CUS3701 Tutorial Letter 101 - 2024 - 0 - B

CUS3701/101/0/2024
Tutorial Letter 101/0/2024
CURRICULUM STUDIES
CUS3701
Year module
Department: Curriculum and Instructional Studies
IMPORTANT INFORMATION:
This tutorial letter contains important information about the CUS3701 module.
Please register on myModules activate your myLife e-mail account and
make sure that you have regular access to the myUnisa module website,
CUS3701-2024-Y, as well as your group website.
BARCODE
CONTENTS
Page
1 INTRODUCTION ................................................................................................................. 3
2 PURPOSE AND OUTCOMES ............................................................................................. 4
2.1 Purpose ............................................................................................................................... 4
2.2 Outcomes ............................................................................................................................ 4
3 CURRICULUM TRANSFORMATION .................................................................................. 4
4 LECTURER(S) AND CONTACT DETAILS ......................................................................... 5
4.1 Lecturers ............................................................................................................................. 5
4.2 Department ……………………………………………………………………………….....………5
4.3 University …………………………………………………………………………………………….5
5 RESOURCES ...................................................................................................................... 6
5.1 Prescribed book................................................................................................................... 6
5.2 Recommended book............................................................................................................ 7
5.3 Electronic reserves (e-reserves) .......................................................................................... 7
5.4 Library services and resources information ………………………………………………………8
6 STUDENT SUPPORT SERVICES....................................................................................... 8

7 STUDY PLAN.................................................................................................................... 10
8 PRACTICAL WORK.......................................................................................................... 10
9 ASSESSMENT .................................................................................................................. 10
9.1 Assessment criteria ........................................................................................................... 10
9.2 Assessment plan …………………………………………………………………………………..10
9.3 General details about assignments .................................................................................... 11

9.4 Due dates of assignments ………………………………………………………….……………..11
9.5 Submission of assignments ............................................................................................... 11

9.6 How to answer essay questions …………………………………………………………….….. 12
9.7 References and bibliography ……………………………………………………………………..12
9.8 Types of assignments and descriptions ………………………………………….……………..12
9.9 The examination ……………………………………………………………………….………….13
10 ACADEMIC DISHONESTY ............................................................................................... 16

10.1 Plagiarism.......................................................................................................................... 16
10.2 Cheating ……………………………………………………………………………………………17
11 STUDENTS LIVING WITH DISABILITIES ........................................................................ 16

12 FREQUENTLY ASKED QUESTIONS ............................................................................... 17
13 QUESTIONNAIRE ........................................................................................................... 177
14 IN CLOSING.................................................................................................................... 177
15 ADDENDUM A: QUESTIONNAIRE ................................................................................ 188
16 ADDENDUM B: MULTILINGUAL GLOSSARY............................................................... 243
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Dear Student
1 INTRODUCTION
Welcome to this module: Curriculum Studies. We are delighted to welcome you and we wish you
every success in your studies. We will do our best to make your study of this module successful.
You will be well on your way to success if you start studying early in the year and resolve to do the
assignments properly. This is a year module, which means that it is offered from January to
November.
In all cases of online engagement, we use myModules as our virtual campus. From 2022, the
myUnisa virtual campus will be offered via a new learning management system, Moodle. This is an
online system that is used to administer, document and deliver educational material to you and
support engagement with you.
Take note that this module will be offered through distance education using a prescribed
textbook, online submissions of assignments and a non-venue-based examination (online
only). You can also take part in online discussions on myModules. Take note of the
announcements on the module page and study the lessons and activities. The lessons will
guide you through the study material and you might receive more tutorial letters during the
year.
You required to buy the prescribed textbook and download all your other study material from
Moodle. Illegal purchasing (from phishing or predatory internet sites) of copied textbooks and
study material, such as previous assignments and memorandums, is a criminal offence and
students, who make use of these illegal services, will be prosecuted.
Please see the EXAMINATION GUIDANCE SECTION, QUESTIONNAIRE and MULTILINGUAL

GLOSSARY at the end of this tutorial letter.
Right from the start, we would like to point out that you must read all the tutorial letters you receive
during the year immediately and carefully, as they always contain important and, sometimes,
urgent information. Please also make sure that your contact details are correct, because the
University also sends SMSs and e-mails to you on your myLife e-mail address.
In this tutorial letter (TL101), you will find information on the assignments and assessment criteria,
as well as instructions on preparing and submitting the assignments. This tutorial letter also
provides all the information on the prescribed study material and other resources, and how
to obtain them. Please study this information carefully and make sure that you obtain the
prescribed material as soon as possible.
We have also included certain general and administrative information about this module. Please
study this section of the tutorial letter carefully.
Tutorial letters and study material are available on myModules (Moodle)ONLY.
The Moodle learning management system is Unisa’s online campus that will help you to
communicate with your lecturers, with other students and with the administrative departments of
Unisa – all through the internet. It is therefore of the utmost importance to get access to the
internet and to consult myModules regularly. Please note that, once you are registered on
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myModules, you will also be able to do activities, submit your assignments online, have access to
library resources, download your study material, etc. You will also be able to keep record of
assignments submitted and have access to your marks, previous examination papers and
examination dates. To go to the myUnisa/Moodle website, start at the main Unisa website,
http://unisa.ac.za, and then click on the Login to myUnisa link, on the right-hand side of the screen.
This should take you to the myModules website.
We hope that you will enjoy this module and wish you all the best!
2 PURPOSE AND OUTCOMES

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 and 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 and prescribed policies on and approaches to
curriculum development. They must be able to analyse existing learning programmes and resource
material 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 multicultural schools and classrooms,
historical legacies and social diversity, including ubuntu principles.
• Practice effective questioning, assessment and feedback of the intended curriculum.
3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, based on five pillars and eight dimensions. In
response to this charter, we have placed curriculum transformation high on the teaching and learning
agenda. Curriculum transformation includes the following pillars: student-centred scholarship; the
pedagogical renewal of teaching and assessment practices; the scholarship of teaching and
learning; and the infusion of African epistemologies and philosophies. These pillars and their
principles will be integrated, at both programme and module levels, as a phased-in approach. You
will notice a marked change in the teaching and learning strategy implemented by Unisa, together
with how the content is conceptualised in your modules. We encourage you to embrace these
changes during your studies at Unisa, in a responsive way, within the framework of transformation.
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4 LECTURER(S) AND CONTACT DETAILS
4.1 Lecturers
Lecturers are there to assist with ACADEMIC MATTERS ONLY, NOT with
administrative matters such as registrations, marks, supplementary examinations or
study material.
The lecturer responsible for this module is:
Lecturer: Mrs T Aphane

E-mail: eaphantm@unisa.ac.za
Telephone: 082 898 7633
(DURING OFFICE HOURS ONLY: 08:00 – 16:00, NO WEEKENDS)
4.2 Department
Secretary: Curriculum and Instructional Studies (telephone number 012 429 4033.)
For general enquiries, you can contact Mr Steven Shabangu, at 012 429 2645, or by e-mail, at
shabasm@unisa.ac.za.
ALWAYS include your STUDENT NUMBER and the MODULE CODE in ALL your communication.
4.3 University
Communication with the University
DO NOT contact your lecturer for any administrative matters or marks!

Use the following telephone numbers or e-mail addresses:
Unisa web page www.unisa.ac.za

myUnisa https://my.unisa.ac.za/
Student enquiries and FAQs enquire@unisa.ac.za
Tel 0800 00 1870
myUnisa myUnisaHelp@unisa.ac.za
012 429 3111 (Option 2, elect option 07 for
myModules)
myModules E-mail: myModules22@unisa.ac.za
myLife myLifeHelp@unisa.ac.za
General applications and registration queries study-info@unisa.ac.za
Applications enquiries applications@unisa.ac.za
Unisa website (http://www.unisa.ac.za)
Registration enquiries educare@unisa.ac.za
Tel. numbers: 012 429 2645;
012 481 1162/2549/2749/2702/7200
Exemptions adhoccredits@unisa.ac.za
RPL enquiries rpl@unisa.ac.za
morokvt@unisa.ac.za
General Education specific enquiries edu-enquiries@unisa.ac.za
012 429 2645
EDUCATION
Student support
Mr Steven Shabangu shabasm@unisa.ac.za
012 429 2645
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Mr Tebatso Moloto molotsw@unisa.ac.za
Assignment division
Telephone number: 012 429 3710/3958/8720/3710/2986/2660/2897/2602 or 011 471
3170/2764
E-mail: assign@unisa.ac.za
Examination division
Telephone number: 012 429 2667/6090/6130/2267/2700/2986/
Please send all enquiries to: exams@unisa.ac.za or CEDUExams@unisa.ac.za
Exam admission: examadmission@unisa.ac.za
Enquiries regarding the re-mark of examination scripts: remark@unisa.ac.za
If you wish to purchase a copy of your examination script, please send a request to:
purchasescript@unisa.ac.za
For further enquiries on aegrotats, please send an e-mail directly to: aegrotats@unisa.ac.za
Examination Venue and Invigilation Administration: Telephone number: 011 471 3174 or
011 471 2375
E-mail: invigilationandvenues@unisa.ac.za
Graduations
Graduation@mylife.unisa.ac.za
Teaching Practice Office: 012 484 2891/2822/2732/1059/2730/2700/1048 or
012 429 4897/4550
Dr MJ Sethusha (sethumj@unisa.ac.za; 012 429 2258)

Dr MA Setlhako (setlhma@unisa.ac.za; 012 481 2881)
5 RESOURCES
5.1 Prescribed book
You must buy the following book for CUS3701:
Title: Curriculum studies in context

Authors: C Booyse, E du Plessis and M Maphalala
UNISA edition: 2020
ISBN – 978 0 627 03750 4
Publisher: Van Schaik, Tel: 012 3422765, e-mail: www.vanschaiknet.com
The E-book version (eISBN – 978 0 627 03751 1) is available from: https://store.it.si/za/home
Official booksellers
• Adams & Co - www.adamsuniversitybooks.co.za

• Book Express - www.bookexpress.co.za
• LJ Armstrongs - www.armstrongs.co.za
• Pro Visions Books - www.provisions.co.za
• Sherwood Books - www.sherwoodbooks.co.za
• Takealot.com - www.takealot.com
• Van Schaik Bookstores - www.vanschaik.com
• Way Forward Logistical Solutions - www.wayforwardshop.com
Use the prescribed textbook with your lessons on Moodle.
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5.2 Recommended book
This book is not compulsory; consult it only if you want to read more.
Title: Africanising the curriculum: Indigenous perspectives and theories

Authors: V Msila and MT Gumbo
Edition: 2016
Publisher: African Media
Additional e-resources
Africanising the curriculum: An exploratory study
https://www.researchgate.net/publication/270013541_Africanising_the_curriculum_An_exploratory
_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
5.3 Electronic reserves (e-reserves)
There are no e-reserves for this module, but we realise that some of you might find it difficult to
access the government websites to obtain relevant documents. Here are a few web addresses that
could prove useful:
www.education.gov.za
www.thutong.doe.gov.za
Access these websites for ADDITION POLICY DOCUMENTS FOR CAPS (not compulsory –
just take note of these policy documents) as well as the following relevant documents:
✓ Curriculum and Assessment Policy Statement (CAPS) per subject

✓ National Policy pertaining to the Programme and Promotion Requirements of the National
Curriculum Statement Grades R-12
✓ Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ) 2015,
which replaces the Norms and Standards for Educators
✓ Government Gazette 32836: Curriculum Review
✓ Government Gazette 30880: Foundations for Learning
✓ White Paper 6: Special Needs Education: Documents; White Papers 2001
✓ Government Gazette 29466: Inclusive Education
✓ National Protocol for Assessment (Grades R-12)
✓ Government Gazette 29626: Assessment Policy (Gr 7-9)
✓ Government Gazette 36041 and 36042, December 2012 (Assessment)
✓ Learner’s Book for learners and Teacher’s Guide for teachers
✓ IQMS: www.ELRC.co.za. Collective agreements; 2003; No 8
If you still have trouble accessing these documents, you can contact the Unisa Library in Pretoria, at
012 429 4133 (or see subsection 5.4 below). The library is extremely well equipped, and you will
certainly benefit from using it. Alternatively, you may visit a school or district office for information.
Please remember to make an appointment with the person you want to see beforehand. Also register
as an online student. Registering as an online student is described, step by step, in Study @ Unisa.
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5.4 Library services and resources information
The Unisa Library offers a range of information services and resources:

• For a general Library overview, go to:
https://www.unisa.ac.za/sites/corporate/default/Library/About-the-Library
Library @ a glance
• For detailed Library information, go to:
https://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (e.g., personal librarians and literature search services),
go to:
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support
The library has created numerous Library guides to assist you, which can be accessed at:
http://libguides.unisa.ac.za
Recommended guides:
• Request recommended books and access e-reserve material:
https://libguides.unisa.ac.za/request
• Requesting and finding library material: postgraduate services:
https://libguides.unisa.ac.za/request/postgrad
• Finding and using library resources and tools (Research Support):
https://libguides.unisa.ac.za/research-support
• Frequently asked questions about the library:
https://libguides.unisa.ac.za/ask
• Services to students living with disabilities:
https://libguides.unisa.ac.za/disability
• A-Z databases:
https://libguides.unisa.ac.za/az.php
• Subject-specific guides:
https://libguides.unisa.ac.za/?b=s
• Information on fines & payments:
https://libguides.unisa.ac.za/request/fines
Assistance with technical problems accessing the Unisa Library or resources:

https://libguides.unisa.ac.za/techsupportLib-help@unisa.ac.za (insert your student number in the
subject line)
General library enquiries can be directed to:
Library-enquiries@unisa.ac.za
PLEASE NOTE: Lecturers CANNOT help you with prescribed textbooks. ALL study
material and assessments are available on myModulesONLY.
6 STUDENT SUPPORT SERVICES
Study @ Unisa, available on myUnisa at www.unisa.ac.za/brochures/studies, contains important

information and guidelines for successful studies through Unisa.
If you need assistance with regard to the myModules system, you are welcome to use the following
contact details:
• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodules22@unisa.ac.za or myUnisaHelp@unisa.ac.za
You can access and view short videos on topics, such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment and
how to participate in forum activities, via the following link:
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https://dtls-qa.unisa.ac.za/course/view.php?id=32130
Registered Unisa students get a free myLife e-mail account. Important information, notices and
updates are sent exclusively to this account. Please note that it can take up to 24 hours for your
account to be activated after you have claimed it. Please do this immediately after registering at
Unisa, by following this link: myLifeHelp@unisa.ac.za
Your myLife account is the only e-mail account recognised by Unisa for official correspondence
with the University and will remain the official primary e-mail address on record at Unisa. You
remain responsible for the management of this e-mail account.
First-Year Experience Programme
Many students find the transition from school education to tertiary education stressful. This is also
true in the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance
and e-learning institution, and it is very different from face-to-face/contact institutions. It is a mega
university, and all our programmes are offered through either blended learning or fully online
learning. It is for this reason that we thought it necessary to offer first-time students
additional/extended support, to help them seamlessly navigate the Unisa teaching and learning
journey, with little difficulty and few barriers. We therefore offer a specialised student support
programme to students enrolling at Unisa for the first time – this is Unisa’s First-Year Experience
(FYE) Programme, designed to provide you with prompt and helpful information about services that
the institution offers and how you can access information.
The following FYE services are currently offered:
FYE Website Email Support
www.unisa.ac.za/FYE fye@unisa.ac.za
FYE1500
Post
myUnisa; Study
Registration
Referrals to Skills; Academic &
Orientation Digital Literacies;
other support
services i.e. etc
Counselling;
Reading & Writing
workshops
To ensure that you do not miss out on important academic and support communication from
the Student Retention Unit (SRU), please check your myLife e-mail inbox regularly.
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7 STUDY PLAN
• Study @ Unisa, available on myUnisa, at www.unisa.ac.za/brochures/studies, contains

