brainstorm possible questions based on the learning
Solving as a Teaching outcomes and objectives provided. Then complete these
Strategy) of this module and as practise tests.
will include a series of short • During both your preparation for the test and during the
and medium-length test itself, pay attention to the instruction words (like
questions, as well as one list, apply, describe, etc.) and to the mark allocations of
longer question. You will be each question to ensure that you are able to provide the
expected to critically correct depth and detail in your answers.
evaluate, question and apply • Make sure that you have mastered the objectives in
information as per your Learning Units 1, 2 and 3.
objectives for these learning • Make sure you have worked through the Active Learning
units. and Activities on Learn.

Examination
The examination will assess • Ensure that you work through all the activities, exercises
all learning units in this and revision questions on Learn and in your textbook. You
module and will include must have completed close readings of your prescribed
both theory and application- material to ensure that you have prepared adequately for
type questions. The your examination for this module.
application and analysis • Pay close attention to the instruction words (like list, apply,
questions will be allocated describe, analyse, etc.) and to the mark allocations of each
the majority of the marks. question to ensure that you provide the correct depth and
detail in your answers.
You still need to know the • Make sure that you are comfortable in responding to all the
theory in order to apply it to objectives for all learning units.
scenarios and cases given to • Brainstorm possible questions based on the learning
you. outcomes and objectives provided.
• Ensure that you work through the Learn Active Learning
and Activities in preparation for the examination.

Module Pacer
Code Programme Contact Sessions Credits
IPTL6111 BEI1 26 7
Learning Unit 1 Understanding the National Curriculum Statement
Overview:
South African education has seen much transformation regarding the curriculum since the
fall of apartheid. In addition, teaching practice has been heavily influenced by new practices
through impacts of globalisation and technology. It is essential therefore to keep in mind the
national goals for education whilst balancing this with a more global perspective.
This learning unit commences with a brief overview of the transformation of the South
African school curriculum since the fall of apartheid. We will explore the goals and principles
on which the National Curriculum Statement Grades R–12 is based and consider the types of
learners that this statement aims to produce. The learning unit will conclude with an
investigation of the current Intermediate Phase curriculum within the South African
education system.
If you are a contact student, you will likely spend three sessions on this learning unit.
Please work through Theme 1 on Learn, together with the relevant sections of your
prescribed source/s.
This theme will unpack the benefits of having a school curriculum that is designed specifically
to prepare learners for their life after school. You will have to validate the reasons this
approach to curriculum design might cause concern for some parents. It is important to
remember that when you are learning something new you do not always grasp it after just
one learning opportunity. There will be occasions when you would need a second
opportunity. As a teacher, you will encounter difficulty in providing the additional
opportunities for learners. You need to reflect on how you are going to provide for students
with expanded learning opportunities.

Learning Unit 1: Theme Breakdown

Sessions: Theme 1: The National Curriculum Prescribed Material (PM)
1–3 Statement of South Africa
Academic Week: LO1: Explain the goals and principles on PM1: Chapter 1
1 which the National Curriculum
Related Statement Grades R-12 is based.
Outcomes: LO2: Describe the types of learners that
MO001 the National Curriculum Statement
MO002 Grades R–12 aims to produce.
LO3: Position the current Intermediate
Phase curriculum within the South
African education system.
LO4: Use the guidelines in the National
Curriculum Statement Grades R-12
to plan lessons and assessments.

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


Sessions: Theme 1: Effective Teaching and Learning Prescribed Material (PM)
4 – 10
Academic Week: LO1: Discuss contemporary views of PM: Chapter 2
2–3 effective teaching.
Related LO2: Describe the characteristics of
Outcomes: quality learning.
MO002 LO3: Apply constructivist strategies to
MO003 support effective teaching and
learning.
LO4: Use the concept of teaching for
understanding to inform teaching
decisions.
Theme 2: Quality Teaching and Learning PM: Chapter 3
LO5: Describe teaching strategies that
develop deep understanding.
LO6: Describe learning environments
conducive to quality learning.
LO7: Plan learning experiences
appropriate to all learners,
regardless of culture, ethnicity or
developmental stage.
Theme 3: Planning for Quality Teaching PM: Chapter 4
and Learning
LO8: Formulate measurable learning
outcomes.
LO9: Use learning taxonomies to align
teaching strategies with outcomes.
LO10:Create lesson plans.

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

teaching and learning. In this learning unit, we will explore a variety of teaching strategies
such as direct instruction, discussion, group work, cooperative learning and problem solving.
We will look at some of the strengths and weaknesses of each strategy, providing guidelines
for planning and implementing these strategies including ways in which to evaluate your
teaching when using each strategy.
If you are a contact student, you will likely spend 10 sessions on this learning unit.
Please work through Themes 1and 2 on Learn, together with the relevant sections of your
Even good teachers have room for improvement. This learning unit unpacks five different
teaching strategies that are all essentially important to teaching and learning. While
favouring particular strategies would be a natural tendency, it is important to understand the
value of each strategy. How you as an educator use the strategy could make a difference to
teaching and learning. The difficulty of selecting strategies is that you need to have a clear
understanding of both your context and learners.


Sessions: Theme 1: Teaching Strategies used in the Prescribed Material (PM)
11 – 20 Intermediate Phase
Academic Week: LO1: Discuss the importance of the PM:
4–9 different teaching strategies. Chapters 6 – 14
Related Theme 2: Practices of Teaching Strategies PM:
Outcomes: LO2: Evaluate the principles that apply to Chapters 6 – 14
MO001 the teaching strategies.
MO002 LO3: Analyse the conditions in the (Test will include up to
MO003 teaching strategy that supports Problem Solving as a
positive learning. Teaching Strategy)
LO4: Evaluate the impact of using the
different teaching strategies when
planning lessons.

