CURS4502

Intermediate Phase School

Curriculum 2
NQF level 5

Credit 8

Compiled by
Mrs Mobara-Links

2024

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Table of Contents
1. WELCOMING ................................................................................................................................... 3
HEAD OF SCHOOL ................................................................................................................................ 3
LECTURER ............................................................................................................................................ 3
2. MODULE OBJECTIVE ....................................................................................................................... 4
3. MODULE OUTCOMES...................................................................................................................... 4
4. LEARNING UNITS............................................................................................................................. 4
Learning Unit 1: ................................................................................................................................... 4
Learning Unit 2: ................................................................................................................................... 4
Learning Unit 3: ................................................................................................................................... 4
Learning Unit 4: ................................................................................................................................... 5
Learning Unit 5: ................................................................................................................................... 5
5. PREREQUISITES ............................................................................................................................... 5
6. CREDITS AND NOTIONAL LEARNING HOURS ................................................................................. 5
7. MODULE CALENDAR ....................................................................................................................... 6
8. STUDY MATERIAL .......................................................................................................................... 11
9. ASSESSMENT ................................................................................................................................. 11
9.1 ASSESSMENT BREAKDOWN......................................................................................................... 11
9.2 ASSIGNMENTS ............................................................................................................................. 12
9.3 ADMISSION TO EXAMINATION ................................................................................................... 12
9.4 CALCULATION OF MARKS ........................................................................................................... 12
9.5 PASSING THE MODULE................................................................................................................ 12
9.6 PLAGIARISM ................................................................................................................................ 12

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 1. WELCOMING

Welcome to CURS4502 - Intermediate Phase School Curriculum 2!

I trust you will enjoy the time that you spend on this module. I hope that your experience thus
far as a prospective teacher ensures that you will leave this institution with enriched and
wonderful memories. This is an eight (8) credit module with 80 notional learning hours within
the School of Mathematics, Natural Sciences and Technology Education (MNSTE). The
purpose of this module is to contribute towards your intellectual and practical development
which will enable you to cope with the challenges of modern intermediate phase teaching.

The activities require you to apply and integrate your knowledge and skills in real and practical
situations. These activities require you to be interactive – you are encouraged to consult fellow
students, discuss ideas, and continue with research to enable you to provide holistic answers.
I hope that you will enjoy the variety of activities that are set out.

I wish you a prosperous and successful study. Feel free to contact me when you would like to
know anything or ask something about the course. Below are the contact details of the relevant
persons within this module:

HEAD OF SCHOOL

Head of Department: Dr Maria Tsakeni

Office number: Office 1.4, New Education Building
Email address: TsakeniM@ufs.ac.za
Phone number: 051 401 3443
Consulting hours: As per appointment

LECTURERS

Lecturer: Ms. Zaynab Mobara-Links

Office number: Office 20, Winkie Direko
Email address: MobaraZ@ufs.ac.za
Phone number: 051 401 2204
Consulting hours: As per appointment

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 2. MODULE OBJECTIVE

The BEd programme is a qualification directed at the initial education and training of
teachers. The intended exit-level outcome of the programme is the graduate who
possesses a well-rounded education consisting of integration of:
• subject content knowledge,
• knowledge of the learners and the education context, and
• pedagogical content knowledge
that will enable them to demonstrate applied competence, commitment and responsibility
as academically and professionally qualified teachers for diverse education contexts.

3. MODULE OUTCOMES

The aim of CURS 4502 is to provide these students with basic pedagogical content
knowledge in Intermediate Phase Natural Sciences and Technology Education curriculum.
On completion of this module, the students should be able to:

• demonstrate and apply basic pedagogical content knowledge which will enable
them to integrate the knowledge into other subjects in the Intermediate Phase;
• teach these subjects in grade 4 – 7, and
• further studies in Natural Sciences and Technology Education.

4. LEARNING UNITS

Learning Unit 1:

• Natural Sciences and Technology teaching philosophy

Learning Unit 2:
• Lesson planning
• Integration of ICT in Natural Sciences and Technology Curricula

Learning Unit 3:
• Assessments in Natural Sciences and Technology Education
• Grading policies and effective teaching

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Learning Unit 4:
• Natural Sciences and Technology content focus areas
• Technology framework

Learning Unit 5:
• Mobile learning theory: overview

5. PREREQUISITES

Students must have successfully completed CURS 3502 before they can register for
CURS 4502. Please consult the faculty yearbook for more information.

6. CREDITS AND NOTIONAL LEARNING HOURS

‘Notional learning hours’ indicate the amount of learning time taken by the ‘average’ student
to achieve the specified learning outcomes of the course unit or programme. This includes
all learning relevant to achieving the learning outcomes, e.g., directed study, essential
practical work, group work, private study, preparation, and assessment.