valuable information on where to begin with your studies.
• During this year, you will be assessed on your assignments. Assignment 01 is a quiz and will
be available on Moodle for a specific time. The questions for Assignments 02 and 03 are on
the myModule page. The completed assignments must be uploaded on Moodle, in PDF.
• For general information and requirements, as far as assignments are concerned, see the
myModulesplatform.
• Assignments are seen as part of the learning material for this module. As you do the
assignments, study the reading texts, consult other resources, discuss the work with fellow
students or tutors or do research, you are actively engaged in learning. Reading through the
assessment criteria for each assignment will help you to understand what is required of you
more clearly.
• All assignments are COMPULSORY and any of the assignments will grant you
examination admission IF you submit them BEFORE the due date! Look out for the
dates on the assignment submission page.
• You must accumulate a year mark by submitting Assignments 01, 02 and 03. The three
marks will be added and will comprise 20% of your final mark. The examination will count for
the remaining 80% of your final mark for this module.
• The examination for CUS3701 will take the form of an examination paper, which will be written
at the end of the year. The examination will be an online multiple-choice (MCQ)
examination. Please check myModules for announcements.
8 PRACTICAL WORK
There are no practical teaching requirements for this module.
9 ASSESSMENT
9.1 Assessment criteria
The assessment criteria are linked to the outcomes of the module and are explained on the online
module page.
9.2 Assessment plan
To complete this module, you will be required to submit three assignments. You will receive the
correct answers automatically for multiple-choice questions (MCQs) (Assignment 01 -
Quiz) and this will be done online only. For written assignments, markers will comment on
your work. However, feedback on compulsory assignments will be sent to all students
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registered for this module in a follow-up tutorial letter, Tutorial Letter 201, and not only to those
students who submitted the assignments. All tutorial letters are available on Moodle ONLY.
As soon as you have received the feedback, please check your answers. The assignments and the
feedback on them constitute an important part of your learning and should help you to be better
prepared for the examination.
You must accumulate a year mark by submitting all the assignments. EVEN IF YOU REPEAT THE
MODULE, YOU MUST SUBMIT THE ASSIGNMENTS, BUT NOT FOR A SUPPLEMENTARY
EXAMINATION. The marks will be added and will comprise 20% of your final mark. The examination
will count towards the remaining 80% of your final mark. Note that the year mark is only used if you
get 40% or more for your exam mark. If your exam mark is lower than that, the year mark is not
applicable. Assignment 01 contributes 20% towards your year mark and Assignments 02 and 03
contribute 40% each.
The examination will be a randomised MCQ examination, which must be completed within a
specific time. This means that students will receive different questions. YOU NEED A COMPUTER
WITH A CAMERA FOR YOUR EXAMINATION. Marks are finalised by the EXAMINATION
SECTION, NOT by your lecturer – DO NOT contact your lecturer for any marks!
9.3 General details about assignments
Assignment 01 is a MCQ assignment (Quiz) and must be completed online. Visit Moodle for the
quiz. Assignments 02 and 03 are essay-type assignments that must be submitted online.
Assignments 02 and 03 will be available on Moodle. Please number your assignments correctly
and write the correct module code on the cover page. You will only have ONE opportunity to submit
your assignment.
9.4 Due dates of assignments
No assignment due dates are included in this tutorial letter. They will be made available to you on
the landing page of Moodle for this module and on the assignment submission page. Keep
an eye on the announcements on mMyModules. Please start working on your assignments as
soon as you register for the module. Log on to the Moodle site for this module, to obtain more
information on the due dates for the submission of the assignments. The due dates are on the
calendar on the Moodle page.
9.5 Submission of assignments
As indicated in section 9.2, you need to complete three assignments for this module. All
assignments must be submitted electronically, via Moodle. Assignments may not be
submitted by fax or e-mail and no postal assignments will be accepted. Start your
quiz assignment in good time, don’t wait until the last minute! Keep loadshedding in
mind. There will be no extension of due dates!
You will find all the information on how to submit assignments online, on . To access the
myUnisa/Moodle website, start at the main Unisa website, http://www.unisa.ac.za.
If you have any problems submitting an assignment on myModules, you may contact the Help Line,
at myUnisaHelp@unisa.ac.za, but NOT YOUR LECTURER!
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• Please note that essay-type assignments must be in portable document format (PDF) for
online submission and onscreen marking.
• Check that your assignment is uploaded successfully and that you have received
confirmation. We will not take responsibility for corrupt files.
Please remember that all records are linked to your student number and the module code. It is very
important that you use the correct 8-digit student number on all correspondence, including
assignments. It is equally important that you identify your assignments with the correct
module code and assignment number: e.g. Student number: 3423-777-5; Module code
CUS3701; Assignment 02. A mistake in regard to any one of these, or the unique numbers,
could result in your work not being credited to you. Take care, therefore, when filling in the
information. We will NOT RE-MARK assignments if you have numbered them incorrectly or if
you submitted a corrupt file.
9.6 How to answer essay questions
1. Answer essay questions directly, but elaborately. This means two things: Firstly, you must think
about what the question means and then direct your answer specifically to the question.
Secondly, you must write about all the different aspects of the question and not just about one
thing.
2. Your essay must be organised in a logical way (introduction, body and conclusion), so that
it is easy for the person who is reading your work to follow how you got from one idea to the
next and see the steps that you took to get to your conclusion.
3. Your essay should provide evidence that you have read the relevant sections of the module
material. You cannot just answer the question off the top of your head, without referencing the
academic texts that you were supposed to study for this module. This does not mean that you
must copy or paraphrase the texts. Instead, it means that you must use the ideas in the texts
and say where you got the ideas from (give a reference), for example, “Graham-Jolly says
…” and “Buckland makes a similar point when he argues that …”. Whenever you use the exact
words of an author, you must acknowledge this by using quotation marks (“”).
4. Your essay must show that you understand the ideas. In other words, even in instances where
you might be quoting definitions, you must also provide a comment, in your own words, and to
emphasise the different values contained therein or the different implications thereof. Give
reasons and examples that you obtained from your reading and use your own experience to
illustrate or disagree with certain points.
5. You must put the ideas together in your essay in such a way that they form an argument; do not
just make a list of the ideas. The essay-type question already helps you with this, for example,
“Why is it insufficient to define ‘curriculum’ as …?” The heart of your argument should therefore
be the reasons why the definition is not good enough. One way of doing this is to point out how
the different authors have similar or opposing viewpoints and to provide examples.
9.7 References and bibliography
You must acknowledge all the sources that you consulted while doing your assignment. For essay-
type questions, you can use short direct quotations between quotation marks ("…..").
For example:
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"The most important characteristic of distance education is that lecturer and students do not
operate in close proximity" (McFarlane 1995:45).
You can also give an author’s view in your own words. This is called paraphrasing. When you use
quotations and when you paraphrase, you must refer to the sources that you have consulted. Look
at the example of paraphrasing below.
The author took Stone’s ideas and put them in her own words:
Stone (1979:15) believes that, in their research, researchers concern themselves not only
with actual empirical reality but also with equally real perspectives on reality which are called
assumptions.
References should include the following data:
* author’s surname
* date of publication
* page number
References should be cited immediately after a quotation or paraphrase. These references should
also appear in the bibliography at the end of your assignment. A bibliography is a list of the sources
that you used or consulted, while you were writing your assignment. The bibliography therefore gives
the particulars of the sources that you used or consulted to help you compose your answer. Draw
up the bibliography by listing the surnames of the authors alphabetically. Every entry (book, journal,
newspaper, etc.) should contain the following information:
* author’s name (surname, with initial/s)

* date of publication
* title of source (article in ordinary print; book or journal title italicised)
* place of publication (city, only when it is a book)
* publisher (for books)
* pages (for articles)
Take special note of the punctuation in the following examples:

Badenhorst, DC & Claassen, JC. 1995. Complexity theory and the transformation of education: the
role of values. Educare 24(2):5–12.
Bosch, DJ. 1991. Transforming mission: paradigm shifts in the theology of mission. New York:
Macmillan.
Paris, SG, Saarnio, DA & Cross, DR. 1986. A metacognitive curriculum to promote children’s reading
and learning. Australian Journal of Psychology 38:107–123.
Quinn, FM. 1988. The principles and practice of nurse education. London: Chapman & Hall.
Note that the first and third examples are articles in professional journals; the second and fourth
examples are books. The titles of books and journals are italicised.
9.8 Types of assignments and descriptions
Assignment 01 is compulsory and will contribute 20% towards your year mark. NO
EXTENSION can be granted for this assignment and late assignments will NOT BE
MARKED. Assignment 01 is available online only (Quiz). See myModules.
The aim of this assignment is to give you an overview of the whole year’s work. It covers all the work
in the prescribed book.
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Assignments 02 and 03 are compulsory and will contribute 40% each towards your year mark.
NO EXTENSION will be granted! DO NOT copy the textbook! You MUST write in your own
words. Assignments 02 and 03 are available online only. See myModules. Submit your
assignments online.
9.9 The examination
All examinations will take place online. You need a computer/device with a camera for your
examination. The timetable you receive on registration is a TEMPORARY timetable – please
check myUnisa for your final examination date.
Please address all enquiries regarding examinations, sick examinations, results,

etc., to the examination section at CEDUExams@unisa.ac.za and NOT to your
lecturer.
9.9.1 Invigilation/proctoring
Since 2020, Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students, by third parties, to unlawfully
assist them with the completion of assignments and examinations, the University is obliged to assure
its assessment integrity through the utilisation of various proctoring tools: Turnitin, Moodle
Proctoring, the Invigilator app and IRIS. These tools will authenticate the student’s identity and flag
suspicious behaviour to assure credibility of students’ responses during assessments. The
description below is for your benefit, as you may encounter any or all of these in your registered
modules:
Turnitin is software to deter plagiarism and it checks students’ submissions for originality against
internal and external sources. Turnitin assists in identifying academic fraud and ghost writing.
Students are expected to submit typed responses for utilisation of the Turnitin software.
The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their quiz assessments. This tool requires access to a student’s mobile or laptop camera.
Students must ensure their camera is activated in their browser settings prior to their assessments.
This module will use Moodle Proctoring for the MCQ (quiz) examination.
The Invigilator mobile application-based service does verification of the identity of an assessment
participant. The Invigilator mobile application detects student dishonesty-by-proxy and ensures that
the assessment participant is the registered student. This invigilation tool requires students to
download the app from their Play Store (Google, Huawei and Apple) on their mobile devices
(camera enabled), prior to their assessment.
IRIS invigilation software verifies the identity of a student during assessment and provides for both
manual and automated facial verification. It can record and review a student’s assessment session.
It flags suspicious behaviour by the students for review by an academic administrator. IRIS software
requires installation on students’ laptop devices that are enabled with a webcam.
Students, who are identified and flagged for suspicious dishonest behaviour, arising from the
invigilation and proctoring reports, are referred to the disciplinary office for formal proceeding.
14
Please note: Students must refer to their module assessment information, on their myModule sites,
to determine which proctoring or invigilation tool will be utilised for their formative and summative
assessments.
9.9.2 Examination admission
The Department of Education requires the University to prove that a student was active during the
period of tuition before that student will be subsidised by the Department of Education. Senate has
approved that the submission of a compulsory assignment will be used to prove activity and also
that students will be admitted to the examination by submitting the assignment. Examination
admission depends solely on the submission of assignments, irrespective of the mark you
obtain and whether you passed or failed.
We emphasise the point again: if you do not submit your assignments on time, you
will not be permitted to sit for the examination. NO EXTENSIONS will be given, and
NO EXCEPTIONS will be made!
9.9.3 Examination period
This module is offered in a year period. This means that you will write the examination in
October/November 2024 and the supplementary examination will be written in January 2025.
9.9.4 Examination paper
DEMARCATION OR “SCOPING” FOR EXAMINATIONS AND ASSESSMENTS
NB: In terms of a decision made by the College, lecturers may not demarcate or “scope” specific
work for examination purposes, and examination questions should be based on all the work covering
the notional hours of modules. We therefore encourage you to learn everything.
According to Assessment Procedure Manual 2013, paragraph 4.5.2(e), the examination

memorandums (guidelines, rubrics, etc.) will not be made available to students.
Due to online cheating and the availability of study material, we decided to change this module’s
examination to a randomised MCQ examination (Quiz). This means that each student will
receive different questions. The answers will also be randomised. This means that student
A’s answers will not be the same as student B’s. You will need to STUDY for your
examination. You will not have time to seek answers from your textbook. You will need a
computer/device with a camera for your examination to use Moodle Proctoring.
The examination for CUS3701 will take the form of a three-hour online MCQ exam paper, which
will be written at the end of the year. This might change, so please check the announcements on
myUnisa/Moodle.
Make sure that you read the announcements regularly.
9.9.5 The examination and your final mark
The examination will be marked out of 100 and then a calculation will be done, so that it represents
80% of your final mark. The result is therefore weighted in favour of the examination, which is critical
15
to your success in this module. After the examination has been marked and the result finalised, your
examination result and your year mark will be combined. The following is an example: Student B
submits all assignments and has a year mark of 11 out of 20. This student then obtains 63% for the
examination, which is the equivalent of 50 out of 80. The final mark is 11 + 50, or 61 out of 100,
which is 61%. The final mark is the result that will be released to you by the University.
Note that you must obtain a sub-minimum of 40% for the examination to pass this module. If
you achieve less than 40% in the examination, you will not be able to pass, irrespective of
your year mark. For example: If you have 100% for your year mark, but obtain 37% in the
examination, your final mark will be 37%. If you obtain 40% or more in the examination, the year
mark will contribute 20% and the examination mark 80% to your final mark. This means that, if you
have a year mark of 18 out of 20 and obtain 50% in the examination, your final mark will be 18 + 40
= 58% (NOT 68%). A pass mark for this module is 50%, and a distinction mark is 75%.
DO NOT contact your lecturer for any marks or dates when marks will be released.
10 ACADEMIC DISHONESTY
10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as your
own. It is a form of theft, which involves several dishonest academic activities, such as the following:
• cutting and pasting from any source, without acknowledging the source
• using incorrect references or not including any references
• paraphrasing, without acknowledging the original source of the information
10.2 Cheating
Cheating includes, but is not limited to, the following:
• completing assessments on behalf of another student, copying from another student during
an assessment or allowing a student to copy from you
• using social media (e.g., WhatsApp, Telegram) or other platforms to disseminate
assessment information
• submitting corrupt or irrelevant files
• buying completed answers from “tutors” or internet sites (contract cheating)
• Using artificial intelligence (AI) tools, such as ChatGPT.
You can download more information about plagiarism on the following link:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules
11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with new and returning students with disabilities. If you are a student
with a disability and would like additional support or need additional time for assessments, please
contact your lecturer.
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12 FREQUENTLY ASKED QUESTIONS
Question: I need an extension for my assignment.
Answer: It is not possible to give more than one week’s extension; otherwise, you will not receive
your assignment back before you sit for the exams. No extension of time can be granted for
multiple-choice assignments (Assignment 01).
Question: If I repeat the module, do I have to submit assignments again?
Answer: A repeating student is expected to submit all assignments again. You will not gain admission
to the exam without the submission of assignments. However, this does not apply for a
supplementary examination, only if you repeat the module.
Question: I do not have internet access.
Answer: You can access the internet at all Unisa regional offices.
Question: I have not yet received my study material. Can you send it to me?
Answer: You can find your study material on Moodle.
Question: I couldn’t write the exam, who must I contact?
Answer: Contact the Examination Section, NOT your lecturer. Contact the examination section for
all examination-related questions, like FI concessions and results.
Question: I have one or two modules outstanding to complete my qualification (24 credits maximum),
who must I contact?
Answer: Contact the exam section at CEDUExams@unisa.ac.za, NOT your lecturer. Once you
received have confirmation from the Examinations Section, contact your lecturer for further
instructions.
13 QUESTIONNAIRE
Please complete the attached questionnaire and submit it directly to me, at dplesec@unisa.ac.za. It
is not compulsory, but it will help us with our quality control and research.
14 IN CLOSING
If you have any academic difficulties with your studies, please contact us as soon as possible –
either via e-mail or by telephone (preferably via e-mail) and NOT by WhatsApp.
Best wishes with your studies.
Your lecturers
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15 ADDENDUM A: QUESTIONNAIRE
CUS3701: QUESTIONNAIRE – PLEASE RETURN DIRECTLY TO PROF EC DU PLESSIS VIA E-

MAIL dplesec@unisa.ac.za
ODeL STUDENT TEACHERS
AGE
GENDER M F
YES NO
DO YOU TEACH AT THE MOMENT?
IF YES, WHICH SUBJECT DO YOU TEACH?
……………………………………………………………………………………..
AT WHAT TYPE OF SCHOOL DO YOU TEACH? RURAL/CITY
……………………………………………………………………………………..
1. What is your opinion of the scope of the work covered in this module?
Mark one answer on each line.
Volume of Too much Manageable Too little

work
Themes Too broad Just right Too narrow

covered
Relevance for Irrelevant Of some relevance Relevant

SA
International Irrelevant Of some relevance Relevant

relevance
2. Which aspect(s) of this module did you find the most interesting?
.. ..........................................................................................................................
………………………………………………………………………………………….…
………………………………………………………………………………………….…
3. Which aspect(s) of this module did you find the most boring?
… .........................................................................................................................
.……………………………...………………………………………………………….…
………………………………………………………………………………………….…
4. In your opinion, which were the most positive aspects of this module?
............................................................................................................................
...... .………………………………………………………………………………………
...... .………………………………………………………………………………………
5. Any suggestions for improving this module:

............................................................................................................................
....... ………………………………………………………………………………………
....... ………………………………………………………………………………………
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Please share your personal experiences, insights, and potential solutions
related to these challenges by answering the following questions:
DO YOU KNOW WHAT CHATGPT IS? IF NOT, YOU DON’T NEED TO Y N

ANSWER THE REST OF THE QUESTIONS
Theme 1: Challenges regarding technological artificial intelligence (AI)

tools such ChatGPT in education and academic integrity:
1. What is your understanding of the potential impact of ChatGPT or similar

language models on academic integrity?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
2. Have you encountered situations where students might misuse or exploit

ChatGPT to violate academic integrity? If so, how? What are you
learning from these experiences about academic integrity?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
3. How could ChatGPT be beneficial for educational purposes and can

ChatGPT be used to uphold academic integrity?
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………….
4. What strategies can be used in assessment to enhance critical thinking

using tools such as ChatGPT?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
5. What strategies or measures do you think educational institutions can

implement to prevent or minimise academic integrity violations related to
ChatGPT?
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………….………
6. How can educators effectively educate students about the responsible

use of ChatGPT and other AI-powered tools in academic settings?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
7. What role should instructors play in ensuring that students understand

the boundaries of academic integrity when using ChatGPT?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………..……
8. Would you agree with the statement that there is a need for specific
guidelines or policies regarding the use of ChatGPT in educational
settings? Please explain.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………
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9. How can the development and advancement of ChatGPT as an AI tool
be aligned with promoting academic integrity rather than compromising
it?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
10. What are some potential long-term implications of the integration of

ChatGPT and similar AI technologies on academic integrity and the
educational settings?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………..……………………………………………
Theme 2: Academic integrity and ChatGPT: focussing on ethical

dilemmas.
1. Ethics is about judging right from wrong. What are the ethical challenges
students face in the use of ChatGPT? Give some examples.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
2. How does the use of technology in education affect the prevalence of

academic dishonesty among students?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
3. In your experience, what are some specific ways in which technology

has made it easier for students to engage in academic dishonesty?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
4. Are there any effective strategies or tools that educational institutions
can implement to address the challenges related to technology and
academic integrity?
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………….
5. Please describe your view about the ethical use of ChatGPT?

