IIE Learn Module Outline SPDE7111p/w

Professional Didactics: SP English

SPDE7111/p/w
MODULE OUTLINE 2024
(First Edition: 2019)

This guide enjoys copyright under the Berne Convention. In terms of the Copyright Act, no 98
of 1978, no part of this manual may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording or by any other information
storage and retrieval system without permission in writing from the proprietor.

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

Department of Higher Education and Training as a private higher education
institution under the Higher Education Act, 1997 (reg. no. 2007/HE07/002).
Company registration number: 1987/004754/07.

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IIE Learn Module Outline SPDE7111p/w

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 Resources .................................................................................................................................. 7
Module Purpose ...................................................................................................................................... 9
Module Outcomes .................................................................................................................................. 9
Assessments .......................................................................................................................................... 10

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Introduction
Welcome to Professional Didactics: SP English (SPDE7111). In this module, we will focus on the
role of the educator in the teaching and learning of language skills in the Senior Phase (Grades
7 to 9).

English is a global language, written and spoken throughout the world. It is used as a medium
of instruction in many educational institutions and is the predominant form of communication
in other arenas such as entertainment, business, and research.
A comprehensive grasp of English and the associated core skills, therefore, should enable
learners to engage in effective social interactions and relationships which are likely, in turn, to
result in increasing self-confidence and self-esteem as they engage with others. This is why
good English language skills are essential for the academic progress of learners in the Senior
Phase.

This module is designed to support the development of the language skills needed to facilitate
learning in the classroom, through effective engagement with the requirements of the
Curriculum and Assessment Policy Statement (CAPS).
By the end of this module, you should be able to design language lessons that meet the needs
of diverse groups of senior phase learners whilst also developing the critical, creative, and
analytical thinking skills that are key to their success in the workplace. You should also be well-
equipped to apply appropriate assessment strategies and tools to support and gauge the
progress of your learners.

We hope you will enjoy this module and take the opportunity to apply the knowledge and
experience gained in your ultimate teaching practice.

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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.

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IIE Learn Module Outline SPDE7111p/w

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.
• SPDE7111 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.

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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.

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Module Resources
Prescribed PM1: SPDE7111 Module Reader – The Module Reader can be accessed
Material (PM) on your Portal.
for this Module
PM2:
Department of Basic Education. 2011. Curriculum and Assessment
Policy Statement Senior Phase Grades 7-9: ENGLISH HOME LANGUAGE.
Pretoria: DBE. [Online] Available at:
https://www.education.gov.za/Portals/0/CD/National%20Curriculum%2
0Statements%20and%20Vocational/CAPS%20SP%20%20HL%20%20EN
GLISH%20GR%207-9%20%20web.pdf?ver=2015-01-27-155553-090
ISBN: 978143150492-3

PM3:
Hatton, J. & van der Walt, T. The use of South African works of fiction as
class readers in Grades 7-9
https://teachenglishtoday.org/index.php/2011/01/the-useof-south-
african-works-of-fiction-as-class-readers-grades-7/

PM4:
Nteboheleng, M. 2008. Exploring approaches to teaching reading skills
in English at senior phase in secondary schools in Mbizana district in the
Eastern Cape: a case study. Available at:
http://vital.seals.ac.za:8080/vital/access/manager/Repository/vital:161
61?site_name=GlobalView&exact=sm_creator%3A%22Masilo%2C+App
olonia+Nteboheleng%22&sort=sort_ss_title%2F
Recommended Please note that a number of additional resources and links to
Readings, resources may be provided throughout this module.
Digital, and Web You are encouraged to engage with these as they will assist you in
Resources 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.

RR1: Wessels, M. 2014. Practical guide to facilitating language learning.

Cape Town: Oxford. ISBN: 9780195995497 Available online at:
https://ezproxy.iielearn.ac.za/login?url=http://search.ebscohost.com/lo
gin.aspx?direct=true&db=nlebk&AN=1104456&site=ehost-
live&ebv=EK&ppid=Page-__-1

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RR2: Walton, Elizabeth. (2012). Using Literature as a Strategy to

Promote Inclusivity in High School Classrooms. Intervention in School
and Clinic - INTERVENTION SCHOOL CLINIC. 47. 224-233.
10.1177/1053451211424604.

RR3: Newfield, Denise. (2011). Multimodality and children's

participation in classrooms: Instances of research. Perspectives in
Education. 29. 27-35.

