INSTRUCTIONS

i. Refer to Lesson Three (3) and answer the questions that follow.
ii. Maintain the numbering the same way it appears on the question paper.
iii. Type legibly and make use of correct word case appropriately.
iv. Edit your work before submitting.
v. Use your own words. Do not cut and paste information from your sources.
vi. Acknowledge all sources using an acceptable referencing technique.
vii. Complete and sign your declaration form.

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
You need to include a completed and signed copy of this form when you
submit your Assignments for this module.
Assignments without the form will be cancelled and returned
unmarked

The Department of Curriculum and Instructional Studies places specific emphasis on

integrity and ethical behavior with regard to the preparation of all written work submitted for
academic assessment

Although your lecturers can provide you with Information about reference techniques and
guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should
you at any time feel unsure about the requirements, you must consult your lecturers before
you submit any assignment

You are guilty of plagiarism when you extract information from a book, article, web page or
fellow student without acknowledging the source and submit it as your own work. In truth,
you are stealing someone else's property. You may not use another student’s work. You may
not allow anyone to copy or use your work with the intention to submit it as his/her.
Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism
is a serious violation of the University's regulations and may lead to expulsion.
The under-mentioned declaration must accompany written assignments. Your assignment
will be cancelled and returned unmarked if you do not include a fully completed and signed
declaration form.
I (full names and surname): Thabang Thomas Sebotsa

Student number: 17417317 Module: BPT1501

Declare that...
1. I understand what plagiarism entails and am aware of the University’s policy in
this regard.
2. I declare that this assignment is my own, original work. Where I used someone
else's work, whether a printed source, the internet or any other source, I give
the proper acknowledgement and include a complete reference list.
3. I did not use another current or previous student's work, submitting it as my
own.
4. I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.

T.Sebotsa 06/09/2022

Signature Date:
Assessment 3 : Teaching and learning environment

INSTRUCTIONS

1. Engage with different readings to answer the assignment question.

2. Read the following abstract and watch the video about the quality of the school in
South Africa.
3. Read and understand the assignment question
4. Words should be between 350 to 400 words

In all aspects of the school and its surrounding education community, the rights
of the whole child, and all children, to survival, protection, development and
participation are at the centre. This means that the focus is on learning which
strengthens the capacities of children to act progressively on their own behalf
through the acquisition of relevant knowledge, useful skills and appropriate
attitudes; and which creates for children, and helps them create for themselves
and others, places of safety, security and healthy interaction. (Bernard, 1999)

Watch the following video

https://youtu.be/K-Avjfx36aQ?t=228

Assignment question

Write an essay between 350 to 400 words to answer the question:

What does quality mean in the context of education? Base your response to the quality
learning environment where you are going to discuss the following aspects
• Physical elements
• Psychosocial elements
• Service delivery on schools

Total Marks 40
Student number 17417317
Assessment 3
Physical elements
Physical education is one of the elements of education; which through physical
activity can transform knowledge, values and skills-as a result of participation in
muscular activities. Much can be learned about environment, others, and own selves
through this form of participation. Furthermore, it can significantly influence the
development of one’s personality and ability to function effectively (Ali, 2005).

The central advisory board of physical education and recreation (1964) emphasized
that physical education is an integral part of the education- education through
physical activity to develop the total personality of the child to its fulfilment and
perfection in body, mind and spirit. It is concerned with the development of physical
fitness. In driving for such fitness, however, physical education has to train the
children mentally, morally with social qualities, arouse its awareness about
environment and develop alertness, presence of mind, resourcefulness, discipline, co-
ordination and the spirit of respect, sympathy and generosity towards others-
qualities that are essential for making congruence with the environment to live a
happy and well-adjusted life in a free and democratic world. Physical education can
thus make a very valuable contribution to our national life

UNESCO (1999) asserted that everything that influences behaviour and personality is
education. By encouraging development of the child’s abilities, physical education
and sport constitute the very foundation of education, a veritable schooling for life in
society. Instead of the mind-body dichotomy it would seem preferable to adopt the
principles of unity and parity. It is desirable in any case that in the first instance
children, and especially adolescents, should be helped to gain awareness of their
bodies and the psycho-physical unity of their being, because physical learning is not
only physical activity, but also knowledge. It emphasizes that physical education has
a fixed place in the school timetable and it is seen one of the only subjects which
offers the opportunity for students to improve their physical fitness, develop physical
and social skills, and gain knowledge which is not included in other areas of the
curriculum.