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
6. How can educators effectively educate students about the importance of

academic integrity in the digital age?
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………….
7. Have you observed any specific trends or patterns in the types of

academic dishonesty facilitated by technology?
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………….
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8. How can educational institutions strike a balance between utilising
technology for educational purposes and minimising the potential for
cheating or plagiarism?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
9. Are there any ethical considerations or dilemmas that arise when

incorporating technology into assessments or evaluating students' work?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
10. What are some potential long-term implications of the increasing

reliance on technology in education for maintaining academic integrity?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
THANK YOU SO MUCH FOR YOUR TIME!
21
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16 ADDENDUM B: MULTILINGUAL GLOSSARY
Chapter 1
ENGLISH AFRIKAANS ISINDEBELE ISIXHOSA ISIZULU NORTHERN SOTHO SESOTHO SETSWANA SISWATI TSHIVENDA XITSONGA
approach benadering indlela indlela indlela mokgwa mokgwa molebo indlelakwenta kuitele endlelo/pfelelo
a way of doing or ’n manier waarop yindlela yokwenza uhlobo lokwenza indlela yokwenza tsela ya go dira tsela ya ho etsa mokgwa wa go dira indlela yekwenta ndi nḓila ya u ita ndlela ya ku endla
thinking about iets gedoen word of nanyana okuthile okanye into noma goba go nagana ka kapa ho nahana ka kgotsa go nagana noma kana u humbula kumbe ku ehleketa
something hoe daar oor ’n yokucabanga lokucinga yokucabanga selo ntho e itseng ka ga sengwe yekucabanga nga ha zwithu hi mayelana na
saak gedink word ngento ethileko ngokuthile ngento ethile ngentfo letsite xin'wana.
assessed geassesseerde ikharikhyulamu ikharityhulami ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu ine kharikhyulamu leyi
curriculum kurrikulum ehlolako ehloliweyo ehloliwe le lekotšwego lekolwang tlhatlhobiwang lehlolwako ya shumiswa kha kamberiwaka
knowledge and kennis en kulilwazi ulwazi nezakhono ulwazi kanye tsebo le mabokgoni tsebo le bokgoni bo kitso le dikgono tse lwati nemakhono ndingo vutivi na swikili leswi
skills that are vaardighede wat namakghonofundw ezivavanywayo namakhono tšeo di lekotšwego lekangwang ho di lekanyediwang lakalwako noma nḓivho na swi pimiwaka ku
measured to gemeet word om a lawo amedwa ukuze okuhlolwa ukuze go laetša katlego, bona hore phihlelo, go swetsa ka lalinganiswako zwikili/vhukoni kumisisa mfikelelo,
determine prestasie te bepaal ngokuthola kufumaniseke kuqagulwe maikemišetšo goba dipheo kapa phitlhelelo, kute kutsi zwine zwa elwa u swikongomelo
achievement, en of die doelwitte ipumelelo, ukuba umntu okuzuziwe, dipoelo tša goithuta diphetho tsa thuto maikemisetso kubonwe itela u wana zwine kumbe mivuyelo ya
objectives or of leeruitkomste iminqopho nanyana uphumelele izinhloso noma tšeo di di fihletswe. kgotsa dipoelothuto lokuzuziwe, zwa tea u ku dyondza leyi
learning outcomes bereik is imiphumela kangakanani imiphumela fihleletetšwego tse di fitlheletsweng tinjogo noma-ke swikelela, fikeleriweke
met yokufunda kwiziphumo yokufunda imiphumela zwipikwa kana
iyafikeleleka. zemfundo okukwazwe ukuthi yekufundza mvelelo dza
ezifunekayo kuhlangatshezwane lekuhlangabetwen ngudo dzo
nayo e nato swikelelwaho
covert curriculum koverte ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu i kharikhyulamu leyi
teaching that is not kurrikulum efihlekileko efihlakeleyo ecashile/eyimfihlo le sego nyanyeng patehileng sa bontshiweng lebhacile singo tou nga ri ku rivaleni
spelt out, but onderrig wat nie kulihlelo imfundo ukufundisa thuto yeo e sa ho ruta ho sa thuto e e sa kufundzisa ṅwalwaho vudyondzisi lebyi
deliberate on the uitgespel word nie, lokufundisa engabhalwa okungaphinyiselwe hlalošwago ka totobatswang, totobadiweng, mme lokungakaphinyise u gudisa hu songo byi nga
part of the educator maar met elingavezwa ebhodini, kodwa ngaphandle, kodwa botlalo, eupša e no empa hoo titjhere e rulagantswe mo lwa, kodvwa tou sumbedzwaho hlamuseriwangiki,
or school, for voorbedagte rade ngaphandle, enikwa okwenziwa itlela kgopolong ya kapa sekolo se ho karolong ya lokwentiwa kha kambe byi nga hi
example ‘play’ in deur die opvoeder kodwanaekhuluma ngumfundisi- ngumfundisi, noma morutiši goba etsang ka morutabana kgotsa nguthishela nome kharikhuḽamu/hu xikongomelo
early childhood of skool toegepas ngengcenye ntsapho isikole ngenhloso, sekolong, mohlala maikemisetso a sekolo, sekai, mo sikolo ngenhloso, sa ḓivhei, fhedzi etlhelweni ra
schooling is used word, byvoorbeeld katitjhere nanyana esezingqondweni. isibonelo ‘ukudlala’ ‘thaloko’ nakong ya itseng, ho etsa sekolong sa ba sibonelo ‘kudlala’ hu tshi shumiswa mudyondzisi kumbe
as deliberate ‘spel’ in vroeë- yesikolo, Umzekelo, phaya okwenzeka thuto ya bana ba mohlala ‘ho bapala’ bannye lokwenteka nga mudededzi xikolo, xikombiso
curriculum strategy kinderontwikkeling njengesibonelo’uku kwisigaba kwimfundo yodado bannyane sekolong ho etswang ‘motshameko’ o emfundvweni kana tshikolo hu ‘ku tlanga’ eka ku
to develop attitudes word doelbewus as dlala’ esikolweni sabafundi kusetshenziswa e šomišwa bjalo ka dilemong tse diriswa jaaka yabokhewane na ndivho, sa nghena xikolo ka le
and skills kurrikulumstrategie sabasakhasako abasaqalayo njengeqhinga maano a qalang sekolong ho togamaano ya kusetjentiswa tsumbo ‘u tamba’ vutsongwanini swi
gebruik om kusetjenziswa ‘ukudlala’ lekharikhulamu lenaneothuto leo le sebediswa e le kharikhulamo e e njengelisubuciko kha vhugudisi ha tirhisiwa tanihi
houdings en ngabomu kusetyenziswa okuqondwe ngalo tlago kgopolong go lewa la rulagantsweng go lekharikhulamu vhana vhaṱuku qhinga ra
vaardighede te njengamano njengesixhobo ukuthuthukisa godiša maikutlo le kharikhulamo leo aga mekgwa le lekutfutfukisa zwi shumiswa hu kharikhyulamu leyi
ontwikkel wekharikhyulamu esilungileyo imiqondo kanye mabokgoni maikemisetso a dikgono timongcondvo na ndivho sa nḓila nga na xikongomelo
wokwakha sobuchule namakhono lona e leng ho kanye ya kushumisele ku hluvukisa
imikghwa kanye bekharityhulam hodisa maikutlo le nemakhono. kwa kharikhuḽamu maehleketelelo na
namakghonofundw sokuphuhlisa bokgoni baneng swikili
u itela u bveledza
a indlela yokucinga
kuhumbulele na
nezakhono ezithile zwikili
24
curriculum kurrikulum ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto kharikhulamo kharikhulamo ikharikhulamu kharikhuḽamu kharikhyulamu
has its origins in the het sy oorsprong in inemvelaphi yayo eli gama leli yigama tlhago ya lereo le e e tswa lereong la e tlholega mo ligama lelisuselwa vhubvo haḽo vhu yi na masungulo ya
Latin currere, which die Latyn currere, ngesiLathini lineengcambu elisuselwe egameni tšwa go lentšu la Selatini la currere, Selatining currere, egameni leSilatini yona eka rito ra
kha Tshiḽatini kha
ezivela kwigama
means ‘run’ and wat ‘hardloop’ currere, okutjho lesiLathini elithi Selathini currere, le bolelang ‘matha’ e e kayang ‘go lelitsi currere, ipfi currere, zwine Xilatini currere, leri
elithi ‘currere’
with further beteken en ook ‘run’ kanti godu itjho eliphuma kulwimi currere, nelisho leo le hlalošago go le ho tswella ho taboga’ mme e lelisho ‘kugijima’ zwa amba u ri vulaka ‘ku
reference to the verwys na die ukugijima emideni lweLatin elithetha ‘ukugijima’ kanti ‘kitima’ gomme ge bolela tswelopele kaya gape metlhala kantsi lenshokutsi ‘gada’ nahone zwi tsutsuma’ naswona
running chariot hardloop- lapho kugijima ‘ukubaleka’, uma linwetshwa go šupša go ya ya ho matha. Le ya kariki e e yalo nayingetwa tshi ḓo vha zwa ri kongomisa ku yisa
tracks or a course. /koetsbaan. Dit ikaranyana kwakhona lingasho pele le ra tsela ya nkwa e le tabogang kgotsa isho imivila amba u gada ha emahlweni eka
It is seen as an word gesien as ’n nanyana itatawu lingqamane nentetho ukugijima/imigudu (mehlala ya) go maikemisetso, tsela. E bonwa yekugijima nome bere mugadoni. mitila kumbe ndlela
intention, plan or bedoeling, plan, lokugijima iimpera. yeenqwelo zakudala okugijinywa kuyo kitima/kariki goba morero kapa jaaka indlela. Ibonakala ya swigolonyana yo
Zwi vhonwa sa
prescription, an voorskrif of idee Lokhu kuthathwa ezazitsalwa noma indawo tshepelo. E bjalo ka kgothalletso, maikemisetso, inenjongo, ilisu tsutsuma eka yona.
ngamahashe. muhumbulo,
idea of what one van wat mens wil njengomnqopho, yokugijima. maikemišetšo, mohopolo wa seo thulaganyo kgotsa nome pulane kana u Yi voniwa tanihi
Ikharityhulam
would like to hê in skole moet njengehlelo ibonwa Ibonakala maano goba taelo, motho a ka ratang taelo, kakanyo ya lokuncunyiwe, tiwa, ha xikongomelo, kungu
happen in schools, gebeur, maar dit nanyana umlayelo njengenjongo, njengenhloso, kakanyo yeo motho ho bona se se mongwe a ngumbono waloko muhumbulo une kumbe ndzawulelo,
but it is also seen word ook gesien as wesilinganiso, ubuchule okanye uhlelo, noma a ratago gore e etsahala dikolong, batlang gore se umuntfu latsandza muthu a tama u muanakanyo wa
as the existing state die bestaande umbono walokho amalungiselelo, umyalo wokumele direge dikolong, empa le nkwa hape diragale mo kutsi kwenteke tshi bvelela leswi munhu a
of affairs in schools, stand van sake in umuntu afuna ingcinga kwenziwe ngaleyo eupša e bonwa e le maemo a dikolong, mme etikolweni, zwikoloni, fhedzi tsakelaka leswaku
what does in fact skole – dit wat in kwenzeke ehambelana ndlela ebekiwe, gape bjalo ka renang dikolong, se gape e bonwa kodvwa iphindze swi humelela
nemisebenzi
zwi ḓo vha zwa
happen werklikheid gebeur eenkolweni, umbono walokho seemo sa ditaba etsahalang e le ka jaaka boemo jo bo futsi ibonakale vhonala sa eswikolweni, kambe
ekufanelekileyo
kodwana godu umuntu afuna dikolong, seo nnete. gona jwa merero njengesimo tshiimo tshine swi tlhelaka swi
ukuba iyaqhutywa
lokhu kuthathwa esikolweni, ukukubona gabotse se mo sekolong, se e lesikhona tsha vha hone kha voniwa tanihi xiyimo
njengobujamo ekugqibeleni kwenzeka ezikoleni, diregago leng gore se nalesentekako mafhungo a lexi nga kona xa
obukhona iyaphinda kanti futhi diragala ka etikolweni. zwikolo, timhaka
eenkolweni, ngabe ibonakalise indlela kubonakala mmatota zwavhuḓivhuḓi uri eswikolweni, leswi
eqinisweni isimo esiyiyo njengesimo hu bvelela mini kahlekahle swi
kwenzekani. kwixesha esiphila sangempela humelelaka
kulo, ibonakalise esikhona
ukuba enyanisweni
nokwenzeka
kwenzeka ntoni
ezikolweni ezikoleni
curriculum design kurrikulum- idizayini uyilo isakhiwo noma moakanyetšo wa moralo wa thadiso ya idizayini nyolo ya dizayini ya
the aims, ontwerp yekharikhyulamu lwekharityhulam idizayini lenaneothuto kharikhulamo kharikhulamo yekharikhulamu kharikhuḽamu kharikhyulamu
outcomes, culture, die doelstellings, Iinhloso, Iinjongo, yekharikhulamu maikemišetšo, dipheo, diphetho, maikaelelo, dipoelo, tinhloso, zwipikwa, swikongomelo,
context and the uitkomste, kultuur, imiphumela, iziphumo, Izinhloso, dipoelo, setšo, tlwaelo ya ho etsa setso, bokao le imiphumela, lisiko, mvelele, nyimele mivuyelo, mfuwo,
purpose for the konteks en doel isikopilo, ubujamo inkcubeko, imiphumela, usiko, kamano le morero dintho, lebaka gonne indzikimba na ndivho dza xiyimo na
curriculum influence van die kurrikulum kanye nomnqopho umxholo kunye izimo izinto tša lenaneothuto di maemo/tikoloho le kharikhulamo e nenjongo kutsi kharikhuḽamu zwi xikongomelo swa
the structure of the beïnvloed die womthintela nomsebenzi ezenzeka huetša popego ya sepheo sa tlhotlheletsasebope kube nemtselela ṱuṱuwedzaho kharikhyulamu swi
curriculum as a struktuur van die wekharikhyulamu, wokukhuthaza ngaphansi kwazo, lenaneothuto ka tshusumetso eo go sa kharikhulamo wekharikhulamu tshivhumbeo tsha hlohlotela
whole kurrikulum in sy isakhiwo ubume kanye nenhloso botlalo kharikhulamo e ka gotlhe kusakhiwo kharikhuḽamu nga xivumbeko xa
geheel sekharikhyulamu bekharityhulam yezinguquko nang le yona sekharikhulamu u angaredza kharikhyulamu
soke. iyonke zekharikhulamu, tlhophisong ya yonkhana. hinkwayo ka yona
nokunomthelela kharikhulamo
kwisakhiwo sonke kaofela
sekharikhulamu
25
curriculum kurrikulum- ukuthuthukiswa uphuhliso ukuthuthukiswa tlhabollo ya ho etswa ha tlhabololo ya kutfutfukisa mveledziso ya nhluvukiso wa
development ontwikkeling kwekharikhyulam lwekharityhulam kwekharikhulamu lenaneothuto kharikhulamo kharikhulamo ikharikhulamu kharikhuḽamu kharikhyulamu
planned, ’n beplande, u inkqubo Lokhu tshepetšo ye e tshebetso e tirego e e yinchubo zwo prosese leyi
purposeful, doelgerigte, kulihlelo, ecetyiweyo, kungachazwa hlamilwego, rerilweng, ya rulagantsweng, e e lehleliwe, dzudzanywaho, kunguhatiweke, leyi
progressive, and progressiewe en elipulaniweko, enenjongo, njengohlelo ikemišeditšwego, sepheo se itseng, e nang le lebaka, e e lenenhloso, zwine zwa vha na nga na
systematic process sistematiese proses elinehloso, enenkqubela oluhleliwe, tšwelago pele gape bontshang tswelelang, mme e lenenchubekelem ndivho, zwa vha xikongomelo, leyi ya
in order to create wat gevolg word eliragelaphambili nelungiselelwe olunenhloso, e beakantšwego kgatelopele le ho na le tsamaiso gore bili futsi nenchubo na mvelaphanḓa, ka emahlweni, na
positive om positiewe nehlelo lesistimu ukuphuhlisa olunengqubekela- gore go hlolwe hlophiswa ka tsela e dire ditokafatso lehlelikile kute na kuitele nga u ku va ya
improvements in verbeterings in die elenzelwe ukwakha nokuphucula phambili kanye dikaonafatšo tša e itseng hore ho be tse di siameng mo kwentiwe tevhekana u itela xisistematiki hi
the educational onderwysstelsel amahlelo umgangatho nenqubo ehleliwe, maleba le dintlafatso tse tsamaisong ya intfutfuko lenhle uri hu vhe na xikongomelo xa ku
system teweeg te bring wokwenzangcono wemfundo jikelele ukuze lwakhe peakanyong ya ahang/kgothatsang thuto eluhlelweni mvelaphanḓa tumbuluxa
isistimu yezefundo. intuthuko enhle thuto thutong lwetemfundvo. yavhuḓi kha miantswiso leyinene
kwinqubo yemfundo sisiṱeme ya eka sisteme ya
pfunzo dyondzo
curriculum-in-use kurrikulum-in- ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto la kharikhulamo e kharikhulamo mo ikharikhulamu kharikhuḽamu ine kharikhyulamu leyi
the curriculum as gebruik esebenzako esetyenziswayo esetshenziswayo semmušo sebetsang tirisong lesetjentiswako ya khou nga le ku
applied in the die kurrikulum soos kuyikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto bjalo kharikhulamo e kharikhulamo jaaka lena shumiswa tirhisiweni
classroom and wat dit in die esetjenziswa esetyenziswa njengalokhu ka ge le šomišwa sebediswang ka e dirisiwa mo yikharikhulamu kharikhuḽamu sa kharikhyulamu
affected by klaskamer ngematlasini kanti eklasini okanye isetshenziswa phapošing ya tlelaseng le ho phaposiborutelong, njengaloku zwine ya khou tanihilaha yi
resources and toegepas word en inomthintela kumagumbi ekilasini futhi borutelo le go angwa ke mme e angwa ke isetjentiswa shumisiswa tirhisiwaka hakona
materials to support geraak word deur wemithombo kanye okufundela, njengalokhu huetšwa ke dithuši, disebediswa tse ditlamelo le eklasini futsi zwone kiḽasini nga eklasini yo
the learning die hulpbronne en namamatheriyali echatshazelwa ithintwa yizinsiza ditlakelo go thekga tshehetsang dimatheriale go njengaloku u shumisa dyondzela na ku
process; disruption materiaal om die ahlose ukusekela yimithombo yizinto ukweseka tshepedišo ya go ketsahalo ya ho tshegetsa tirego ya inemtselela tshomedzo na khumbiwa hi