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IIE Learn Module Outline SPDE7111p/w

Module Purpose
The purpose of this module is to provide students with a framework of core pedagogical
knowledge and practices that will allow them to apply their specialised content knowledge
to the development and delivery of lessons in the Senior Phase in a competent, proficient,
and critically reflective manner.
Module Outcomes
Demonstrate knowledge and understanding of the subject specialisation’s
MO1
Senior Phase curriculum and specialist pedagogy.
Design engaging and effective CAPS-relevant lessons that meet the needs of
MO2
diverse groups of Senior Phase learners.
Demonstrate knowledge of different assessment purposes, practices, and tools
MO3
for determining learning and guiding future planning in the Senior Phase.
Defend a chosen assessment strategy for given scenarios, learners, outcomes,
MO4
and content.

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

Formatives Assignment Assignment

Weighting 25% 30%
Duration Approximately 10 Hours Approximately 10 Hours
LU1 LU1- LU2 (excluding Theme 2
Learning Units covered
and 3)
Open/Closed book Open book Open book
Module Manual Module Manual
Resources required
Additional resources Additional resources

Summative Summative Assignment

Weighting 35%
Total marks 120
Open/Closed book Open book
Resources required Module Reader
Additional resources
Learning Units covered All

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IIE Learn Module Outline
Assessment Preparation Guidelines
Format of the Assessment
Assignment
The assignment will assess
your ability to integrate and
apply the content in
Learning Unit 1 of this
module.
Assignment
The assignment will assess •
your ability to integrate and
apply the content in
Learning Units 1 to 2 of this •
module. However, in unit
two, the focus is on Theme •
1 only.
Summative Assignment
The summative assignment
will assess all learning units
in this module. It will
include theory-based
application,
synthesis and evaluation
type questions.
© The Independent Institute of Education (Pty) Ltd 2024
SPDE7111p/w
Preparation Hints
• Read through the prescribed resources for Learning
Unit 1 before you proceed with your written tasks.
• You are likely to spend at least 10 hours completing this
assignment.
• Make sure that you proofread your assignment to
check spelling and grammar and to avoid any incidence
of plagiarism before submitting it for marking.
• Improve the quality of your assignment by using the
rubric provided and by addressing any areas of concern
prior to submitting it for marking.
Read through the prescribed resources for Learning
Units 1 to 2 before you proceed with your written
tasks.
You are likely to spend at least 10 hours completing this
assignment.
Make sure that you proofread your assignment to
check spelling and grammar and to avoid any incidence
of plagiarism before submitting it for marking.
• Improve the quality of your assignment by using the
rubric provided and by addressing any areas of concern
prior to submitting it for marking.
• Ensure that you work through all the activities,
exercises, and revision questions on Learn and in your
textbook. You must have completed close readings of
your prescribed material to ensure that you have
prepared adequately for your examination for this
module.
• Pay close attention to the instruction words (like list,
apply, describe, analyse, etc.) and to the mark
allocations of each task to ensure that you provide the
correct depth and detail in your responses.
• Make sure that you are able to meet all the objectives
for all learning units.
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Module Pacer
Code Programme Contact Sessions Credits
SPDE7111p PGC1p 36 contacts 24
SPDE7111w PGC1w 12
Learning Unit 1 Language in the Senior Phase Curriculum

Overview:
This learning unit focuses on the four primary language skills, examining different
approaches to their development in English Home Language learners as outlined in the
Curriculum and Assessment Policy Statement (CAPS) for the Senior Phase (Grades 7 to
9). We will also explore the approach taken in CAPS to the ongoing improvement of
language structures and conventions, and the ways in which literature, including
poetry, can be used to support language development in the Senior Phase. Finally, we
will look at the different terms specifically associated with the teaching and learning of
English Home Language

Please work through Themes 1 to 3 on Learn, together with the relevant sections of your
prescribed source/s.

You should be very familiar with the different language skills based on your own
undergraduate studies. However, teaching those skills requires a very different focus as
you will now be responsible for providing opportunities for learners to develop those skills
themselves, using scaffolding and a variety of teaching and learning strategies. You may
find it challenging, therefore, to approach the development of language skills from an
educator’s perspective.