This module has eight (8) credits, requiring eighty (80) notional learning hours from students.

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 7. MODULE CALENDAR

The module stretches over one academic year period, during which the following contents
will be addressed. Please note that the content is subject to change.

Contact Session Theme Activity

Welcoming
Course Orientation for
semester 1
- Study Guide
Week 1 - Blackboard
20/02/2024 - Student
Representative
- Complaint’s
Procedure
- Discussion Board

Learning Unit 1
- Purpose of the
CURS 4502 module
- General aims of the
South African
Curriculum
- What is Natural
Sciences and
Technology Familiarise yourself with the
Week 2
Education CAPS for Natural Sciences and
27/02/2024
- Specific Aims of the Technology Education
CAPS for Natural
Sciences and
Technology
Education
- Rational for Natural
Sciences and
Technology
Education

Learning Unit 1:
- Teaching Philosophy
Week 3 Activity 1: Develop your own
05/03/2024 - General guidelines Teaching Philosophy Statement
for Teaching
Philosophy

Learning Unit 2:
- What is a lesson
Week 4 Familiarise yourself with the UFS
plan?
12/03/2024 lesson plan template
- Importance of lesson
plans

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 - Discussion of UFS
lesson plans

Learning Unit 2: Download and read the following

- Teaching with articles for a class discussion:
Technology 1. Multiple Intelligences for
Every Classroom (Pokey
Week 5 - 21st Century Teacher
Standford)
19/03/2024 - Instructional 2. Multiple Intelligences
Deliveries Meet Blooms Taxonomy
- Results vs Process 3. (Kimberly C. Gray and
Orientated Thinking Jan E. Waggoner)

Download and read through

Assessment for Learning: 10
Learning Unit 3: Principles – Research based
Week 6 principles to guide classroom
- Multiple Intelligences
26/03/2024 practice (P. Broadfoot, R.
- Blooms Taxonomy Doughertty, J. Gardner, M.
James, and G. Stobart) for a
class discussion.
Learning Unit 3: Activity 2:
- Assessment for 1) Define each multiple
Week 7 learning intelligence in your own
02/04/2024 - Types of words.
Assessment Describe how each intelligence
- Asking Questions can be developed.

STUDENT HOLIDAY
08 April – 12 April
Learning Unit 3: Activity 3:
- Types of Questions Design one lesson plan on any
- Tools for topic within the CAPS: Natural
Questioning Sciences and Technology.
- The lesson plan must
clearly state how you will
incorporate 4 of the
multiple intelligences into
the lesson. This must be
Week 8
done in the form of a
16/04/202
table on a separate page

The lesson plan must

contain a 20-mark activity
that tests learner's ability
to synthesis and
evaluate. A memo must
be included.

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 - The lesson plan must
contain a visual aid to
support the topic. The
visual aid is limited to a
10-slide PowerPoint
presentation or a display
model that you have
made.
Note: failure to engage with the
content will result in a 0 for the
activity.
Learning Unit 3: Activity 3
- Visual Aids
Download and read through Four
Learning Unit 4: Keys to Success Using Blended
- Blended Learning Learning Implementation Models
(E. Brooke) for a class
Week 9
discussion.
23/04/2024
Download and read through The
Knowledge of Teaching –
Pedagogical Content Knowledge
(C. L. Shing, R. M. Saat and S. H.
Loke) for a class discussion.

Week 10 Public Holiday on Wednesday

30/04/2024
No class.

Learning Unit 4:
Week 11 Technology Frameworks
.
07/05/2024 - Pedagogical Content
Knowledge

Learning Unit 4:
Technology Frameworks
Week 12 - Good Teaching
14/05/2024 - Pedagogical
Reasoning Action
Model

Week 13 Test 1
21/05/2024 10h00 – 12h00

Special Test
Week 14
(students must obtain permission to write this test)
29/05/2024
10h00 – 12h00

MID YEAR EXAMS BEGIN

27 May 2024

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 STUDENT HOLIDAY
17 June – 05 July 2024
Week 16 - No Class
09/07/2024

Course orientation for

Week 16 semester 2
16/07/2024 - Expectations
Practice Teaching

PRACTICE TEACHING
23 July 2024 – 04 October 2024
Learning Unit 5
Week 17
- Mobile Learning
08/10/2024
Theory

Question and query session

for learning unit 1 - 5.

Week 18 Final class session

15/10/2024 - The Teacher
- Calculation and
discussion of year
marks.