It has further emphasized that the physical education has a major role to play in the
development of young people. It is closely linked to other creative learning
experiences and skill acquisition. The history of physical education reflects people’s
attitudes about physical activity from prehistoric times, because the phenomenon
survival of fittest was directly related to physical prowess to find food. Gradually,
ancient societies in China, Egypt, Greece, and Rome adopted physical education as
part of military training. As the more developed societies came to value the scholarly
life, physical education lost favour.

Total Marks 40
Physical education and sport, although closely linked, are not synonymous. Sport is
formalised physical activity involving competition or challenges against oneself,
others or the environment, with an emphasis on winning. It begins in play and
develops through games and challenges. The focus in the physical education
curriculum is on the child’s holistic development, stressing personal and social
development, physical growth, and motor development. Goal-setting, within the
curriculum, focuses on individual improvement and not on winning or being the best
Primary School Curriculum, (1999)

Participation in physical education and sport programs provide students with an

opportunity to develop their decision-making, problem solving and social skills
through a health enhancing environment which contributes to enjoyment, increased
mental alertness and an understanding about the importance of physical activity for
life long benefits. Therefore, the planning and management of the physical education
curriculum in schools should always have to be child-centered, mainly focusing on
their overall development and providing rich and varied experiences physical
education & sports policy for schools,

Psychosocial elements

Considering how much time most children spend at school, psychosocial

dimensions of schools have parked the interest of a growing number of
researchers concerned with school effectiveness and the emotional well-
being of young people. The psychosocial learning environment covers
psychological and social factors that have consequences for satisfaction,
health and ability to perform at learning places.

The term psychosocial refers to the close connection between psychosocial

aspects of our experiences (e.g. our thoughts, emotions, and behavior) and
our wider social experience (e.g. our relationships, tradition and culture).
Learners and teachers are psychologically affected by the surrounding social
conditions that may disrupt or enhance the quality and effectiveness of
learning. The question is how to endure every learner an environment that is
physically safe, emotionally secure and psychologically enabling. A focus on
well-being of the learner, including attention to different groups according to
such factors as their gender, physical ability and socio-economic status, will
help address disparities that steam from home and community background,
creating a more level playing field

Service delivery on Schools

In the 21st century, the capacity of Australia to provide a high quality of life
for its citizens will depend on the ability to compete in the global economy
on education and innovation (MCEETYA, 2009). Due to inclusion and
increasing diversity in the school system, the nature of teaching needs to
change. Educators want to improve their students’ learning and they know
that they cannot do it alone (Scherer, 2011). Society has placed numerous

Total Marks 40
demands to achieving academic success and this cannot be fulfilled without
support. Inclusion provides an appropriate quality education for students
with disabilities and integrates them among peers without disabilities in the
general education classroom. Inclusion is an attempt to establish
collaborative, supportive and nurturing learning experiences for students
with disabilities that gives them the services and accommodations that they
need to learn (Hammond & Ingalls, 2003). Support is needed in the school
system because teachers believe that they do not have sufficient training for
inclusionary services (Hammond & Ingalls, 2003). There is inadequate
levels of collaboration and support from fellow teachers when problems arise
in the classroom (Hammond & Ingalls, 2003). All educators should
participate in the planning and implementation of inclusionary
programs in the school system (Hammond & Ingalls, 2003). There has been
a diverse range of challenges driving change in educational settings.
Since the early 1980s, educational reforms has been driven by globalization,
equity and market competitiveness (Savage & O’Connor, 2014). Global
pressures in education were exemplified by an increase of international
comparisons through standardized testing programs such as the
Organization for Economic Cooperation and Development ‘s (OECD) Program
for International Student Assessment (Savage & O’Connor, 2014). There is
an assumption that students’ test scores reflect their future capacity to
compete in the global market (Savage & O’Connor, 2014). In the early
1990s, there was a strong drive towards collaboration between the
Commonwealth and all the States and Territories to establish a national
policy for the development of Curriculum Statements and Profiles for each of
the eight subjects- English, Studies of Society and Environment,
Mathematics, Science, Technology, Art, Health and Physical Education and
Languages Other Than English (Bruniges, 2005). There was a large gap
between high-performing and low-performing students, failure to meet
national goals of schooling, deteriorating infrastructure of school buildings
and an outflux of retiring teachers (Bruniges,2005). Educational systems
are akin to ecosystems where there are interactions between
teachers, students, parents and community members (Bruniges,
2005). They are influenced by social, economic, political and cultural
drivers (Bruniges, 2005). Advances in technology, economic prosperity,
equality, cultural diversity and changing student needs helped to modify

References

 Bourke, P.E. (2010). Inclusive education reform in Queensland: Implications

for policy and practice. The International Journal of Inclusive Education, 14(2),
183-193.