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IIE Learn Module Outline
Learning Unit 1: Theme Breakdown
Sessions Theme 1: Language Skills
SPDE7111p: 1-9
SPDE7111w:1-3
Academic Weeks: LO1: Analyse the importance of the
1-3 different language skills;
Related LO2: Discuss language structures and
Outcomes: conventions in the Senior Phase;
MO01 LO3: Discuss the role of language skills
in the development of critical
skills;
LO4: Examine ways in which to support
learners who lack foundational
language skills;
Theme 2: Approaches to Language
Teaching
LO5: Compare different approaches to
developing language skills;
LO6: Analyse different approaches to
teaching language skills through
literature, including poetry;
Theme 3: Teaching Language
Terminology
© The Independent Institute of Education (Pty) Ltd 2024
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Prescribed Material (PM)
Module Reader: Chapter 1,
2&3
PM1: Department of Basic
Education. 2011. Curriculum
and Assessment Policy
Statement Senior Phase
Grades 7-9: ENGLISH HOME
LANGUAGE. Pretoria: DBE
PM3: Nteboheleng, M.
2009. Exploring approaches
to teaching reading skills in
English at senior phase in
secondary schools in
Mbizana district in the
Eastern Cape: a case study
Module Reader: Chapter 1,
2&3
PM1: Department of Basic
Education. 2011. Curriculum
and Assessment Policy
Statement Senior Phase
Grades 7-9: ENGLISH HOME
LANGUAGE. Pretoria: DBE
PM3: Nteboheleng, M.
2009. Exploring approaches
to teaching reading skills in
English at senior phase in
secondary schools in
Mbizana district in the
Eastern Cape: a case study
PM1: Department of Basic
Education. 2011. Curriculum
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LO7: Discuss the importance of and Assessment Policy

teaching language terminology in
the classroom;
LO8: Identify specific tools to teach
different language terms;
LO9: Design a lesson plan that
incorporates the teaching of
language terms.
Statement Senior Phase
Grades 7-9: ENGLISH HOME
LANGUAGE. Pretoria: DBE
RR: Wessels, M. 2014.
Practical guide to
facilitating language
learning. Cape Town:
Oxford.

Learning Unit 2 Multimodality and Learning Styles

Overview:
In this learning unit, we will examine ways in which to teach language effectively,
beginning with a look at the impact that different learning styles may have on language
teaching. We will then explore the role of multimodality in language development through
the use of a range of different media in order to accommodate different learning styles.
We will end the unit with an investigation into the development of appropriate lesson
plans to include the use of multimodal media in the Senior Phase classroom.

Please work through Themes 1 to 3 on Learn, together with the relevant sections of your
prescribed source/s.

You may find it difficult initially to analyse the lesson plans provided in the CAPS
document. However, it is important that you are familiar with the guidelines provided so
that you are able to select appropriate types of resources to support your teaching,
bearing in mind the benefits of using multimodal resources.

Learning Unit 2: Theme Breakdown

Sessions: Theme 1: Learning Styles Prescribed Material (PM)
SPDE7111p: 10-18
SPDE7111w: 4-6

Academic LO1: Analyse the different learning Module Reader – Chapter 4

Weeks: 4-6 styles; &6
Related LO2: Discuss the importance of
Outcomes: recognizing different learning styles PM 1: Department of Basic
MO01 in language teaching; Education. 2011. Curriculum
and Assessment Policy

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IIE Learn Module Outline
MO02 LO3: Justify the importance of making
MO03 content being taught relevant to
diverse learners;
Theme 2: Multimodal Teaching and
Learning
LO4: Discuss the role of multimodality in
the classroom;
LO5: Evaluate different types of media
that could be used in the language
classroom;
LO6: Analyse the effectiveness of
different media in the language
classroom;
LO7: Discuss ways in which to use
different media in an under-
resourced classroom;
Theme 3: Accommodating Learning
Styles
LO8: Analyse strategies to accommodate
different learning styles in language
lessons;
LO9: Discuss ways in which to adapt
content to different learning styles;
LO10: Evaluate the use of technology to
accommodate different learning
styles;
LO11: Design a lesson plan that caters for
different learning styles.
Learning Unit 3 Language Teaching and Learning Through Assessment
Overview:
© The Independent Institute of Education (Pty) Ltd 2024
SPDE7111p/w
Statement Senior Phase
Grades 7-9: ENGLISH HOME
LANGUAGE. Pretoria: DBE
PM 1: Department of Basic
Education. 2011. Curriculum
and Assessment Policy
Statement Senior Phase
Grades 7-9: ENGLISH HOME
LANGUAGE. Pretoria: DBE
RR3: Multimodality and
children's participation in
classrooms: Instances of
research
PM1: Department of Basic
Education. 2011.
Curriculum and Assessment
Policy Statement Senior
Phase Grades 7-9: ENGLISH
HOME LANGUAGE.
Pretoria: DBE
Module Reader – Chapter 4
&6
RR2: Using Literature as a
Strategy to Promote
Inclusivity in High School
Classrooms.
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Assessment is one of the most important teaching and learning tools. Not only can it be
used to verify whether or not lesson objectives have been met, sometimes referred to as
assessment of learning, assessment can also be used to inform remediation strategies, if
and when necessary, usually described as assessment as learning. More importantly,
assessment should function as an integral part of the teaching-learning process. In this
case, it becomes assessment for learning.