or continuity; and leerproses te ihlelo lokufunda, nezixhobo uhlelo lokufunda; ithuta; tšhitišo goba ithuta; tshitiso e ka go ithuta; wemitfombolusito matheriaḽa u itela swipfuno na
the quality and ondersteun; elinqophe , zokufunda ukuze ukuphazamiseka tšwelelo; gammogo hlahang kapa kgoreletsego kute kusekelwe u khwaṱhisa timatheriyali ku
morale of teachers ontwrigting of ukuphula nanyana kuxhaswe inkqubo noma ukuqhubeka; le boleng le tswelopele ya kgotsa tsweletso; le inchubo maitele a pfunzo; seketela prosese ya
deurlopendheid; en ukuragelaphambili yemfundo; kanti boitshwaro le ketsahalo; le boleng boleng le boitshepo yekufundza; u thithisea kana u ku dyondza;
die gehalte en kanye nokuletha ukuphazamiseka nezingabunjalo mafolofolo a le boitshepo le jwa barutabana kutsikameteka bvela phanḓa; na nkavanyeto kumbe
moraal van die ikhwalithi okanye kanye nomoya barutiši maikemisetso a nome kuchubeka; maimo na ku ya emahlweni;
onderwysers nokukhuthaza ukuqhubeka; wothisha matitjhere. kanye mafulufulu a na risima na
abotitjhere. umgangatho nelizingasimo vhadededzi nkhutazeko wa
wokusebenza kanye nemoya vadyondzisi
kunye nomoya wabothishela.
weemvakalelo
zabefundisi-
ntsapho.
diverse context diverse kontekste ubujamo Iimeko izizinda kamano ye e moelelo o bokao jo bo indzikimba nyimele dzo swiyimo swo
accommodating ’n situasie waar bendawo/besikhat ezahlukileyo ezehlukahlukene fapanego fapaneng farologaneng leyehlukile fhambanaho hambana
more than one daar vir meer as hi Ukwamkela ezengamela izimo go amogela dikemo ho amohela le ho go amogela bokao leshwambakanya u katela nyimele ku amukela ku tlula
cultural context een kulturele obuhlukahlukileko inkcubeko kunye zamasiko tša ditšo tša go feta sebedisa maemo a jwa setso jo bo tindzika temasiko dza mvelele dzi swiyimo swa mfuwo
konteks voorsiening Lobu kubujamo namasiko ehlukahlukene se tee mangata a tlwaelo fetang bongwe letahlukene. fhiraho nthihi wo tlula wun'we
gemaak word obufaka ngaphezu ahlukeneyo ya ho etsa dintho
kwesikopilo
elilodwa
26
enacted uitgevoerde Ikharikhyulamu Ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu ine kharikhyulamu leyi
curriculum kurrikulum ephilwa ngezenzo eyenzekayo ephasisiwe le lego molaong letleletsweng lephasisiwe ya shumisea endliweke nawu
the curriculum as it die kurrikulum soos kuyikharikhyulamu Ikharityhulam ikharikhulamu dimeletšwego kharikhulamo jwalo kharikhulamo jaaka ikharikulamu kharikhuḽamu nga kharikhyulamu
is experienced or wat dit ervaar word lokha ngokwamava njengalokhu lenaneothuto bjalo ka ha e sebediswa fa e itemogelwa njengaloku nḓila ine ya tanihilaha yi
the ‘nonofficial, of die ‘nie- nakuhlangatjezwan nezimvo isetshenziswa ka ge le lemogwa kapa ‘kharikhulamo kgotsa isetjentiswa nome shumiswa ngayo tokotiwaka hakona
implicit curriculum’ amptelike, a nayo nanyana zabefundisi- noma goba lenaneothuto e seng molaong, e ‘kharikhulamo e e ‘lengekho kana ‘ i si ya kumbe
as implemented by implisiete ‘engakahleleki ntsapho okanye ‘ikharikhulamu leo le sego la patehileng’ jwalo ka seng ya semmuso, emtsetfweni, tshiofisi kana ‘kharikhyulamu leyi
an educator and kurrikulum’ soos nonofficial’, ikharityhulam engekho semmušo, le le sa ha e rutwa ke e e sa tlhagisiweng nalengakacaciswa kharikhuḽamu ya i nga ri ki erivaleni,
reflecting what is deur die opvoeder ikharikhyulamu engekho emthethweni hlagišwego thwi, titjhere le ho ka tlhamalalo’ jaaka ’ njengaloku songo tou leyi nga ri ki ya
actually taught and geïmplementeer en engabonakaliko ezincwadini nengacacisiwe’ bjalo ka ge le bontsha nnete ya e diragadiwa ke ifezekiswa ṅwalwaho’ sa ximfumo’ tanihilaha
learnt wat weerspieël wat ngamehlo‘,’implicit okanye njengalokhu isuke phethagatšwa ke se rutwang le seo morutabana, mme nguthishela kanye zwine zwa yi tirhisiwaka
werklik onderrig en curriculum’ engalungiselelwan yenziwa nguthisha morutiši le go baithuti ba ithutang e supa se tota se nekucabanga funziwa nga hakona hi
geleer word njengombana ga. Le kanti isuke iveza bontšha seo sona rutiwang le go ngaloko kahlehle mudededzi na u mudyondzisi na ku
isetjenziswa yikharityhulam lokho okusuke gabotsebotse se ithutiwa lokufundziswako sumbedza zwine kombisa leswi
ngutitjhere begodu ebonisa kufundwa futhi rutwago le go ithuta nalokufundvwako. zwa khou funzwa kahlekahle swi
iveze lokho okwenzeka ngqo kufundiswa na u gudiwa dyondzisiwaka na
okufundiswa xa kufundiswa ngempela ku dyondziwa
okufundiswa naxa kufundwa
nokufundwa
kwamambala.
experiental ervaringsleer ukufunda ukufunda ukufundela go ithuta ka go ho ithuta ka ho go ithuta ka kufundzela ngudo nga nyito ku dyondza ko
learning leer gebaseer op ngokwenza/wenza ngokulinga ukuthola amava itemogela etsa seo ho tekeletso kutfola sipiliyoni u guda hu ḓitika tirhisa
learning is based ervaring of wat kufunda kukufunda ukufunda okugxile go ithuta mo go ithutwang sona go ithuta go ikaegile kufundza lokugcile nga kana hu swipirimente
on or involving ervaring behels okudzimelele phezu okusekelwe kwisipiliyoni noma theilwego go goba ho ithuta ho kgotsa go akaretsa esipiliyonini nome katela u wana ku dyondza loku ku
experience kokwenza nanyana okanye ukufunda okufaka go go akaretšago itshetlehile kapa ho maitemogelo kufundza lokufaka tshenzhemo simekiwaka eka
okubandakanya okubandakanya phakathi isipiliyoni boitemogelo kenyeletsa ekhatsi sipiliyoni kumbe ku
ilwazi olithola amava kutlwisiso le khumbaka ntokoto
nawenzako boiphihlelo
hidden curriculum verskuilde ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu i kharikhyulamu leyi
learning that is kurrikulum efihliweko efihlakeleyo efihliwe le khutilego patehileng fitlhegileng lefihliwe kufundza siho khagala tumbeleke
hidden from the leer wat ukufunda lokho ukufunda ukufunda okufihliwe go ithuta go go ho ithuta ho go ithuta mo go lokufihliwe u guda ho ku dyondza loku
educators and weggesteek word okufihlekileko okufihlakeleyo kubafundisi sego nyanyeng go etsahalang hoo fitlhegileng mo kubothishela dzumbelwaho tumbeleke eka
learners; another vir die opvoeders kubotitjhere okanye (kothisha) kanye barutiši le baithuti; matitjhere le barutabaneng le kanye nebafundzi; vhadededzi na vadyondzisi na
form of implicit en leerders; ’n nakubafundi, okungabonakaliyo nabafundi; enye mokgwa wo baithuti ba sa ho barutwaneng; ngulenye indlela vhagudiswa; vadyondzi; muxaka
learning, which the ander vorm van ngenye indlela kubefundisi- indlela yokufunda mongwe wa go boneng; mofuta o mofuta o mongwe yekufundza tshiṅwe wun'wana wa ku
educators did not implisiete leer, wat yokufunda ntsapho kunye engacacisiwe ithuta wo o sa mong wa ho ithuta wa go ithuta go go lengakacaciswa tshivhumbeo tsha dyondza loku nga ri
intend and are die opvoeders nie okungabonakali nabafundi; lolunye yabekwa obala, hlagišwego thwi, ho keneletseng ho sa tlhagisiweng, e yabekwa ebaleni, ngudo i songo tou ku erivaleni, loku
probably not even beplan het nie en ngamehlo, lokho uhlobo lwemfundo othisha abasuke woo barutiši ba sa o seo ho ithutwang ka leng se barutabana bothishela ṅwalwaho, tshine vadyondzisi a va
aware of heel waarskynlik abotitjhere ebuthumileyo, bengaqondile rerago gape sona ba neng ba sa se labasuke a si muhumbulo nga ku
nie eers bewus is abangakakuhlosi apho abefundisi- ukukuveza kodwa mogongwe ba sa o ikaelela, mme e bile bangakayihlosi wa vhadededzi kongomisangiku
van nie begodu ntsapho uthole ukuthi nabo lemogego gongwe ba sa se futsi kahlehle nahone hu vha na eka yona naswona
abangakakutjheji. bebengazimiselan basuke bengazi lemoge abayati nekuyati khonadzeo ya uri nkarhi wun'wana a
ga kwaye ngisho nokwazi a vha hu ḓivhi va nga ku tivi
bengayiqondi ngakho
nokuba iyenzeka
loo nto
27
intended voorgeskrewe ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu yo ku dyondza loku
curriculum kurrikulum ehlosiweko emiselweyo ehlosiwe le rerilweng ikaeletsweng lehlosiwe lena tiwaho kongomisiweke
prescribed voorgeskrewe yikharikhyulamu Imithetho lena yikharikhulamu ikemišeditšwego kharikhulamo e kharikhulamo e e yikharikhulamu kharikhuḽamu yo kharikhyulamu leyi
curriculum serving kurrikulum wat as ehleliweko emisiweyo kunye okuyiyona esuke lenaneothuto leo le behetsweng eo e tlhaotsweng e bile e lencunyiwe randelwaho ine ya hlamuseriweke leyi
as blueprint for bloudruk vir esebenza nomgaqo siseko inqunwe ukuthi kgethetšwego leo le leng moralo wa dirisiwa jaaka kaedi lokuhlose kutsi shuma sa tirhaka tanihi kungu
teaching onderrig dien njengomgomo wokufundisa ifundwe esikoleni šomago bjalo ka thuto ya go ruta ifundziswe nyendedzi kha u leri nga rivaleni eka
ofanelwe ulandelwe abafundi nethathwa leano leo le etikolweni funza ku dyondzisa
nawufundisako nanjengohlelo hlalošago thuto ka
lokufundisa botlalo
learner-centred leerdergesentreer ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu yo kharikhyulamu leyi
curriculum de kurrikulum edzimelele esekeleze egxile kubafundi le šetšago itshetlehileng ikaegileng ka legcile ḓisendekaho kha simekiweke eka
a curriculum ’n kurrikulum kumfundi umfundi ikharikhulamu moithuti ditlhokong tsa morutwana kumfundzi lena mugudiswa mudyondzi
characterised by gekenmerk deur Kuyikharikhyulamu Ikharityhulam enokubamba lenaneothuto leo le baithuti kharikhulamo e e yikharikhulamu ndi kharikhuḽamu kharikhyulamu leyi
participation, deelname, ebonakala egxila ekuthatheni iqhaza, ebhekela bontšhago ka go kharikhulamo eo bonagalang ka go lenetimphawu yo bveledzwaho hlawulekisiwaka hi
affective teaching affektiewe onderrig ngokuzibandakanya inxaxheba, imizwa nezinzwa tšea karolo, go ruta baithuti ba nkang nna le seabe, go tekutimbandzakan nga u dzhenelela, vutekaxiave,
and problem posing en probleemstelling , ngokufundisa imfundiso ekhulisa kanye nokufaka ka go naganela karolo ho seo ba ruta mo go ya, kufundzisa u funza ho teaho vudyondzisi bya
in the classroom in die klaskamer okunomthelela imiba izikinga ekilasini baithuti le dipotšišo rutwang sona, eo nonofileng, le go ngemphumelelo na u tandulula vuyelo lebyinene na
kanye nokufunda yomphefumlo tša go hlohla baithuti ba nang le tlisa mathata mo kanye thaidzo kiḽasini ku tisa swiphiqo
okuletha umraro kunye monagano ka matla a ho phehisa phaposiborutelong nekusombulula eklasini ro
ngetlasini nokusombulula phapošing ya diqetong tse tinkinga eklasini dyondzela
iingxaki eklasini borutelo nkwang le
tharollong ya
diphephetso tseo
ba bang le tsona ka
tlelaseng
objectives doelwitte Iminqopho Iziphumo umphumela dipoelo dipheo maikemisetso tinjongo zwipikwa swikongomelo
(outcomes) (uitkomste) (imiphumela) ezibonakalayo yilokho esifuna seo re ratago (diphetho) (dipoelo) (imiphumela) (mvelelo) (mivuyelo)
what we want wat ons wil hê ngilokho esifuna okufaneleke ukuthi abafundi baithuti go se seo re batlang hore se re batlang gore nguloko lesifuna zwine ra ṱoḓa leswi hi lavaka
learners to leerders moet kan abafundi ukuba abafundi babonise ukuthi bontšha mafelelong baithuti ba se barutwana ba se kutsi bafundzi vhagudiswa vha leswaku vadyondzi
demonstrate at the demonstreer aan bakukhombise bakubonakalise bayakwazi a maitemogelo a bontshe qetellong bontshe kwa bakukhombise tshi zwi sumbedza va swi kombisa
end of a significant die einde van ’n ngezenzo bekufundile emva ukukwenza bohlokwa a go ya thuto e itseng bokhutlong jwa kutsi bayakwati magumoni a emakumu ka
learning experience wesentlike ekugcineni kwesifundo ngemuva ithuta maitemogelo a go kukwenta ngudo ya ndeme ntokoto wa ku
leerervaring kwesifundo esithile kwesipiliyoni ithuta a a botlhokwa ngemuva dyondza wa nkoka
ebasifundileko sokufunda kwesipiliyoni
esibalulekile sekufundza.
pragmatic pragmatiese Indlela esebenza uhlobo inqubo yokwenza mokgwaphihlelelo mokgwa o molebo wa inchubo phimo i endlelo ra
approach benadering kuhle lwentsebenzo ebambekayo wa kgonthe itshetlehileng tirisego yekwenta shumiseaho pragmatiki
a philosophy of ’n filosofie van ‘om yifilosofi olubambekayo ifilisofi “yokwenza filosofi ya “go dira maemong a nnete filosofi ya “go dira lephatsekako muhumbulo/fiḽosof filosofi ya “ku endla
‘doing what works te doen wat die yokwenza/yokuland Ifilosofi ethi ngokulandela lokho seo se šomago mohopolo wa “ho seo se dirang go ifilosofi “yekwenta i ya “u shumisa leswi swi tirhaka
best’ beste werk’ ela lokho kufanele ukuba okusebenza kahle bokaonekaone go etsa se loketseng le gaisa” loko lokusebenta nḓila ine ya kahle swinene”
okusebenza kusetyenzwe nakangcono feta ka moka” ho tsamaellana le kahle kakhulu.” shuma zwa
ngcono ngohlobo olulunge kakhulu” maemo ao se leng khwinesa”
ngaphezu kwazo ho sona”
zonke ezinye
iintlobo
28
syllabus leerplan isilabhasi uqingqo isilabhasi lenaneothuto e na silabase lenaneothuto Isilabhasi siḽabasi silabasi
has a Greek origin van Griekse leligama lidabuka lwezifundo/isilab yigama elisuselwe le botšo bja lereo le tswang le na le tlholego ya ligama lelisuselwa ḽi bva kha yi na ntumbuluko
and means ‘a oorsprong en elimini lesiGriki hasi olimini IwesiGriki segerika gomme e puong ya Segerike Segerika, mme le eGrigini kantsi Tshigerika nahone wa Xigiriki naswona
concise statement’ beteken ‘’n bondige kanti litjho ligama eliphuma kanti lisho hlaloša gore ke le bolelang kaya ‘polelo e lisho ‘sitatimende zwi amba ‘ yi vula ‘xitatimente
or ‘table of the stelling’ of ‘’n tabel isitatimende kulwimi lwesiGrike ‘isitatimende ‘setatamente se ‘kgutsufatso kapa khutshwane’ kgotsa lesinefisha’ nome tshitatamende xo koma’ kumbe
topics of a van die esifitjhazana elibhekisa esifushane’ noma sekopana’ goba tafole ya dihlooho ‘tatelano ya ditlhogo ‘lithebula letihloko tshipfufhi kana ‘tafula ra
discourse’ or the diskoersonderwerp nanyana ‘itheyibula ‘kwintetho ecacisa ‘ithebula lezihloko ‘lenaneo la direrwa tseo ho buuwang tsa puisano’ kgotsa tenkhulumo’ nome thebulu ya ṱhoho tinhlokomhaka ta
‘list of contents of a e’ of die ‘lys van yeenhloko ngqo’ okanye zokuduna’ noma tša poledišano’ ka tsona’ kapa ‘lenane la diteng tsa ‘luhlu lwaloko dza mbulavurisano’
subject’ inhoud van ’n vak’ zesifundo’ nanyana ‘isicwangiso ‘uhla lwalokho goba lenaneo la lenane la dikahare serutwa’ lokucuketfwe nyambedzano’ kumbe ‘nxaxamelo
‘irhelo sezihloko’ okanye okuqukethwe diteng la thutwana’’ tsa thuto e itseng’ sifundvo.’ kana ‘mutevhe wa wa vundzeni bya
lokumunyethwe ‘uluhlu lwemixholo yisifundo’ goba lenaneo la zwi re ngomu nga dyondzo’
sifundo’ kumba othile’ diteng tša thuto’ ha pfunzo’
Chapter 2
africanisation afrikanisering ukwenza ukuveza ubu- indlela yobu- go dira seafrika aforikafatso go dira boaforika indlela yebu- vhuafrika ku endla swi va
it is the process of die proses ngendlela yesi- Afrika Afrika ke tshepetšo ya go mokgwa wa ho ke tirego ya go Afrika ndi maitele a u swa Xiafrika
defining or waardeur Afrika- Afrika indlela kunye lena yinqubo hlaloša goba go hlalosa boAforika le tlhalosa kgotsa go lena yinchubo ṱalutshedza kana i prosese ya ku
interpreting African identiteit en -kultuur kulihlelo nohlobo lokucacisa nenkambiso hlatholla boitšhupo botjhaba ba bona – ranola boitshupo le nenkhambiso u ṱalusa vhuvha hlamusela leswi
identity and culture gedefinieer of lokuhlathulula ubume, amasiko yokuchaza noma le setšo sa Afrika – tsweletso ya ho setso sa Seaforika yekuhumusha bu- na mvelele zwa swi vulaka swona
– a learning geïnterpreteer word kafitjhazana kunye nenkcubeko ukuqondisisa izinto tshepetšo ya go ithuta le tsela eo – tirego ya go ithuta Afrika nelisiko – Tshiafrika – kumbe ku humesa
process and a way – ’n leerproses en nanyana yabantu base ngendlela nosiko ithuta le mokgwa Maaforika a le mokgwa wa inchubo maitele a u guda nhlamuselo ya
of life for Africans ’n leefwyse vir ukuhlathulula Afrika – inkqubo lobu-Afrika – le wa bophelo wa phelang ka yona botshelo wa yekufundza kanye na nḓila ya vutitivi bya Xiafrika