Total Marks 40
  Brown, D., Pryzwansky, W.B., & Schulte, A.C. (2011). Psychological consultation
and collaboration: Introduction to theory and practice. Upper Saddle River, NJ:
Pearson Education Inc.
 Brown, Z. (2016). Inclusive education: Perspectives on pedagogy, policy and
practice. New York, Routledge.
 Bruniges, M. (2005). What is driving curriculum reform in
Australia? Curriculum & Leadership Journal, 3(40), Retrieved
from http://www.curriculum.edu.au/leader/
 Case-Smith, J., & Holland, T. (2009). Making decisions about service delivery
in early childhood programs. Language, Speech and Hearing Services in
Schools, 40(4). Doi: 10.1044/0161-1461
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from www.ccresa.org/Files/Uploads/42/Clarification-on-Direct-Indire.pdf
 Coben, S.S., Thomas, C.C., Sattler, R.O., & Morsink, C.V. (1997). Meeting the
Challenge of Consultation and Collaboration: Developing Interactive
Teams. Journal of Learning Disabilities, 30(4), 427-432.
 Cook, L., & Friend, M. (1991). Consultation in special education: Coming of
age in the 1990s. Preventing School Failure, 35(2), 24-27.
 Department of Education and Training (DET). (2017a). Inclusive education
policy statement. Retrieved
from http://education.qld.gov.au/schools/inclusive/
 Department of Education and Training (DET). (2017b). Culture and linguistic
diversity. Retrieved
from http://education.qld.gov.au/schools/inclusive/cultural-linguistic-
diversity.html
 Department of Education and Training (DET). (2017c). Disability
Policy. Retrieved
from http://education.qld.gov.au/schools/disability/index.html
 Department of Education and Training (DET). (2017d). Religious
diversity. Retrieved
from http://education.qld.gov.au/schools/healthy/religious-diversity.html
 Department of Education and Training (DET). (2017e). Every student
succeeding State Schools Strategy 2017-2021. Retrieved
from http://education.qld.gov.au/corporate/about/pdfs/State-scgiiks-
strategy-2017-2021.pdf
 Department of Education and Training (DET). (2016a). Student Mental Health
and Wellbeing. Retrieved
from http://education.qld.gov.au/studentservices/protection/mentalhealth/ind
ex.html
 Department of Education and Training (DET). (2016b). Positive Behaviour for
Learning. Retrieved from http://behaviour.education.qld.gov.au/positive-
behaviour/whole-school/Pages/shy.aspx

Total Marks 40
  File, N., & Kontos, S. (1992). Indirect Service Delivery Through Consultation:
Review and Implications for Early Intervention. Journal of Early Intervention,
16(3), 221-233.
 Hammond, H., Ingalls, L. (2003). Teacher’s attitudes toward inclusion: survey
results from elementary school teachers in three southwestern rural school
districts. Rural Special Education Quarterly, 22, 24-31.
 Idol, L., Paolucci-Whitcomb, P., & Nevin, A. (1995). The Collaborative
Consultation Model. Journal of Educational and Psychological Consultation,
6(4), 329-346.
 Kids Matter. (2018). A Whole School Approach. Retrieved
from https://www.kidsmatter.edu.au/primary/a-whole-school-approach
 Luckner, J.L., Rude, H., & Sileo, T.W. (1989). Collaborative Consultation: A
Method for Improving Educational Services for Mainstreamed Students Who
Are Hearing Impaired. American Annals of the Deaf, 134(5), 301-304.
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Young Australians. Melbourne, Australia: Curriculum Corporation
 Morin, A., (2018). The Difference Between Push-in and Pull-out
Services. Retrieved from https://www.understood.org/services/the-difference-
between-push-in-and-pull-out
 Pacer Center. (2018). Direct and Indirect Services. Retrieved
from www.pacer/org/parent/php/PHP-c180.pdf
 Savage, G.C., & O’Connor, K. (2015). National agendas in global times:
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 Scherer, M. (2011). No School’s an Island. Educational Leadership, 68(8), 7.

Total Marks 40