In this learning unit, we will examine different forms/ types of assessment in order to
understand their different purposes, practices and roles within the curriculum. We will
also look at various assessment methods and tools/ instruments that may be used in the
assessment process including ways in which they can be designed and developed to meet
specific purposes.

Please work through Themes 1 to 3 on Learn, together with the relevant sections of your
prescribed source/s.
You may find it hard to differentiate between assessment types, methods, tools and
instruments as these terms are often used interchangeably. However, the emphasis here
is not on the meanings of these terms, but rather on the use of different assessment
strategies to assess and support the development of language skills in the classroom.

Learning Unit 3: Theme Breakdown

Sessions: Theme 1: Why Assess?
SPDE7111p: 19-27
SPDE7111w: 7-9
Academic LO1: Analyse the purpose of assessments Module Reader – Chapter 4
Weeks: in language teaching; &5
7-9 LO2: Discuss the role of assessment as a
Related teaching and learning tool; PM1: Department of Basic
Outcomes: LO3: Differentiate between different Education. 2011. Curriculum
MO01 forms of language assessment; and Assessment Policy
MO02 Statement Senior Phase
Theme 2: Assessing Language
MO03 Grades 7-9: ENGLISH HOME
Development
LO4: Discuss the impact of informal and LANGUAGE. Pretoria: DBE
formal assessments on language
teaching and learning;
LO5: Analyse the assessment
requirements in the Senior Phase;
Theme3: Language Assessment
Methods and Tools

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LO6: Evaluate different assessment

methods and tools;
LO7: Analyse the role of feedback in the
assessment of language
development;
LO6: Develop a formal assessment for
language learners.

Learning Unit 4 Defending Assessment Strategies

Overview:

By now, you should be aware of the importance of using different teaching and learning
strategies in the language classroom. This also holds for assessments. However, using
different assessment strategies goes beyond ensuring inclusivity as different strategies
may assess different language skills. Because learners develop language skills at different
rates, assessing levels of competency in those skills often requires the use of tools such as
rubrics, that may involve qualitative measurements being made by learners themselves,
their peers or their educators. Such measurements may be accused of bias when learners’
achievements are recorded, reported and/ or moderated. Hence the need to be able to
defend the assessment strategies used.

In this learning unit, we will examine the role of the educator in the assessment process in
more detail, including the importance of aligning language assessments to the curriculum
and of accurately recording, reporting and moderating the results of assessment. We will
then explore the ways in which different assessment strategies can be used to measure
competency in multiple skills, including critical, creative and analytical thinking skills,
paying particular attention to the role of holistic assessment. Finally, we will end the unit
with a look at the use of alternative strategies such as problem-based and scenario-based
assessments that require critical thinking skills.

If you are a contact student, you will likely spend 16 sessions on this learning unit.
If you are a distance student, you will likely complete this learning unit during the course
of Academic Weeks 9 and 12.

Please work through Themes 1 to 3 on Learn, together with the relevant sections of your
prescribed source/s.

You may find it challenging to develop tools appropriate for holistic assessment of
multiple skills. However, there are considerable benefits of using such assessments, both
for learners and educators. Although time-consuming to develop initially, such
assessments can be designed in such a way that they can be used repeatedly and across

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several grades. In addition, there are many free assessment tools available online that can
be easily adapted to meet your specific requirements.

Learning Unit 4: Theme Breakdown:

SPDE7111p: 28-36 Theme 1: Assessing Multiple Skills
SPDE7111w:10-12

Academic LO1: Discuss the role of the educator in Module Reader – Chapter 4
Weeks: the assessment process; &5
10-12 LO2: Discuss the importance of aligning
Related assessments to the curriculum; PM1: Department of Basic
Outcomes: LO3: Analyse ways in which skills Education. 2011. Curriculum
MO01 competency can be assessed; and Assessment Policy
MO02 Theme 2: Holistic Skills Assessment Statement Senior Phase
MO03 Grades 7-9: ENGLISH HOME
MO04 LO4: Justify the importance of holistic LANGUAGE. Pretoria: DBE
assessment;
LO5: Discuss the process of designing a
holistic assessment;
LO6: Develop a marking scheme to
ensure holistic assessment;

Theme 3: Critical Thinking Assessment

Strategies
LO7: Discuss the importance of
developing critical thinking skills;
LO8: Differentiate between problem-
based and scenario-based teaching
and learning;
LO9: Design a lesson plan that
incorporates problem and/ or
scenario- based learning.

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