END OF YEAR EXAMS BEGIN

21 OCTOBER 2024

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f
IMPORTANT INFORMATION
 All sessions are compulsory! Should you miss out on any classes, it is your
responsibility to catch up on the work missed. This also applies to students who
have received special permission to engage in teaching practicals.
 NO additional opportunity will be given for any class activities or class tests.
Failure to complete the assignments could result in a failure.
 Due dates are given as the final date for submission. However, submission boxes
will be opened prior to this date to allow students to submit. It is a student’s
responsibility to ensure that they submit. No additional opportunities for
submission will be offered without tangible evidence such as a medical and/or
cultural letter. As the submission box is opened before the due date, excuses
such as network issues, loadshedding, lack of data/reception, and so forth will
not be considered.
 Once marks are released, students will have five (5) working days to confirm their
marks. Should a student not contact their respective lecturer during this time,
they will forfeit the marks. Within these 5 working days, students may query their
marks as well. A working day is noted as Monday to Friday (excluding public
holidays) from 07h45 – 16h30.
 Students are assessed on what is submitted. Incorrect submissions will be
marked accordingly.

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 8. STUDY MATERIAL

1. Broadfoot P, Daugherty R, Gardner J, Harlen W, James M, Stobart G. (2002)

Assessment for Learning: 10 Principles. Nuffield Foundation and University of
Cambridge. 3.
2. Brooke, E. (2015). Four keys to success using blended learning implementation
models. Lexia Learning.
3. Department of Basic Education. (2011). Curriculum and Assessment Policy
Statement (CAPS), Technology (Grades 4-6). Pretoria: Government Printers.
4. Gray, K. C., & Waggoner, J. E. (2002). Multiple intelligences meet Bloom’s taxonomy.
Kappa Delta Pi Record. 38(4). 184-187.
5. Goundar, M. S. & Kumar, B. A. (2021). The use of mobile learning applications in
higher education institutes. Educ Inf Technol (2021). https://doi.org/10.1007/s10639-
021-10611-2.
6. Marshall, S.P. ( 2010). Re-imagining specialized STEM academies: igniting and
nurturing decidedly different minds, by design. Routledge Taylor & Francis Group.
7. Shing, C. L., Saat, R. M., Loke, S. H. (2015). The knowledge of teaching—Pedagogical
Content Knowledge (PCK). The Malaysian Online Journal of Educational Science. 3(3).
40-55.
8. Stanford, P. (2003). Multiple intelligence for every classroom. Intervention in School
and Clinic. 39(2). 80-85.

9. ASSESSMENT

9.1 ASSESSMENT BREAKDOWN

To be successful in this module, you are required to have done and obtained the required
minimum percentage in the below 3 assessment tasks.

ASSESSMENT TYPE
MODULE MARK (weight)
(Written/Oral/Practical)

Assignment 1 Written – Teaching Philosophy 20%

Assignment 2 Written – Lesson Plan 30%

Test Written – Summative Test 50%

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 9.2 ASSIGNMENTS
• Assignments and test are compulsory
• In the case of group assignment, all group members must participate.
• Ethical expectations
• Please acquaint yourself with the university rules regarding ethical
behaviour as they are also binding in the module.
• Excuses for late/no submission is not allowed – comply with the due dates.

More detailed assignment information will be made available on Blackboard throughout

the year. It is each student’s responsibility to ensure that he/she takes note of all the
information and aligns him/herself with the expectations.

9.3 ADMISSION TO EXAMINATION

Non-examination

9.4 CALCULATION OF MARKS

See ASSESSMENT

9.5 PASSING THE MODULE

A student should obtain a final mark of 50% or more in order to pass this module.

9.6 PLAGIARISM
The Policy on the Prevention of Plagiarism and Dealing with Academic Writing Misconduct
is underpinned by the principle that the University of the Free State (UFS) is founded on
scholarship and scientific research. To give effect to these principles the UFS, through this
policy, contributes towards instilling the fundamental values of academic integrity and
scientific discourse, high standards and ethics in all academic endeavours. Plagiarism and
academic writing misconduct are seen as a serious offence and are subject to strict corrective
actions. The University distinguishes between plagiarism and academic writing misconduct
and applies two distinct measures in response to confirmed incidents. Please familiarise
yourself with this policy that is available at:
http://www.ufs.ac.za/dl/userfiles/Documents/00000/364_eng.pdf
Plagiarism of any form will not be accepted. Should a student be found guilty of
plagiarism, he/she will obtain a 0 for the assignment.

The following is therefore recommended:

1. Do not share your work with friends/classmates; regardless of the reasoning. You and
you friend will receive 0 for submission.
2. Attend classes, refer to announcements, and email your lecturer or tutors should you
have any queries or concerns AFTER REFERING TO THE CONTENT UPLOADED.

More detailed assignment information will be made available in class or on Blackboard

throughout the semester. It is each student’s responsibility to ensure that he/she takes note
of all the information and aligns him/herself with the expectations.

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