Afrikane khudlwana yokufunda kunye yinqubo yokufunda Maafrika Maaforika nendlela yekuphila kutshilele ya na mfuwo wa
ubunjalo/isithombe nempilo ephilwa kanye nokuphila kweMa-Afrika. vhathu vha Afrika Xiafrika – prosese
kanye nesikopilo ngama-Afrika kwama-Afrika ya ku dyondza na
lomu-Afrika ndlela ya vutomi
Kulihlelo lokufunda ya Maafrika
kanye nendlela
yokuphila yama-
Afrika
conscientisation gewentens- ukulemukisa/ukuy ukuvuselela ukuqwashiwa/uku go kwešiša lefase ho ruta motho ka go dira boitemogo kuvusa kusungula u wanulusa vulemukisi
developing an bewustheid elelisa ukukhulisa vusa/ukwazisa go godiša temogo se itseng go dira boitemogo kucaphelisa zwithu nga ku hluvukisa
awareness of social die kweek van ’n uwakha ummoya ukuqonda ukusungula ukwazi ya ditaba tša leago ho ba le tsebo jwa dintlha tsa ngetindzaba huhulu vulemukisi bya
and political issues bewustheid van wokulemukisa ngaphakathi nokuqwasha le dipolotiki tšeo di ditabeng tse amang loago le sepolitiki tetenhlalo u ṋetshedza timhaka ta swa
that has the power sosiale en politieke iindaba zobuntu emntwini malunga ngezindaba nago le maatla a go setjhaba le tse di nang le nepolitiki nḓivho nga ha vanhu na swa
to transform reality kwessies wat die kanye neendaba nemiba yezentlalo ezithinta ezenhlalo fetoša nnete dipolotiki, tse nang maatla a go fetola naletinemandla mafhungo a tipolitiki lebyi byi
vermoë het om die zepolotiki lezo nezepolitiki, nezepolitiki le matla a ho fetola bonnete ekugucula simo tshitshavha na nga na matimba
werklikheid te ezinamandla ekwaziyo ukuba nezinamandla diketsahalo tsa lesikhona. zwa poḽotiki ine ya ya ku cinca
ontvorm wokutjhugulula namandla okushintsha isimo nnete vha na maanḓa a vuxiviri
iqiniso okuguqula isimo esikhona u shandukisa
sokuhlala semihla nyimele ine ya tou
ngemihla vhonala
29
context konteks ubujamo imeko isimo boemo moelelo bokao/tiriso indzikimba nyimele mbangu
the circumstances, die omstandighede, bendawo/ imiba nemingeni, izimo, umlando, maemo, botšo, maemo, tshetleho, mabaka, lemorago, timo, limuva, nyimele, vhubvo, swiyimo,
background, omgewing, besikhathi imvelaphi, indawo isizinda-ndawo, tikologo, tlhako, tikoloho, moralo wa tikologo, simondzawo, mupo, mutheo, vundzhaku,
environment, raamwerk of kubujamo, ekuphilwa kuyo, uhlaka, isizinda lefelo, goba maemo tshebetso kapa letlhomeso, boalo, luhlakamsebenti, nzulele kana mbangu, rimba,
framework, setting, situasie waarbinne umlando, isakhelo, isimo noma isimo ao a dikologilego boemo boo kgotsa maemo a a sibekandzaba, tshiimo kha zwine ndhawu, kumbe
or situation ’n gebeurtenis of ibhoduluko, sentlalo okanye esikhungethe tiragalo goba ketsahalo e amang tiragalo nome simo zwa khou bvelela xiyimo lexi nga
surrounding an voorval plaasvind, isakhiwo, isizinda okuthile isehlakalo noma maitemogelo etsahallang ho lesikhungatse kana zwine zwa rhendzela
event or occurrence of die agtergrond nanyana ubujamo okwenzekileyo okwenzekayo bona sehlakalo nome khou vhonala xiendleko kumbe
waarteen dit obukhungethe ngenxa yesiganeko senteko. xihumelelo
plaasvind isehlakalo nanyana
isenzeko
cognitive kognitiewe ukukhulisa/ uphuhliso ukuthuthuka kgolo ya ngwana kgodiso ya kgolo ya kutfutfuka mveledziso ya nhluvukiso wa
development ontwikkeling ukwakha lwengqiqo/lokuqo ngomqondo ke kago ya tiragalo monahano tlhaloganyo ngengcondvo muhumbulo ngqondo
is the construction die konstruksie van ingcondo nda lesi yisimo lapho ya kgopolo, go popeho ya ke kago ya ditirego lesi simo lapho u fhaṱa i ku akiwa ka
of thought denkprosesse, kukwakhiwa ukudibanisa kwakheka khona akaretša go gopola, tshebetso ya tsa tlhaloganyo, go kwakheka khona kuhumbulele, zwi tiprosese ta
processes, insluitende die kwamahlelo iingcinga nezimvo, inqubo yomqondo go rarolla mathata, monahano, e akaretsa go simo tshi katela u miehleketo, ku
including proses van onthou, wokukhuliswa ezifana nokucabanga, le go tšea diphetho, kenyeletsang ho gakologelwa, semcabango, humbula, u katsa na ku
remembering, probleemoplossing komngcondo, nokukhumbula, okubandakanya go tloga bobjaneng hopola, ho rarolla tharabololo ya lokufaka ekhatsi tandulula thaidzo tsundzuka, ku
problem solving, en besluitneming, kufaka phakathi ukusombulula ukukhumbula, go ya mathata le ho nka mathata, le go kukhumbula, na u dzhia tsheo, ololoxa swiphiqo,
and decision- vanaf die kinderjare ukukhumbula, iingxaki kunye ukusombulula mahlalagading go diqeto, ho tloha tsaya ditshwetso, sombulula tinking u bva muthu a kha na ku teka
making, from en adolessensie tot ukurarulula imiraro nokwenza izigqibo, izinkinga kanye ya go bogolo bongwaneng ho ya go tswa kwa kanyse nekutsatsa ḓi vha muṱuku u swiboho, ku suka
childhood through volwassenheid kanye nokuthatha ukusukela nokuthatha bohlankaneng/borw bongwaneng, go tincumo, kusukela ya kha u vha eka vutsongwana
adolescence to iinqunto, ukusukela kwixesha izinqumo, etsaneng le kgabaganya esigabeni muswa u swika a ku ta hi le ka
adulthood esigabeni ebuntwaneni ukusukela boholong dingwaga tsa sebuntfwana tshi vha mualuwa xiyimo xa lava va
sobuntwana ukudlula kwixesha esigabeni bosima go ya kwa kwendlule ha nghenaka eka
ukudlula esigabeni lokufikisa kude sobungane bogolong esigabeni vuntshwa ku fika
sobutlawana kuye ebudaleni ukufikela esigabeni sekutfomba eka vukulukumba
ukufika esigabeni sobujongosi kuze kudzimate
somuntu omdala. kufike esigabeni kuyewufika
sokuba umuntu ebudzaleni.
omdala
decolonisation dekolonisering ukuqedwa ukuphelisa ukuqeda inqubo phetšišo ya koloni tshebetso ya ho phediso ya kucedza u fhelisa vuheta vukoloni
is the undoing of is die proses kobukoloni ubukholoni nenkambiso ke go dira gore tswa ho kolone ya bokoloniale bukholoni vhukoloni i ku herisa
colonialism, where waardeur kususa kukupheliswa yobukoloni naga ye e nago le mehleng ke phediso ya puso (kutfunjwa) ndi u ṱutshela kule fambiselo ra
a nation establishes kolonialisme (waar ikholoniyalizimu, kobukoloniyali, lokhu kuchaza maatla e se sa laola ke ho heletswa ha ya bokoloniale, moo kucedvwa na vhukoloni hune vukoloni, laha
and maintains its ’n nasie sy kulokha isitjhaba apho isizwe siseka ukuqeda inqubo yeo e se nago le bokoloniale, moo setšhaba se kwembusobucalu lushaka lwa rixaka ri
domination over heerskappy oor nasisungula kwaye sigcine yobukoloni maatla, fao naga e naha e thehang le simololang le go (bukholoniyalizimu bveledza na u na tumbuluxaka no
dependent afhanklike gebiede ukubusa begodu ulawulo lwaso yokubuswa kwezwe hlomago le go ho boloka puso ya tsweletsa go ), lapho khona u isa phanḓa na u yisa emahlweni
territories vestig en handhaaf) sibambelele phezu kwimimandla ngabaphangi tšwetša pele pušo yona hodima fekeetsa dinaga tse sive sitfola langula mashango ntshikilelo eka
ongedaan gemaak kokulawula ezinye exhomekeke kuyo bakwelinye izwe, ya yona go dibaka tse di ikaegileng ka siphindze futsi o ḓitikaho ngaḽo tindhawu leti ti
word iindawo lapho isizwe dinagaselete tšeo e itshetlehileng ka sona sichubeke titshegeke.
ezidzimelele phezu sisungula inqubo di laolago tsona nekubusa
kwazo yokubhozomela nekulawula emave
elinye izwe lagwamandziwe
nemihlaba yezinye
izizwe ezaphangwa
ngababusi
bakwelinye izwe
30
indigenous inheemse isistimu yelwazi ulwazi lweenkqubo inqubo yolwazi lenaneo la tsebo tsebo ya thulaganyo ya luhlelo lwelwati sisiṱeme ya sisteme ya vutivi
knowledge system kennisstelsels lendabuko (IKS) zemveli lomdabu (IKS) ya setala (IKS) botswallwa kitso ya tlholego lwendzabuko (i- nḓivho ya bya ndhavuko
(IKS) (IKS) kulilwazi lendabuko ulwazi ulwazi tsebo ya setšo yeo tsebo, bokgoni le (IKS) IKS) vhongwaniwapo vutivi bya
informal traditional informele elingakahleleki, olungalungiselelwan olungabhaliwe e sego ya dintho tseo motho a kitso ya setso e e sa lwati lwendzabuko (IKS) ndhavuko bya
knowledge that is tradisionele okulilwazi elithileko ga lwamasiko phansi ezincwadini semmušo yeo e ithutang tsona rulaganang e e lolungakahleleki nḓivho i songo nkalamafundza
culturally specific kennis wat lesikopilo kanti leli nezithethe zakudala kanti ulwazi theilwego go setšo botjhabeng ba totileng tsa setso, lolucondzene tou ṅwalwaho ya lebyi byi
and has been kultuurspesifiek is lwazi kusukela olujolise lwasemandulo gomme e dutše e habo, tse mme e fetiseditswe ngco nemasiko mvelele ine ya kongomaka hi
passed down from en van geslag tot emandulo kwinkcubeko noluqondene ngqo fetišetšwa go tloga fetisetswang go tswa mo futsi tshimbilelana na ndlela ya mfuwo
one generation to geslag oorgedra lidluliselwa nolugcinwa nosiko kanti go moloko wo melokong e latelang tshikeng e nngwe lwendluliselwe mvelele yeneyo naswona byi
the next is eenzukulwaneni ngohlobo lokuthi lwedluliselwe lusuka mongwe go ya go go ya go e e kusukela na u fhiriselwa u hundziseriwaka
ezilandelako abantu abadala esizukulwaneni wo mongwe latelang kusitukulwane bva kha murafho ku suka eka
babalisele esithile lwaya nesitukulwane. u ya kha muṅwe jenerexini
abancinane kubo kwesinye yin'wana ku ya
ukuze ulwazi luhlale isizukulwane eka leyi
lukhona lugcinwe ngokomlando landzelaka
ongabhaliwe
lived curriculum geleefde ikharikhyulamu ikharityhulam ikharikhulamu lenaneothuto leo kharikhulamo e kharikhulamo e e ikharikhulamu kharikhuḽamu sa kharikhyulamu
how the curriculum kurrikulum ephilwako ephilwayo ezwakalayo le lego gona sebediswang itemogetsweng lephilwako kusho zwo leyi hanyiwaka
is experienced hoe die kurrikulum Indlela mava abantu indlela ka moo kamoo ka moo sipiliyoni lobanaso dzudzanywaho hilaha
ervaar word ikharikhyulamu ngekharityhulam ikharikhulamu efika lenaneothuto le kharilkhulamo e kharikhulamo e ngaleyo zwine kharikhyulamu yi
ephilwa ngayo ngakhona itemogetšwego sebediswang ka itemogelwang ka kharikhulamu. kharikhuḽamu ya tokotiwaka
epilweni yamambala kwabayenzayo teng gona tshenzheliswa hakona
zwone
paradigm shift paradigmaskuif ukutjhuguluka ukuguquka linguquko phetogo ye phetoho ya tsela phetogo ya ingcucuko tshanduko ya ncinco wa
a time when the ’n beduidende kwesikhathi kwexesha kwizinqubo bohlokwa ya ya ho nahana kapa botlhokwa yenchubo ndeme kha pharadayimi
usual and accepted verandering in die kusikhathi lokha lokwenza nezinkambiso mokgwa ho etsa dintho nako e mokgwa wa nenkhamiso kuhumbulele nkarhi lowu ndlela
way of doing or gewone en ejayelekileko nokucinga lesi yisikhathi lapho nako yeo tsela ye nako eo tsela e tlwaelo le o o kushiwo sikhatsi tshifhinga tshine ya ntolovelo
thinking about aanvaarde manier nendlela lixesha elenzeka xa indlela esivamise e amogelegago le itseng ya ho etsa amogetsweng wa lapho indlela nḓila yo kumbe leyi
something changes waarop iets eyamukelekako kuguquka indlela ukwenza izinto ya tlwaelo ya go kapa ho nahana, e go dira le go leyelekile ḓoweleaho amukeriwaka ya
completely gedoen word of yokwenza izinto ebekufudula ngayo futhi dira dilo e fetoga fetohang nagana ka ga nalemukelekile nahone i ku endla kumbe
waarop daar oor nanyana kusenziwa okanye nesicabanga ka botlalo kahohlehohle sengwe o fetogang yekwenta tintfo ṱanganedzeaho ku ehleketa hi
’n saak gedink yokucabanga kucingwa ngayo nokubona ngayo gotlhelele nekucabanga ya u ita kana u mayelana na
word ngokuthize izinto iguquka kugucuka humbula nga xin'wana yi
itjhuguluka ngokuphelele ngalokuphelele. zwithu ya cincaka hi ku
ngokuzeleko shanduka tshoṱhe hetiseka
socio- sosio- umqondo ingcinga ebunjwa uhlelo olugxile go hlaloša le go mohopolo wa mogopolo wa luhlelo lolugcile nḓila ya ngudo socio-
constructionist konstruktivis- wokwakha umuntu sisimo emqondweni arola dihlopha tša motshehetsi wa kagelelokitso- ekwakheni yo ḓitikaho nga constructionist
perspective tiese perspektief lapha ukukhula somphakathi wabantu batho socio- loago tenhlalo vhathu perspective
development is die perspektief dat komuntu uphuhliso lwengqiqo intuthuko encike tšwelotšopele e constructivism tlhabololo e ikaegile intfutfuko yeyame mveledziso ine yo nhluvuko wu
dependent on social ontwikkeling van kudzimelele phezu yomntu ekuxhumananeni theile go tsenelano kgolo ya motho e ka kgolagano ya ekuchumaneni ḓitika nga tshembela eka
interaction, and that sosiale interaksie kokuhlangana luxhomekeka kwabantu, nokuthi ya leago, le gore itshetlehile loago, mme go ngekwetenhlalo, matshilisano n'wangulano wa
social learning afhanklik is en dat nabanye abantu, kuhlobo umntu ukufunda kwabanye go ithuta ga leago dikamanong tsa hae ithuta ka ga loago kantsi loko tshitshavhani, na vanhu, na
actually leads to sosiale leer in lelo hlelo lokufunda asebenzisana ngalo abantu kuholela go iša go kgolo ya le batho ba bang, le tota go isa kwa kufundza ine u guda ha leswaku ku
cognitive werklikheid tot ebantwini kunye nomphakathi ekuthuthukeni ngwana hore ho ithuta ho ba kgolong ya ngekwetenhlalo tshitshavha hu dyondza ka vanhu
development kognitiewe eqinisweni kurholela kwaye loo mfundiso ngokomqondo bang ho hodisa tlhaloganyo mbambamba livhisa kha kahlekahle ku
ontwikkeling ekukhuleni yomphakathi monahano kuholela mveledziso ya vanga nhluvukiso
aanleiding gee kwengcondo ikhokhelela ekutfutfukeni muhumbulo wa ngqondo
ngokwelwazi kwengcondvo.
31
kuphuhliso
lwengqiqo
zone of proximal sone van ukukhula ummandla indawo phapano gare ga karolo e karolo ya kgolo e e indzawo zounu ya zone of proximal
development proksimale komqondo kanye wophuhliso yokusondelana seo morutwana a bontshang kgolo gaufi yekusondzelana mveledziso ya development
difference between ontwikkeling nekghonakalo olukutshane nentuthuko ka se dirago a le ya nnete pharologano nentfutfuko ndeme ku hambana
the learner’s actual die verskil tussen lokukhula nobukrelekrele umehluko okhona tee le seo a ka se phapang pakeng tsa magareng ga seelo umehluko phambano vhukati exikarhi ka
developmental level die leerder se ngomqondo ngumahluko phakathi kwezinga fihlelelago ge a boemo ba nnete ba sa nnete sa kgolo emkhatsini ha kualutshele levhele ya ku
and their potential werklike mumehluko phakathi kwezinga lokuthuthuka hlahlwa kgolo ya moithuti le ya morutwana le welizinga kwa muhumbulo hluvuko wa xiviri
level ontwikkeling en ophakathi lophuhliso akulo kwangempela phapano gare ga boemo boo ba ka seelo se a ka mbamba wa mugudiswa na na levhele ya
hulle potensiële kukukhula umfundo nelo zinga komfundi kanye legato la nnete la bang ho bona kgonang ka sona lekutfutfuka tshiimo tshavho yena ya vuswikoti
vlak kwamambala anokuba kulo nezinga umfundi morutwana le kwemfundzi tshine vha vho leyi mudyondzi a
komqondo akwazi ukuthi legato la gagwe la kanye nemandla kona u shuma nga fikelelaku eka
womfundi kanye afinyelele kulo bokgoni ekufinyelela nga vhoṱhe yona
nekghonakalo ngokwekhono lakhe kulangakhona
yokukhula
komqondo
womfundi
Chapter 3
barriers to learning Leerstruikelblok- Iinqabo/ imiqobo imigoqwane mapheko a go dithibelathuto dikgoreletsi tsa go tihibe letivimba zwithithisi zwa u swirhalanganyi
difficulties blocking ke of - linthikamezi ekufundeni evimba ukufunda ithuta mathata a thibelang ithuta kufundza guda eka ku dyondza
access to learning versperrings zokufunda Imingeni edala ubunzima obukhona mathata ao a baithuti ho ithuta le mathata a a bumatima vhukonḓi vhu ku tikeriwa loku
and development, probleme wat kubudisi obujame ubunzima obuvimbela ukuthi thibelago phihlelelo kgolo ya bona, a kgoreletsang lobuvimba thivhelaho u kona sivelaka mfikelelo
located either in the toegang tot leer endleleni yokufunda nenqanda kube nokufunda ya go ithuta le fumanwang phitlhelelo ya go kufinyelela kutsi u guda na eka ku dyondza
education system, en ontwikkeling nokukhula, lezi ukufikelela kanye nentuthuko, tšwelotšopele, a tlhophisong ya ithuta le kgolo, a ka kube nekufundza mveledziso, zwine na ku hluvuka,