Learning Unit 4 Assessment
Overview:
As a learner, assessment often seems far removed from what is taught and learned in the
classroom and even further removed from real life experiences. The challenge for teachers is
to align outcomes, teaching strategies and assessment in such a way that learners, parents
and teachers draw value from it.
In this learning unit, we will explore the basics of assessment beginning with the differences
between formal and informal assessment, and between formative and summative
assessment. We will then look at key concepts such as reliability, validity and fairness ending
the unit by examining effective systems for documenting the performances of learners in
assessments.
If you are a contact student, you will likely spend four sessions on this learning unit.
This learning unit will focus on assessment. While the learning unit does not provide a recipe
for writing particular types of assessments. It does unpack the fundamental principles of
assessment. It would guide you as the aspiring teacher to use assessment procedures that
are cable of producing reliable evidence from which valid inferences can be drawn about the
learners’ knowledge and understanding.


Sessions: Theme 1: What is Assessment? Prescribed Material (PM)
21 – 24
Academic Week: LO1: Discuss the purposes of formative, PM: Chapter 15
10 summative, formal and informal
Related assessment.
Outcomes: LO2: Explain the key concepts of
MO001 assessment such as validity,
MO002 reliability and fairness.
MO003

Learning Unit 5 Reflecting on quality teaching and learning
Overview:
As aspiring teachers it is going to be our responsibility to become life-long learners and the
best way to do this is to adapt the attitude that there will always be room for improvement.
By looking at how you teach, thinking about why you do it in that way, and evaluating how
well it works, you can identify your strengths and weaknesses and target things to improve.
This process is referred to as critical reflection, and it is a vital part of effective teacher
planning, decision-making and teaching.
If you are a contact student, you will likely spend two sessions on this learning unit.
This learning unit will focus on reflection. Unless teachers understand, what they are doing
and why they are doing it, there is little chance that their efforts will result in effective
student learning or that their actions will be morally and ethically appropriate. Reflection
should be a part of a teacher’s everyday activities.


Sessions: Theme 1: Reflective teaching Prescribed Material (PM)
25 – 26
Academic Week: LO1: Explain the purpose and importance PM: Chapter 5
10 of reflection as it relates to the
Related development of teaching practice.
Outcomes:
MO001
MO002
MO003

Glossary of Key Terms for this Module
Term Definition My Notes
CAPS Curriculum and Assessment Policy Statements.

Curriculum The subjects comprising a course of study in a
school or college.
Didactic The art or science of teaching.
ICT Information and Communication Technology.
IP Intermediate Phase.
OBE Outcomes-based education.
Pedagogy The method and practice of teaching, especially as
an academic subject or theoretical concept.

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IIE Learn Module Outline IPTL6111

IP Teaching and Learning

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

© The Independent Institute of Education (Pty) Ltd 2021 Page 1 of 22

© The Independent Institute of Education (Pty) Ltd 2021 Page 2 of 22

© The Independent Institute of Education (Pty) Ltd 2021 Page 3 of 22

Using this Module Outline

© The Independent Institute of Education (Pty) Ltd 2021 Page 4 of 22

This Module on Learn

• A list of prescribed material;

© The Independent Institute of Education (Pty) Ltd 2021 Page 5 of 22

Icons Used in this Document and on Learn

Specific references to sections in the prescribed work.

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

Opportunities to make connections between different chunks of theory in

Real life or world of work information or examples of application of theory,

You need to log onto Learn to:

© The Independent Institute of Education (Pty) Ltd 2021 Page 6 of 22

This module also uses the following documents you can

Curriculum Assessment Policy Statements (various)

These documents can be downloaded from the South African

Department of Basic Education. 2015. National curriculum

Assessments Find more information on this module’s assessments in this

© The Independent Institute of Education (Pty) Ltd 2021 Page 7 of 22

© The Independent Institute of Education (Pty) Ltd 2021 Page 8 of 22

Formatives Assignment Take Home Test

© The Independent Institute of Education (Pty) Ltd 2021 Page 9 of 22

Assessment Preparation Guidelines

© The Independent Institute of Education (Pty) Ltd 2021 Page 10 of 22

© The Independent Institute of Education (Pty) Ltd 2021 Page 11 of 22

© The Independent Institute of Education (Pty) Ltd 2021 Page 12 of 22

Learning Unit 1: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2021 Page 13 of 22

Learning Unit 2 Understanding Quality Teaching and Learning

© The Independent Institute of Education (Pty) Ltd 2021 Page 14 of 22

Learning Unit 2: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2021 Page 15 of 22

Learning Unit 3 Teaching Strategies

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

© The Independent Institute of Education (Pty) Ltd 2021 Page 16 of 22

Learning Unit 3: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2021 Page 17 of 22

Learning Unit 4 Assessment

© The Independent Institute of Education (Pty) Ltd 2021 Page 18 of 22

Learning Unit 4: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2021 Page 19 of 22

Learning Unit 5 Reflecting on quality teaching and learning

© The Independent Institute of Education (Pty) Ltd 2021 Page 20 of 22

Learning Unit 5: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2021 Page 21 of 22

Glossary of Key Terms for this Module

Term Definition My Notes

CAPS Curriculum and Assessment Policy Statements.

© The Independent Institute of Education (Pty) Ltd 2021 Page 22 of 22

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