the school or the blokkeer wat in zithikamezo ekufundeni kunye kuyenzeka uthole hwetšwago thuto, sekolong ne a le nentfutfuko, zwa vha kha loku kumekaka ku
learner die zitholakala nophuhliso. Le ukuthi isohlelweni peakanyong ya kapa ho moithuti thulaganyong ya kuyenteka kutsi sisiṱeme ya nga va eka
onderwysstelsel, mhlambe kusistimu mingeni isenokuba lwemfundo thuto, sekolong thuto, sekolo kgotsa titfolakale pfunzo, tshikolo sisteme ya
skool of die yefundo, esikolweni lapha kwinkqubo olusetshenziswayo, goba go morutwana mo morutwaneng mhlawumbe kana mugudiswa dyondzo, xikolo
leerder gesetel is nanyana kumfundi yemfundo okanye esikolweni noma eluhlelweni kumbe mudyondzi
ibe sesikolweni kumfundi uqobo lwetemfundvo,
okanye kumfundi esikolweni nome
ngokwakhe kumfundzi.
CAPS KABV (CAPS) I-CAPS I-CAPS I-CAPS CAPS CAPS CAPS i-CAPS CAPS CAPS
Curriculum and Kurrikulum- en KusiTatimende Ligama isifinyezo esisho Setatemente sa Seteitemente sa Polelo ya Sitatimende Tshitatamende Xitatimente xa
Assessment Policy assesserings- seKharikhyulamu elisisishunqulelo ukuthi: Isitatimende Pholisi ya Pholisi ya Kharikhulamo le Lesiytinchubomgo tsha Pholisi ya
Statement. beleidsverklaring. noMthethomgomo lesiNgesi elimele Esiyinqubomgomo Lenaneothuto le Kharikhulamo le Pholisi ya mo Mbekanyamaitele Kharikhyulamu na
It stipulates the aim, Dit stipuleer die wokuHlola. Curriculum and Yekharikhulamu Kelo Tekolo Tlhatlhobo. E Yekharikhulamu ya Ndingo na Makambelelo.
scope, content and doelstelling, Sihlathulula Assessment Policy Nokuhlola. Se šupa se bolela ka tlhagisa maikaelelo, Nekuhlola. Kharikhuḽamu. Xi hlamusela
assessment for omvang, inhoud umnqopho, Statement. Ibeka Lesi sitatimende maikemišetšo, sepheo, boholo le sekoupu, diteng le Sichaza inhloso, Tshi sumbedza xikongomelo,
each subject listed en assesserings- ubukhulu, ilwazi elubala injongo, sichaza inhloso, morero, diteng le dikahare tsa seo ho tlhatlhobo ya bubanti, ndivho, tshikoupu, vuanami,
in the NCS Grades proses ten elimunyethweko umhlaba ubukhulu nokunaba, kelo ya thutwana ye rutwang ka sona le serutwa sengwe le lokucuketfwe zwine zwa tea u vundzeni na
R–12 opsigte van elke kanye nokuhlolwa wezifundo, imixholo okuqukethwe/ nngwe le ye nngwe tekolo ya thuto e sengwe se se leng kanye nekuhlola katela na ndingo makambelelo eka
vak wat in die kwesifundo soke kunye nohlolo indikimba kanye ye e lego lenaneong nngwe le e nngwe e mo lenaneng la kuleso naleso kha thero iṅwe na dyondzo yin'wana
NKV Graad R–12 esirheliswe ku-NCS kwisifundo nohlelo lokuhlolwa la NCS Dikreiting boletsweng ka hara NCS la Dikereiti R– sifundvo iṅwe yo na yin'wana leswi
gelys is amaGreyidi R– 12 ngasinye kwesinye nesinye tša R–12 NCS ya Dikereiti tsa 12 lesibhalwe ku- sumbedzwaho xaxametiweke
esiweliswe isifundo esichazwe R-12 NCS Grades R-12 kha NCS ya eka Tigredi ta R–
Gireidi R -12 12 ta NCS
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kumqulu weNCS kwi-NCS ukusukela
wamaBanga R-12 kumabanga-R – 12
centralisation sentralisasie ukusenthralayisa/u ukuzikithisa uhlelo lapho kgobokanyo ya taolo ya mosebetsi kgolaganyo luhlelo lwekenta ndaulo kha vutekaswiboho
at government level op regeringsvlak kubeka endaweni eburhulumenteni imisebenzi yenziwa diphetho sebakeng se le mo legatong la puso umsebenti vhupo vhuthihi bya le xivindzini
a defined curriculum bevat ’n eyodwa ikharityhulam wuhlaka olulodwa, leatong la mmušo seng kharikhulamo e e endzaweni yinye kha muvhuso ndi eka levhele ya
contains detailed omskrewe esigabeni echaziweyo kanti lolu hlelo lenaneothuto le na boemong ba tlhalositsweng e na lolusezingeni kharikhuḽamu yo mfumo
regulations for kurrikulum sikarhulumende iqulethe imigaqo ezingeni le melawana ka mmuso, le melawana ka lwahulumende ṱaluswaho ine ya kharikhyulamu
objectives and uitvoerige ikharikhyulamu yeziphumo likahulumeni luchaza botlalo la diteng, kharikhulamo e botlalo ya lapho vha na leyi vekiweke yi
content, school regulasies vir ehlathululwako ezibonakalayo ikharikhulamu nako ya sekolo, hlalositsweng e na maikaelelo le ikharikhulamu zwidodombedzwa na swinawana
time, selection of doelwitte en imumethe imithetho nomxholo, ixesha njengohlelo kgetho ya didirišwa le melawana e diteng, nako ya lechaziwe zwa ndaulo na leswi nga na
educational inhoud, skooltyd, elawulako yoke lesikolo, oluqukethe tša thuto, maemo le hlalositsweng ka sekolo, tlhopho ya ucukatsa zwo katelwaho, vuxokoxoko bya
materials, teaching die selektering ngokwehloso ukukhethwa imitheshwana kelo botlalo ya dipheo le dimatheriale tsa imitsetfosimiso zwifhinga zwa swikongomelo na
standards and van yeminqopho kanye kwezixhobo yenqubo dikahare, nako ya thuto, maemo a go lenemininingwane tshikolo, u vundzeni, nkarhi
assessment opvoedkundige nelwazi zokufunda, enemininingwane sekolo, ho kgethwa ruta le tlhatlhobo yetinhloso topolwa ha wa xikolo,
materiaal, elimunyethweko, imigangatho yezinhloso kanye ha disebediswa tsa nalokucuketfwe, matheriaḽa/tshom nhlawulo wa
onderwysstandaa isikhathi sesikolo, yokufundisa nendikimba thuto, dipehelo le sikhatsi edzo dzi timatheriyali ta
rde en ukukhethwa nohlolo yesifundo, isikhathi tekolo ya ho ruta. sekufundza shumiswaho kha dyondzo, mipimo
assessering kwamamatheriyali sokufunda esikoleni, sesikolo, pfunzo, ya ku dyondzisa
wefundo, amazing ukukhethwa kukhetfwa zwilinganyo zwa u na makambelelo
wokufundisa kanye kwezisetshenziswa kwetinsita guda na ndingo
nokuhlolwa zokufunda, tekufundza,
amazinga okufundisa tilinganisozinga
kanye nohlolo tekufundzisa
kanye nekuhlola.
decentralisation desentralisasie ukudisenthralayiza ukususa uhlelo lapho phatlalatšo ya taolo ya mosebetsi kgaoganyo kusabalalisa phaḓaladzo ya vutekaswiboho
a more flexible ’n meer buigsame /ukuhlukanisa uzikithiso imisebenzi yenziwa taolo dibakeng tse kharikhulamo e e luhlelo ndaulo lebyi
curriculum, requires kurrikulum, wat ikharikhyulamu apha kuthethwa yizinhlaka lenaneothuto leo le fapaneng obegang thata, e lwekharikhulamu kharikhuḽamu i hangalasiweke
the direct die direkte etjhuguluka lula, ngekharityhulam ezehlukene fetogafetogogo, le kharikhulamo e batla seabe ka legucuka lula, shandukiswaho, i kharikhyulamu
involvement and co- betrokkenheid en efuna evumela Lolu wuhlelo nyaka gore sekolo kgonang ho fetolwa tlhamalalo le go nna ludzinga ṱoḓaho u leyi
ownership of mede- ukubandakanyeka uhlengahlengiso, lwekharikhulamu le barutiši mmogo ho ya ka maemo a beng ga dikolo le kutimbandzakany dzhenelela thwii cincacincekaka
schools and eienaarskap van okungasibunqopha apho kukho eguquka kalula, kanti ba tšee karolo thwii itseng, e hloka hore barutabana mmogo a ngco kanye na u dzhia swinene, leyi
teachers skole en kanye nobunikazi ukuthatha ludinga ukwenziwa le gore bobedi ba dikolo le matitjhere nebunikati vhuḓifhinduleli u lavaka ku
onderwysers obuhlanganyelweko inxaxheba okuthe mathupha kanye be beng ba sekolo a be le seabo le ho bekuhlanganyela lingana ha khumbeka ko
vereis beenkolo kanye ngqo nokuba nobunikazi ba le tokelo ya ho e betikolo zwikolo na kongoma
nabotitjhere ngabanini obuhlanganyelwe laola nabothishela. vhadededzi vun'winikulobye
ababambiseneyo bezikole kanye bya swikolo na
phakathi kwesikolo nabafundisi. vadyondzisi
nootitshala
33
diverse learners diverse leerders abafundi abafundi abafundi baithuti ba baithuti ba baithuti ba ba bafundzi vhagudiswa vho vadyondzi vo
learners with leerders met abahlukahlukileko abahlukeneyo abehlukene dinyakwa tša go fapaneng farologaneng labahlukene fhambanaho hambana
different language verskillende bafundi abafundi abafundi fapana baithuti ba barutwana ba ba bafundzi vhagudiswa vha vadyondzi lava
usage, learning taalgebruik, abasebenzisa ilimi abasebenzisa abanezindlela baithuti ba tšhomišo sebedisang dipuo nang le tiriso ya puo labanetindlela shumisaho tirhisaka tindzimi
styles, types of leerstyle, soorte ngendlela ulwimi ezahlukene ya polelo, mokgwa tse fapaneng, ba e e farologaneng, letahlukene nyambo, to
intelligence, levels intelligensie, ehlukileko, olwahlukileyo zokusebenzisa ulimi, wa go ithuta, ithutang ka mekgwa ditaele tsa go ithuta tekusebentisa magudele, hambanahamban
of development and ontwikkelings- abaneentayila okanye izimbo izitayela zokufunda, mehuta ya bohlale, e fapaneng, ba tse di farologaneng, lulwimi, titayela tshakha dza a, switayili swa ku
economic, social vlakke en ezihlukeneko, zokufunda izinhlobo magato a matšo a bontshang bohlale mefuta ya botlhale e tekufundza, vhuṱali, zwiimo dyondza swo
and cultural ekonomiese, abanokuhlakanipha ezahlukeneyo, zokuhlakanipha, tšweletšopele le ba mefuta e e farologaneng, tinhlobo zwa mveledziso hambanahamban
backgrounds sosiale en okuhlukileko, iindidi amazinga ekonomi, leago le fapaneng, bao kgolo seelo sa kgolo se se tekuhlakanipha na ikonomi, a, mixaka yo
kulturele abanemilando zobukrelekrele, okuthuthuka, setšo ya bona e leng farologaneng le emazinga vhubvo ha hambanahamban
agtergronde yetuthuko amazinga imilando maemong a lemorago le le ekutfutfuka kanye mvelele na a ya vutlhari,
newomnoth ophuhliso, yezomnotho, fapaneng, le ho ba farologaneng la nemamuva tshitshavha zwo tilevhele to
ehlukileko, nomahluko yenhlalo kanye maemong a ikonomi, loago le etemnotfo, fhambanaho hambanahamban
abanomlando kwimvelaphi neyazamasiko fapaneng moruong, setso etenhlalo a ta nhluvukiso
wabantu kanye yezentlalo setjhabeng le newetemasiko. na vundzhaku
nesikopilo nenkcubeko botjhabeng ba bona byo
ehlukilekozetuthuko hambanahamban
nezomnotho a eka swa
ezihlukileko, ikhonomi, swa
vanhu na swa
mfuwo
inclusive inklusiewe ifundo imfundo equka imfundo efaka thuto ye e thuto e amohelang thuto e e imfundvo pfunzo i dyondzo yo
education in South onderwys in ebandakanya uwonke-wonke wonke umuntu akaretšago tšohle baithuti kaofela akaretsang botlhe wonkhe umuntfu katelaho ya katsa hinkwavo
Africa Suid-Afrika woke eSewula eMzantsi Afrika eNingisimu Afrika ka Afrika Borwa Aforika Borwa mo Aforikaborwa eNingizimu Afrika eAfrika-Dzonga
the practice and die praktyk en Afrika imisebenzi kunye isenzo kanye setlwaedi le ho etsa maemo a tiriso le tirego ya go Afrika Tshipembe endlelo na
process of creating proses om izenzo kanye nenkqubo yokudala nohlelo lokwakha tshepetšo ya go tshehetsang dira inchubo nesento kushumisele na prosese ya ku
supportive ondersteunende nehlelo lokwakha amagumbi amakilasi hlola ditlhoko tse diphaposiborutelo sekutsi kube maitele a u sika tumbuluxa tikklasi
classrooms and klaskamers en amatlasi kanye okufundela anika asekelanayo kanye diphapoši fapaneng tsa tse di tshegetsang nekwesekelwa kiḽasi na zwikolo to dyondzela leti
schools that involve skole te skep om neenkolo inkxaso nezikolo nezikole ezifaka tšaborutelo le dikolo baithuti kaofela ka le dikolo tse di emaklasini zwine zwa katela seketelaka na
and meet the die uiteenlopende ezisekelako, lezo ezibandakanya zihlangabezane tše di thekgago tšeo ditlelaseng le akaretsang le go nasetikolweni na u swikelela swikolo leswi swi
diverse needs of all behoeftes van alle ezifaka nezanelisa zibuye nezidingo di kgathago tema dikolong, le ho etsa kgotsofatsa letifaka tiphindze ṱhoḓea dza katsaka na ku
learners leerders te betrek iindingo zabo boke zihlangabeze ezahlukene zabo gape di hore ba be le seabo ditlhokwa tse di tihlangabetane vhagudiswa fikelela swidingo
en te bevredig abafundi izidingo bonke abafundi fihlelelagodinyakwa le ho kgotsofatsa farologaneng tsa netidzingo tabo vhoṱhe swo hambana
ezahlukileyo tše di fapanego tša ditlhoko tsena. barutwana ba botlhe bonkhe bafundzi. swa vadyondzi
zabafundi bebonke barutwana ka moka hinkwavo
Language of Taal van ILimi lokuFunda Ulwimi lokufunda Ulimi lokufunda Leleme la Go Puo e Puo ya Go Ithuta le Lulwimi Luambo lwa u Ririmi ra ku
Learning and Onderrig en Leer nokuFundisa nokufundisa nokufundisa Ithuta le go Ruta sebediswang Go Ruta (LoLT) Lwekufundza Funza na u Guda Dyondza na ku
Teaching (LoLT) (TvL) (LoLT) (iLoLT) (LoLT) (LoLT) Thutong puo e e diriswang neKufundzisa (i- (LoLT) Dyondzisa
the language used die taal wat in die lilimi elisetjenziswa ulwimi ulimi leleme leo le puo e go ruta le go ithuta LoLT) luambo lune lwa (LoLT)
for teaching and klaskamer vir ukufundisa olusetyenziswayo olusetshenziselwa šomišwago go ruta sebedisetswang ho mo lulwimi shumiswa kha u ririmi leri
learning in the onderrig en leer nokufunda xa kufundiswa naxa ukufunda le go ithuta ka ruta le ho bala ka phaposiborutelong lolusetjentiswa funza na u guda tirhisiwaka eka ku
classroom gebruik word ngetlasini kufundwa egumbini nokufundisa ekilasini phapošing ya tlelaseng ekufundziseni kiḽasini dyondzisa na ku
lokufundela borutelo nasekufundzeni dyondza eklasini
eklasini. yo dyondzela
34
learning leergebrek Iinthikamezo ukuphazamiseka izihibe tšhitišo ya go bofokodi ba ho bokoa jwa go kukhubateka vhukonḓi ha u ntsandzekiso wa
impairment verwys na ’n zokufunda ekufundeni kwezokufunda ithuta ithuta ithuta kutekufundza guda ku dyondza
refers to a number aantal kutjhiwo kwinano I oku kubhekisa lokhu kuchaza inani e šupa bothata bjo bo bolela palo e go kaya makoa a le kusho linani zwi amba swi vula
of disorders which versteurings wat lokutjharagana kwimiqobo ethile lezihibe bo šitišago mošomo itseng ya mafu a ka mmalwa a a ka letihibe tshivhalo tsha mipfilungano yo
may affect the die verwerwing, okungaba ephazamisa ezingaphazamisa wa tlwaelo wo o ka amang ho ba le amang go fitlhelela, letingatsikameta malwadze zwine hlayanyana leyi yi
acquisition, organisering, nomthelela phezu ukufumana, uhlelo lokutholakala amago phihlelelo, tsebo le bokgoni, go rulaganya, go kutfolakala zwa nga kwama nga ha khumbaka
organisation, behoud, begrip of kwehlelo lokuzuza ukulungelelanisa, kwemfundo, peakanyo, tshwaro, tlhophiso, ho tshwarelela, go kwemfundvo, lu si lwavhuḓi u ku kumiwa,
retention, gebruik van ilwazi, phezu ukugcina ulwazi, ukuhleleka, kwešišo goba tirišo hopola, ho utlwisisa tlhaloganya kgotsa kuhleleka, wana, u maveketelelo, ku
understanding or verbale of nie- kokuhlela, kwehlelo ukuqonda okanye ukugcineka ya tshedimošo ye kapa ho sebedisa go dirisa kubamba dzudzanya, u hlayisiwa, ku
use of verbal or verbale inligting lokubuyisa/lokubam ulwazi kwemfundo, ebolelwago ka tsebo e fumanwang tshedimosetso ya ngengcondvo, kona u vhulunga twisisiwa kumbe
nonverbal kan beïnvloed ba, lokuzwisisa oluthethwayo ukuqondisisa noma molomo goba ye e dithutong kapa eo mafoko kgotsa e e kuvisisa nome nḓivho, u pfesesa ku tirhisiwa ka
information nanyana nolungathethwayo ikhono sego ya molomo moithuti a seng mafoko kusebentisa kana u kona u vuxokoxoko bya
lokusetjenziswa lokusetshenziswa iphumanelang yona lwatiso shumisa nomu na lebyi
kwelwazi kolwazi ka ho ipalla lolukhulunywako mafhungo ane a nga ri ki bya
elikhulunywa olukhulunywayo nome tou ambiwa nga nomu
ngomlomo nanyana noma lolungakhulunywa mulomo kana a
elingakhulunywa olungakhulunyiwe sa ambiwi nga
ngomlomo mulomo
learning mediator leertussen- umtjhayeli wehlelo umlamli umlamuleli mmoelanyi wa go motataisi thutong motsereganyi wa umlamuli mukonanyi kha mupfuneti eka
a mediator is ganger lokufunda wemfundo wokufunda ithuta motataisi ke motho go ithuta wekufundza zwa ngudo ku dyondza
somebody who ’n tussenganger is umtjhayeli mumuntu umntu oququzelela umlamuleli umuntu mmoelanyi ke ya etsang hore ho motsereganyi ke ngumuntfu mukonanyi ndi mupfuneti i
facilitates a iemand wat okghonakalisa ingxoxo eyenza ohlela izingxoxo, motho yo a be le puisano e mongwe yo o longumlamuli muthu ane a munhu loyi a
dialogue, which dialoog fasiliteer, ikulumopikiswano, ukuba ingcinga lokho okwenza kube sepedišagopolediša etsang hore bebofatsang longumchubinchu tshimbidza pfunaku eka
makes it possible wat dit moontlik owenza bona okanye izimvo lula ukuthi imibono no, ye e dirago gore mohopolo kapa puisano, e leng se bo nyambedzano, n'wangulano,
for an idea or maak dat ’n idee kukghonakale kube zikwazi ukucaciswa noma imizwa kgopolo goba maikutlo a hlokang se dirang gore go yenkhulumiswano zwine zwa konisa leswi swi endlaka
feeling to be of gevoel nombono nanyana ixoxeke lula maikutlo a fetišitšwe ho fetisetswa ho ba kgonagale go , lokwenta kutsi uri muhumbulo swi koteka
communicated gekommunikeer umuzwa okufanele go batho ba bangwe bang, a fetiswe ka tlhagisa kakanyo kube lula kutsi kana vhuḓipfi vhu leswaku
word udluliswe tshwanelo kgotsa maikutlo umcondvo nome kone u fhiriswa muanakanyo
luvo luvakaliswe kumbe matitwelo
lula. ya vulavuriwa
learning leerprogram Ihlelo lokufunda Inkqubo uhlelo lokufunda lenaneo la go lenanethuto lenaneo la go luhlelo mbekanyamush nongonoko wa
programme ’n faselange kulihlelo elide yokufunda uhlelo olude ithuta ketsahalo e telele ithuta lwekufundza umo ya u guda ku dyondza
a phase-long proses van elimumethe isigaba inkqubo yesigaba ngesigaba esithile thepedišo ya ya ho etsa moralo, tirego ya legato le le inchubo yesigaba kuitele kwa a prosese yo leha
process for beplanning, sokupulana, esithile yokwenza nokungelokuhlela, sebaka se itšego sa ho tsamaisa le ho telele ya go loga lesidze sekuhlela, tshifhinga hi xiyimo
planning, managing bestuur en sokuraga kanye amalungiselelo, ukuphatha kanye go loga maano, go hlophisa tshebetso maano, go tsamaisa kulawula kanye tshilapfu kwa u hinkwaxo ya ku
and organising organisering van nokuhlela nolawulo nokuhlelisisa laola le go ya ka tlelaseng le go rulaganya nekuhlelembisa pulana/dzudzanya kunguhata, ku
classroom practice klaskamer-praktyk umsebenzi lokulungiselela ukufunda ekilasini beakanya mošomo tiragatso ya kufundza eklasini. , u langula na u fambisa na ku
wangetlasini imisebenzi wa phapošing ya phaposiborutelo vhekanya maitele lulamisa endlelo
yasegumbini borutelo a kiḽasini ra le klasini yo
lokufundela dyondzela
norm norm injwayelo (norm) okuqhelekileyo injwayelo/ setlwaedi tlwaelo tlwaelo indlelamvama zwo ḓoweleaho endlelo ra
is derived from the is afgelei van die isuselwa egameni uhlobo lokuziphatha imvamisa tlhalošo ye e tšwa e tswa lentsweng la e tswa mo lefokong ligama lelisuselwa zwi bva kha ipfi ntolovelo
word ‘normal’ and word ‘normaal’ en elithi ‘normal’ kanti oluqhelekileyo leli gama lisuselwa go lentšu ‘tlwaelo’ ‘tlwaelehile’ mme le ‘tlwaelo’, mme e egameni lelitsi ‘ḓoweleaho’ ri tekiwa ku suka
refers to behaviour verwys na gedrag lona litjho kwaye egameni elithi gomme e šupa bolela boitshwaro kaya maitsholo a a ‘ngalokuvamisile’ nahone zwi amba eka rito ‘normal’
that is generally wat algemeen ukuziphatha okuhle “ngokujwayelekile/ngok boitshwaro bjo bo bo amohelehang ka amogelesegang ka kantsi lisho naswona ri vula
vhuḓifari vhune
35
accepted in a aanvaar word in okwamukeleka olwamkelekayo uvamile” kanti lichaza amogelwago ka kakaretso kakaretso mo kutiphatsa jikelele ha ṱanganedzwa mahanyelo lama
society ’n samelewing emphakathini kuwonke-wonke ukuziphatha kakaretšo mo setjhabeng setšhabeng lokwemukelekako kha tshitshavha amukeriwaka eka
okwamukelekayo setšhabeng emmangweni. sosayati
nga u angaredza
emphakathini/esizweni
outcomes-based uitkomsge- ifundo edzimelele imfundo esekelwe uhlelo lwemfundo thuto ye e thuto e thuto e e theilweng luhlelo pfunzo yo dyondzo leyi
education (OBE) baseerde phezu kwiziphumo (OBE) olugxile theilwego go itshetlehileng mo dipoelong wemfundvo mvelelo simekiweke eka
is an approach to onderwys (UGO) kwemiphumela yindlela kwimiphumela dipoelo (OBE) diphethong (TID) (OBE) lolweyame ndivhanywa mivuyelo (OBE)
teaching and ’n benadering tot (OBE) yokufundisa (OBE) ke mokgwa wa go ke mokgwa wa ho ke molebo wa go emiphumeleni (i- (OBE) i endlelo eka
impacts on teaching onderwys en yindlela yokufundisa enefuthe kumacebo le yindlela ruta wo o huetšago ruta le o amang ruta, mme o ama OBE) lena ndi nḓila ya u vudyondzisi
strategies that refer invloede op kanye nemithelela okufundisa yokufundisa ethinta maano a go ruta ao mawa a ho ruta a ditogamaano tsa go yindlela guda na u gudisa naswona ri
to the preferred onderwysstrategie yamano abhekisa amasu okufundisa, a šupago tsela ye e bolelang mokgwa o ruta tse di kayang yekufundzisa futsi ine ya kwama khumba
methodology used ë wat verwys na wokufundisa lawo kubuchwepheshe le ndlela ichaza šomišwago go kgethwang o mokgwatiriso o o lenemtselela nḓila dza u maqhinga ya ku
to unpack and die atjho umethodoloji obukhethwayo indlela engcono hlagiša le go sebedisetswang ho tlhophiwang go kumasubuciko gudisa zwine zwa dyondzisa lama
implement the voorkeurmetodolo onyulwako nobusetyenziselwa yokufundisa phethagatša hlalosa le ho kenya tlhalosa le go ekufundzisa amba nḓila yo ya vulaka
curriculum – it is not gie wat gebruik osetjenziswa ukucacisa esetshenziswa lenaneothuto – ga kharikhulamo diragatsa lacondziswe ṱanganedzwaho methodoloji lowu
a curriculum word om die ukwendlala kanye nokusebenzisa ukuchaza se lenaneothuto tshebetsong – ha se kharikhulamo – ga kundlelakwenta ine ya shumiswa tsakeriwaka lowu
kurrikulum uit te lê nokusebenzisa ikharityhulam – nokusebenzisa kharikhulamo se kharikhulamo lenconywako u phaḓaladza na tirhisiwaka ku
en te ikharikhyulamu – yona ikharikhulamu – lesetjentiselwa u konisa u tlhantlha na ku
implementeer – akusiyo ayiyokharityhulam akuyona kuchaza shumiswa ha simeka
dit is nie ’n ikharikhyulamu ikharikhulamu nekufezekisa kharikhuḽamu – iyi kharikhyulamu –
kurrikulum nie ikharikhulamu – a si kharikhuḽamu kambe a hi
akusiyo kharikhyulamu
ikharikhulamu.
qualification kwalifikasie iziqu isiqinisekiso isitifiketi lengwalo la thuto lengolo la thuto borutegi ikhwalifikheshini Ndalukano Nthwaso
is the formal die formele kukuhlonitjhwa kukuvuma semfundo/ ke temogo ya ke kamoheleho ya ke kamogelo e e sibonakaliso ndi u (khwalifikhexini)
recognition and erkenning en ngokusemthethweni okusesikweni ikhwalifikheshini semmušo le semmuso le ho fana tlhomameng le kabo lesisemtsetfweni ṱanganedzwa ha i ku tekeriwa
certification of sertifisering van kanye nokunikelwa nokukhupha lesi yisibonakaliso setifikeiti sa ka setefekeiti sa ho ya setifikeiti sa nekunikwa tshiofisi na u enhlokweni ka
learning leerprestasie wat ngesitifikeyiti isatifiketi esisemthethweni phihlelelo ya go atleha dithutong leo phitlhelelo ya go sitifiketi ṋewa ṱhanziela mafundza na ku
achievement deur ’n esikhombisa sokuphumelela futhi yisitifiketi ithuta seo se abjago moithuti ya ithuta se se sekukhombisa ya u ṱhaphudza nyikiwa ka
awarded by an geakkrediteerde ukuphumelela izifundo. esikhombisa ke institušene ye e phethelang dithuto a neelwang ke setheo kuphumelela ngudo nga xitifikheti ka
accredited instelling kokufunda Isiqinisekiso ukuphumelela dumeletšwego le fuwang ke se se etifundvweni tshiimiswa tsho mfikelelo wa ku
institution toegeken word esinikelwa liziko sikhutshwa liziko emfundweni, kanti institutishene e tlhomamisitsweng lonikwa sona ṋewaho thendelo dyondza lowu
elisemthethweni elivunywe lesi sitifiketi dumelletsweng ho sikhungo ya u ita izwo nyikiwaka hi
ngokusesikweni sikhishwa yiziko fana ka lona lesigunyatiwe. instituxini leyi
lemfundo elinegunya nyikiweke
lokufundisa mpfumelelo wo
nelisemthethweni tirha
SKVAs VKWHs SKVAs ii-SKVA ama-SKVA diSKVA diSKVA diSKVA ema-SKVA dziSKVA Ti-SKVA
skills, knowledge, vaardighede, Iamakghonofundwa, sisishunqulelo lesi yifinyezo mabokgoni, tsebo, bokgoni, tsebo, dikgono, kitso, sifinyeto lesisho zwikili/nḓivho, swikili, vutivi,
values and attitudes kennis, waardes ilwazi, iimfundiso sesiNgesi esimele esimele ukuthi: mekgwa ya metheo ya dintlhatheo le emakhono, lwati, vhuvha na maime mikhuvanene na
en houdings kanye nemikghwa skills, knowledge, skills, knowledge, boitshwaro le boitshwaro le mekgwa emazingagugu mavonelo hi
values and values and attitudes maitshwaro maikutlo netimongcondvo miehleketo
attitudes. Sixela – nokusho:
izakhono, ulwazi, amakhono, ulwazi,
iinqobo amagugu kanye
zokuziphatha nemiqondo
neembono
36
standard standaard izinga umgangatho Izinga maemo pehelo maemo silinganisozinga zwilinganyo mpimo
refers to the quality verwys na die kutjhiwo ihlelo ubhekisa lokhu kuchaza e šupa tshepetšo ya e bolela boemo ba a kaya tirego ya loku kusho zwi amba maitele (xitandadi)
assurance process gehalteversekerin lokuqinisekisa kwinkqubo uhlelo oluqinisekisa tiišo ya boleng tsamaiso ya tiisetso netefaletso ya inchubo a khwaṱhisedzo swi vula prosese
gs-proses iukuthi kube yokuqinisekisa izinga lemfundo boleng yesicinisekiso ya maimo a ya vutiyisisi bya
nekhwalithi umgangatho selizingasimo. tshithu risima
special needs spesialebehoefte ifundo yeendingo imfundo yezidingo imfundo eqondene thuto ya dihlokwa thuto ya ditlhoko thuto ya imfundvo pfunzo ya dyondzo ya
education -onderwys ezikhethekileko ezikhethekileyo nezidingo ezithile tše itšego tse ikgethang ditlhokego tse di yetidzingo ṱhoḓea dzo swidingo swo
the special die spesiale kumahlelo amalungiselelo ezikhethekile dipeakanyo tša ditlhophiso tsa thuto kgethegileng letikhetsekile khetheaho hlawuleka
educational arrange onderwysreëlings akhethekileko emfundo lezi yizinhlelo thuto tše di itšeng e ikgethang tse dithulaganyo tsa luhlelo nzudzanyo dza maveketelelo ya
ments which are in wat vir kinders wokuhleleka akhethekileyo zezidingo zabafundi tše di lego gona tša fumantshwang bana thuto tse di lolukhetsekile pfunzo dzo dyondzo yo
place for children met kwefundo, abekelwe ukuba ezithile bana bao ba ba phelang le kgethegileng tse di lwemfundvo khetheaho dzo hlawuleka lama
with disabilities gestremdhede okumahlelo kulungiselelwe ezikhethekile, lezi phekago ka boqhwala baakanyeditsweng lolukhona vhewaho u itela nga kona ya vana
geld asetjenziswa lapho abantwana zinhlelo zinikezwa bogolofadi bana ba ba nang le lwebantfwana vhana vha re na lava nga na
kufunda abantwana abayimilwelwe abafundi bogole labanekukhubatek vhuholefhali vutsoniwa
abaphila abanokukhubazeka a
nokukhubazeka okuthile
transformation in transformasie in itjhuguluko inguqu uguquko phetogo thutong phetoho thutong phetogo mo ingucuko tshanduko kha ncinco eka
education onderwys kezefundo kwezemfundo kwezemfundo go šomiša mekgwa ho sebedisa thutong kutemfundvo pfunzo dyondzo
using different die gebruik van kusebenzisa iindlela ukusebenzisa ukusebenzisa ye e fapanego ya go mekgwa e fapaneng go diriswa ga kusebentisa u shumisa maitele ku tirhisa
ubuchule bokufundisa
teaching practices verskillende ezihlukileko izindlela zokufundisa ruta go hlohleletša ya ho kgothalletsa ditiragatso tsa go tindlela a u guda o maendlelo yo
obahlukeneyo ukuze
to foster critical onderrigstrategieë zokufundisa kuphuhliswe abemi ezahlukene badudi bao ba baahi ba bohlokwa ruta tse di letahlukene fhambanaho u hambana yo
citizens by om kritiese ukufaka ummoya abaneliso elibukhali. ukukhuthaza kgonago go swaya ho sebedisa farologaneng go tekufundzisa itela u ṱuṱuwedza dyondzisa ku
implementing equity burgers te wokuba Oku kwenziwa izakhamizi ukuthi diphošo ka go mekgwa e tlisang tsweletsa kukhutsata vhadzulapo vhane kondletela
and redress, non- bevorder deur zizakhamuzi ngokuthi zilingane, phethagatša tekatekano le ho barutwana ba ba takhamuti vha kona u ṱahisa vaakatiko lava
discrimination, gelykheid en ezicabangisisako kusetyenziswe kulungiswe tekatekano le lokisa diphoso tse kgonang go letinemcondvo mihumbulo yavho nga na
access, justice and regstelling, nie- ngokusebenzisa iinkqubo zolingano okwakungalungile ditokišo, go se entsweng, ho se tlhaloganya ditso wekucubungula nga u thoma u vuxopaxopi hi ku
democracy in diskriminasie, ihlelo elilinganako nembuyekezo, phambilini, tlhaole, phihlelelo, kgetholle, ho etsa tse di farologaneng ttintfo simeka
shumisa maitele a
ezokungacalucaluli,
schools toegang, kanye nokulungisa kungacwaswanwa, toka le temokerasi hore baithuti kaofela ka go diragatsa ngekufezekisa ndinganyiso na u ndzingano na
kungathintelwa
geregtigheid en ubutjhapha, ukufikelela, kubekho wonke umuntu dikolong ba fumane thuto, ho tekatekano le kulingana thandululo, a sa ndzulamiso,
demokrasie in ukusebenzisa ihlelo ubulungisa nolawulo afinyelele etsa dintho ka toka paakanyo, go se nekulungisa dzhii sia, a nkalaxihlawuhlaw
skole te elingakhethululiko, lwentando yabaninzi kwimfundo, kube le ho sebedisa tlhaole, phitlhelelo, kabusha, konisaho u, mfikelelo,
implementeer ukutholakala ezikolweni. nobulungiswa demokerasi bosiamisi le kungabandlululi, tswikelelo, vululami na
kweensetjenziswa, kanye nentando dikolong temokerasi mo kufinyelela, vhulamukanyi na xidemokrasi
kobulungiswa kanye yeningi ezikoleni dikolong bulungiswa kanye dimokirasi eswikolweni
nedemokhrasi nentsandvo zwikoloni
eenkolweni yelinyenti
etikolweni.
work-integrated werkgeïnte- ukufunda imfundo edibene ukufunda go ithuta go go ho ithuta o ntse o go ithuta go go kufundza ngudo dza ku dyondza loku
learning greerde leer okuhlanganisa nomsebenzi okuxubene tsenelelanago le sebetsa golaganeng le tiro lokubhicene mushumo wo pfanganisiweke
also known as field staan ook bekend ukusebenza imfundo esekelwe nokusebenza mošomo gape e lereo lena le tsejwa go itsege gape nekusebenta ṱanganelaho na ntirho
lokhu kwaziwa
experience; as veldervaring; kumava omsebenzi; kuphinde kwaziwe tsebja bjalo ka hape e le jaaka maitemogelo kuphindze futsi zwi ḓo vha zwa ku tlhela ku tiveka
njengelwazi
students engage in studente raak elitholakala endaweni abafundi benza ngokuthi isipiliyoni maitemogelo a boiphihlelo boo a kwa tirong; kwatiwe ngekutsi ḓivhea sa sia ḽine tanihi ntokoto wa
activities that are betrokke by yokusebenza; imisebenzi sasemsebenzi; mošomong; baithuti moithuti a bo baithuti ba nna le sipiliyoni muthu a vha na ndzima;
specifically created aktiwiteite wat ukubandakanya elungiselelwe bona lapha abafundi ba kgatha tema fumanang ka ho seabe mo sasemsebentini, tshenzhemo swichudeni leswi
to deepen their spesiaal geskep abafundi ukuze bawuqonde benza imisebenzi mešonganeng yeo e sebetsa le ho ditiragalong tse di bafundzi benta khaḽo; swi endlaka
understanding of is om hul begrip ngokubanikela ngobunzulu umba eyakhiwe diretšwego go sebedisa seo a dirilweng ka imisebenti vhagudiswa vha migingiriko leyi yi
the field of study van die bepaalde imisebenzi eyakhelwe wecandelo ngokuqondile ukuze katolaoša kwešišo ithutileng sona; totobalo go godisa ledalelwe ngco tumbuluxeriweke
ukuqinisa ilwazi labo
dzhenelela kha
yelule ukuqonda baithuti ba etsa go tlhaloganya kutsi ijulise mishumo ine yo ngopfungopfu ku
37
studieveld te malungana lemfundo kwabo kwalowo ya bona ya karolo mesebetsi e lephata la bona la kuvisisa kwabo sikelwa u tiyisa ntwisiso wa
verdiep nomkhakha wefundo abayifundelayo mkhakha ya go ithuta etseditsweng ho thuto kulowo mkhakha khwaṱhisa ndzima ya
orhujululwako abawenzayo noma matlafatsa labawufundzelako dyondzo
kupfesesele
abawufundelayo kutlwisiso ya bona kwavho kha sia ḽa
ya lekala leo ba ngudo yeneyo
ithutelang lona
Chapter 4
active learning aktiewe leer ihlelo lokufunda ukufunda uhlelo lokufunda go ithuta ka go mokgwa wa ho go ithuta ka kufundza ngudo dza u ku dyondza ko
knowledge must be kennis moet deur elimajadu/ukufund ngokwenza ngokubamba dira ruta o tiragatso ngenshisekelo dzhenelela gingiriteka
discovered and middel van die a okumajadu imisebenzi iqhaza tsebo e swanetše kgothalletsang kitso e tshwanetse lapha lwati kufanele nḓivho i tea u vutivi byi boheka
constructed through leerder se Ilwazi lapha ulwazi kufuneka lapha ulwazi go utollwa le go baithuti ho ba le go itemogelwa, kutsi lutfolakale tumbulwa na u ku thumbiwa na
the learner’s aktiwiteite ontdek kufanele ukuba kufanele lutholakale beakanywa ka seabo mme e agiwe ka futsi lwakheke fhaṱiwa nga kha u ku akiwa hi ku
activities en gekonstrueer lirhujululwe begodu lufunyaniswe futhi lwakheke mešongwana ya baithuti ba tlameha ditiro tsa ngekusebentisa dzhenelela/nyito tirhisa migingiriko
word lakhiwe kwaye ngendlela barutwana ho fumana tsebo ka morutwana kutimbandzakanya nga vhagudiswa ya mudyondzi
ngokunikela ludityaniswe ngemisebenzi ho ithuta le ho bopa ngenshisekelo
abafundi imisebenzi ngemisebenzi yomfundi mohopolo wa seo kwemfundzi.
yemfundo yokubamba ba ithutang ka sona
eyenziswa kwimfundo ka ho etsa
ngumfundi mesebetsi e itseng
affective domain affektiewe domein indawo/ ummandla isemizwa/somoya mokgwa wa ho sheba kgolo mokgwa wa simo seluvo zwipikwa zwa u xivandlavutivi xa
describes emotional emosionele ibhoduluko wezomphefumlo lokhu kuchaza tlhagišo ya maikutlong a maikutlo kuchaza simo guda zwo vuyelo
reactions and the reaksies en die lokuthandana/loku apha kuchazwa isimo semizwa maikutlo moithuti o tlhalosa semiva kanye fhambanaho zwi xi hlamusela
ability to vermoë om, zwelana ukusabelo esivelayo kanye e hlaloša tlhagišo ketsahalong ya ho ditsibogo tsa nelikhono lekuva ṱalutshedza miangulo ya
experience, for byvoorbeeld, kuhlathululwa kwiimvakalelo nekhono ya maikutlo le ithuta maikutlo le sipiliyoni, kushumisele kwa matitwelo na
instance, empathy empatie of geluk te imithintela yemizwa nokufumana lokutholakala bokgoni bja go ho hlalosa maikutlo bokgoni jwa go njengekutsi nje, muhumbulo na vuswikoti bya ku
or joy ervaar kanye nekghono amava afana kolwazi oluthile, lemoga, go fa a moithuti le itemogela, sekai, luvelo nome vhukoni ha u tokota, tanihi
lokuthola ilwazi novelwano okanye njengesibonelo, mohlala, temogo ya bokgoni ba ho ba le kutlwelobotlhoko injabulo. tshenzhela, sa xikombiso, ntwelo
ngokwenza, uvuyo ukuzwelana noma ka moo batho ba maikutlo a jwalo ka kgotsa boitumelo tsumbo, u pfela kumbe ntsako
njengesibonelo, injabulo bangwe ba ikwago kutlwelobohloko vhuṱungu/vhavhal
ithando nanyana ka gona goba kappa lethabo ela kana u takala
ithabo lethabo
analyse ontleed ukutsenga/ukuhla ukuhlalutya ukuhlaziya sekaseka hlopholla lokolola hlatiya kucozulula sengulusa u xopaxopa
break information verdeel inligting in ziya ukucazulula lokhu kuchaza go aroganya ho arola lesedi ka kgaoganya lwatiso lube saukanya ku tlhantlha
down into its parts verskeie dele en ukuphulaphula ulwazi lube ukwehlukanisa tshedimošo ka dikotwana le ho tshedimosetso ka tincenye kanye mafhungo nga vuxokoxoko byi va
and think about dink na oor die ilwazi libe ngamaqhekeza, ulwazi dikarolwana nahana ka hore dikarolo tsa yona, nekucabanga kutsi zwipiḓa na u swiphemu swa
how the parts relate verwantskap wat ziincucwana kucingwe ukuba ngezingxenye gomme o nagane dikarolo tsena di mme o akanye ka letincenye ngabe humbula nga ha byona na ku
to its overall die dele met die begodu ucabange loo maqhekeza ebese ucabanga ka moo dikarolwana amana jwang le gore dikarolo di tihlobene njani uri zwipiḓa izwi ehleketa hi
structure algehele struktuur ngokuthi iingcenye angqamana njani amasu di nyalelanago le sebopeho sa tsona golagana jang le nawo wonkhe zwi na mayelana na
het lezi zihlobana xa kudityaniswa okuhlobanisa lezo sebopego sa yona kaofela sebopego sotlhe umumo walo. vhushakaḓe kha swiphemu leswi
bunjani nesakhiwo lonke ulwazi zingxenye ukuthi ka botlalo sa tsona tshivhumbeo fambelanaka na
soke esipheleleko olukhoyo zakhe isakhiwo tshoṱhe nga u xivumbeko xa
solwazi olulodwa angaredza byona xo
oluphelele angarhela
apply toepas sebenzisa ukusebenzisa ukusebenzisa diriša -sebedisa dirisa kusebentisa shumisa tirhisa
ubuchule imfundo imfundvo
38
use a learned gebruik ’n ukusebenzisa obufundiweyo ukusebenzisa go diriša tshepetšo ho sebedisa seo o dirisa kgato e e kusebentisa u shumisa maitele tirhisa endlelo leri
procedure in either aangeleerde ikambiso kwisimo ingqubo oyifundile yeo e ithutilwego ithutang sona ithutilweng mo inchubo lefundziwe o gudwaho hu nga dyondziweke ku
a familiar or a new prosedure in óf ’n efundiweko esiqhelekileyo esimeni osejwayele kemong ye e maemong a maemong a a esimeni vha kha nyimele nga va eka xiyimo
situation bekende óf ’n nuwe mhlambe endaweni okanye esitsha noma esimeni tlwaetšwego goba tlwaelehileng kapa tlwaelegileng lesetayelekile nome yo ḓoweleaho xa ntolovelo
situasie oyijayeleko esisha ye mpsha a matjha kgotsa a simo lesisha. kana ntswa kumbe xintshwa
nanyana mantšhwa
endaweni/ebujame
ni obutjha
behaviourism behavioriste ukukhombisa Ingcingane Indlela temogo ya theori e bolelang mokgwa wa indlela vhuḓifari endlelo ra
gaining knowledge fokus op die indlela yokuphathwa yokuziphatha boitshwaro bja hore boitshwaro maitsholo yekutiphatsa u wana nḓivho mahanyelo
or an ability through verkryging van yokuziphatha/ibhi kukufumana ukuthola ulwazi motho ba batho bo go fitlhelela kitso kutfola lwati nome kana vhukoni nga ku kuma vutivi
the use of kennis of heviyarizimu ulwazi okanye noma ukubonisa go hwetša tsebo itshetlehile kgotsa kgono ka likhono u shumisa kumbe vuswikoti
experience, with kundigheid deur ukuthola ilwazi isakhono ikhono goba bokgoni ka go maemong a itseng tiriso ya ngekusebentisa tshenzhemo, nga hi ku tirhisa
equity, access, ervaring, nanyana ikghono ngokusebenzisa lokusebenzisa šomiša ho ba le tsebo kapa maitemogelo, ka sipiliyoni, nḓila i linganaho, ntokoto, ku ri na
flexibility and gekenmerk deur ngokusebenzisa amava, ulingano, ulwazi, ngendlela maitemogelo, ka go bokgoni bo itseng ka tekatekano, ngekulingana, ndzingano,
u i swikelelaho, i
quality, aimed at billikheid, ilwazi, ukufikeleleka, elinganayo, se hlaole, ho sebedisa phitlhelelo, kufinyelela, mfikelelo,
boiphihlelo bo shandukiseaho
changing the way in buigsaamheid en ngokulinganako, ukuthambela yokutholakala, phihlelelo, go bontshang
kobego le boleng, ngendlela nahone ya maimo, ncincacinceko na
which learners kwaliteit en gemik elitholakalako, utshintsho ngendlela eguqu- fetogafetoga le tekatekano, ho kgona go ikaeletswe go legucukako kanye zwo livhiswaho risima, leswi
behave op elitjhuguluka lula nomgangatho guqukayo kanye boleng , tše di ho fumana/sebedisa fetola mokgwa o nelizingasimo, kha u shandukisa kongomisiweke
gedragsverandering kanye nekhwalithi, ophezulu neqophelo, ikemišeditšego go ditlhoko tse itseng, ho barutwana ba lokuhloswe ngaso nḓila ine eka ku cinca
by die leerder enqophe ngenjongo enenhloso fetolago tsela ye kgona ho etsa dintho itsholang ka ona kugucula indlela vhagudiswa vha ndlela leyi
ekutjhugululeni yokuguqula indlela yokuguqula indlela barutwana ba tse fapaneng le bafundzi ḓifara ngayo vadyondzi va
indlela leyo yokuziphatha abafundi itshwarago ka gona boemo bo labatiphatsa ngayo. tikhomaka hayona
abafundi kubafundi abaziphatha ngayo phahameng, ka
sepheo sa ho fetola
abaziphatha ngayo
tsela eo baithuti ba
etsang dintho ka yona
Bloom’s Bloom se Ithekzonomi ka- Isakhelo uhlelo lukaBloom Theksonomi ya tlhophiso ya Taxonomy ya luhlelo lwaBloom khethekanyo ya ntlawahato wa
taxonomy taksonomie Bloom sikaBloom lokuhlela izinto Bloom Bloom Bloom lwekuhlela tintfo Bloom Bloom
a taxonomy for the ’n taksonomie vir Ithekzonomi esi sakhelo uhlelo lokwenyukela peakanyo go ya ka tlhophiso ya kgolo taxonomy ya kuhlela tintfo ndi khethekanyo ntlawahato wa
esizindeni
cognitive domain, die kognitiewe yebhoduluko sesemimandla magoro ya legoro la ya monahano, e mokgwa wa ngekuhlakanipha ya sia ḽa zwa xivandlavutivi xa
sokuhlakanipha
making teachers domein wat lokuzuza ilwazi, yengqiqo, senza esiphezulu, nokwenza tsebo le bokgoni bja etsang hore kgopolo, go dira kwengcondvo, muhumbulo/kuhu ntwisiso, ku endla
aware to also work onderwysers lokuyelelisa ukuba iititshala ukuthi othisha bazi kgodišo ya matitjhere a tsebe gore barutabana kwenta bothishela mbulele, ine ya ita vadyondzisi va
on higher cognitive daarvan bewus utitjhere ukobana zisebenze ukuthi kufanele mabokgoni a go ho matlafatsa ba itemogele go kutsi bacaphele uri vhadededzi tiva ku tirha na le
levels (e.g. maak dat hulle ook asebenze kumazinga balenyuse izinga šomiša tlhaloganyo, monahano wa dira gape mo kutsi kufanele vha ḓivhe uri vha ka tilevhele ta
synthesising and op hoër kognitiewe ndawonye ezingeni engqiqo lokufundisa ngezinye go dira gore barutiši boemo bo seemong sa basebente tea u ita vha tshi ntwisiso ta le
evaluating), and not vlakke moet werk eliphezulu lokuzuza aphakamileyo izikhathi libe phezulu ba lemoge gore phahameng (mohl. temogo e emazingeni lasetulu gudisa vha kha henhla (xik. ku
always only focus (bv. sintetiserend ilwazi (isib. (umz. ukucola emazingeni gape ba lebelele ho kopanya kgolwane (sk. go ekuhlakanipha katsa na ku
okuhlakanipha (isib.
tshiimo tsha nṱha
on lower cognitive en evaluerend), en ukwakha kanye nokuvavanya), boemo bja tsebo le mehopolo e kopanya le go kwengcondvo (sib. tsha kuhumbulele katsakanya na ku
bakwazi ukugaya
levels (e.g. recalling om nie net altyd op nokuhlola), hayi ukwenzela ukuba kanye nokubuyekeza kgodiša ya bohlale fapaneng ho bopa o lekanyetsa), mme kuhlunga nekuhlola (sa tsumbo u kambela),
of information) die laer kognitiewe ukuqala ngasosoke kunngasoloko into abayifundisayo), (mohlala go tliša le mong le ho e e seng gore ka bunjalo) nekutsi ṱanganyisa naswona kungari
vlakke te fokus nie isikhathi amazing kugxilwe hhayi nje ukuthi mmogo le go hlahloba), e seng dinako tsotlhe go hhayi kutsi mihumbulo na u mikarhi hinkwayo
(bv. herroep van aphasi wokuzuza kumazinga othisha behlale bazi lekanyetša), le gore ho matlafatsa totiwe fela seelo bothishela solo ṱhaṱhuvha ku kongomisa
inligting) ilwazi (isib. engqiqo asezantsi ukuthi kufanele ka mehla go se monahano wa se se kwa tlase sa bafundzisa bagcile mihumbulo), na u ntsena eka
ukukhumbula (umz. abantwana šetšwe fela boemo boemo bo tlase temogo (sk. go emazingeni tilevhele ta
ababafundisayo sa dzulela u
ilwazi) ukukhumbula bja fase bja tsebo le kamehla (mohl. ho gakologelwa ekuhlakanipheni shumisa tshiimo ntwisiso ta le
babafunze ulwazi
izinto) bohlale (mohlala, hopola lesedi) tshedimosetso) kwengcondvo tsha fhasi tsha hansi (xik. ku
ngoba basemazingeni
aphansi okucabanga go gopola lokuphasi (sib. kuhumbulele) sa tsundzuka
(isib. akufuneki ukuthi tshedimošo) kukhumbula tsumbo u humbula vuxokoxoko)
othisha kuhlale kuba lwatiso)
39
yibona abaveza fhedzi zwithu zwe
ulwazi – mabayekele wa zwi guda)
abafundi
kebazicabangele
ngokwabo)
blended learning vermengde leer Ihlelo lokufunda imfundo uhlelo lwemfundo thuto ka go ho ithuta ka go ithuta mo go kufundza ngudo yo ku dyondza loku
a formal education ’n formele elihlanganisiweko exutyiweyo oluxubiwe/oluhla- tswakanya mekgwa e tswakantsweng lokuhlanganisiw ṱanganelanaho pfanganisiweke
program in which a onderwysprogram kuyiphrogremu inkqubo yemfundo nganisiwe lenaneo la thuto ya kopaneng lenaneo la thuto le e luhlelo mbekanyamushu nongonoko wa
student learns at wat behels dat ehlelekileko esesikweni apho uhlelo lwemfundo semmušo leo go tlhophiso ya le rulagantsweng le lwemfundvo mo ya pfunzo ya dyondzo ya
least in part through studente minstens yefundo lapho umfundi efunda ehlelekile, lapho lona baithuti ba mesebetsi e mo go lona moithuti lehlelekile lapho fomaḽa hune mafundza lowu
delivery of content gedeeltelik deur die umfundi afunda ezinye izifundo umfundi afunda ithutago bonnyane amanang ya thuto a ithutang bonnye umfundzi afundza mugudiswa a eka wona
and instruction via aanbieding van okunganani esebenzisa okungenani ka tlhagišo ya ya semmuso eo ho moo karolo ya khona lenye guda zwine zwa xichudeni xi
digital and online inhoud en onderrig ingcenye ubuchwepheshe ngokwethulwa diteng le thuto ka yona moithuti a thebolo ya diteng le incenye vha tshipiḓa dyondzaka hi hi
media with some met behulp van ngokukhombisa bekhompyutha, kwengqikithi mokgwa wa rutwang karolo e taelo e leng ka ngekwetfula mafhungo kana xiphemu hi ku
element of student digitale en aanlyn ilwazi kanye akwazi ukulawula yesifundo kanye titšithale le itseng ya dithuto tsa mokgwa wa dijitale lokucuketfwe ndaela zwi tshi tirhisa mphakelo
control over time, media leer, met ’n nokulayela ixesha, indawo nokuthunyelwa inthanete ka taolo hae le ho latela le inthanete mme kwesifundvo khou ṋetshedzwa wa vundzeni na
place, path, or pace element van ngokusebenzisa yokufundela kolwazi ye e lego ya baithuti ditaelo tseo a di go na le elemente nemyalo nga u shumisa xileriso hi ku
studentebeheer oor ihlelo ledijithali kunye indlela ngobuchwepheshe go nako, lefelo, fuwang ka dijithale ya taolo ya moithuti ngekusebentisa inthanethe hu na tirhisa
tyd, plek, roete of nele-inthanede yokufunda okanye bekhomphyutha tselatatelo, goba le ka inthanete ka mo nakong, idijithali kanye ne- huṅwe u langulwa swihangalasamah
pas kanye namanye isantya nangezindlela ze- lebelo tataiso e itseng ya lefelong, inthanethi kanye ha mutshudeni ungu swa xidijitali
ama-elemente inthanethi kanti ho laola nako, mokgweng, kgotsa nangencenye kha tshifhinga, na swa le ka
wokulawula nokubheka inqubo sebaka, motjha lebelo yekutsi umfundzi vhupo, nḓila, kana inthanete leswi
isikhathi, indawo, yomfundi ukulawula kapa lebelo la ho alawule sikhatsi, maga/phimo swi nga na
indledlana, isikhathi, indawo ithuta indzawo, indlela xiphemu xa
nanyana ibelo yomsebenzi, yekufundza nome vulawuri bya
okukhanjwa ngalo umgudu wemfundo litubane. xichudeni eka
noma nkarhi, ndhawu,
ijubane/isivinini ndlela, kumbe
elisetshenziswayo rivilo.
ekwenzeni okuthile
cognitive domain kognitiewe ibhoduluko ummandla isizinda legoro la tšhomišo karolo ya mokgwa wa sikhundla kubveledzele xivandlavutivi xa
intellectual (minds- domein lokukhulisa wengqiqo sokuhlakanipha ya tlhaloganyo monahano temogo sekuhlakanipha kwa zwikili zwa ngqondo
on) outcomes intellektuele ingcondo iziphumo imiphumela dipoelo tša diphetho tse dipoelo tsa botlhale kwengcondvo nḓivho mivuyelo ya swa
(verstandgerigte) imiphumela zobukrelekrele yokuphusa/yokuhla tšhomišo ya amanang le (ka tlhaloganyo) imiphumela mvelelo dza le miehleketweni
uitkomste yezokuhlakanipha nobulumnko kanipha tlhaloganyo bokgoni ba ho yekuhlakanipha ṱhalukanyo/vhuṱali (ntirhiso wa
kwengcondo (komqondo) (menagano e dule e nahana le ho (kuhlakanipha (u dzula u tshi miehleketo)
šoma) utlwisisa dintho kwemngcondvo) khou shumisa
muhumbulo)
cognitively guided kognitiewe- umlayelo orholwa imiyalelo umyalelo ogxile go ruta ka go ho ruta ho taelo e e kaelwang umyalo logcile nḓila yo xileriso lexi
instruction begeleide yindlela ekhokelwa ekwakheni šetša mokgwa wa kgothalletsang ho ke temogo ekuhlakanipheni ḓisendekaho nga leteriwaka hi ku
theory on the onderrig yokukhuliswa yingqiqo ingqondo go nagana nahana tiori ya botlhokwa kwengcondvo vhagudiswa twisisa hi
importance of teorie oor die komqondo ingcingane le yithiyori eveza tharollong ya theori e buwang ka jwa puo le theetso lena yitiyori thiori nga ha ngqondo
language and belangrikheid van engokubaluleka ukubaluleka kolimi bothata bohlokwa ba puo le lemayelana ndeme ya luambo
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listening in teaching taal en luister in Ithiyori emalungana kolwimi kanye nokulalela teori ka ga ho mamela ha ho mo go ruteng jaaka nekubaluleka na u thetshelesa thiyori hi
as a social construct onderrig as ’n nokuqakatheka nokuphulaphula ekufundiseni, bohlokwa bja polelo rutwa e le ka lebaka kago ya loago kwelulwimi kanye kha u gudisa sa mayelana na
sosiale konstruk kwelimi kanye ekufundiseni njengendlela le go theeletša ge la dikamano tsa nekulalela zwi fhaṱaho nkoka wa ririmi na
nokulalela njengohlobo yokwakha umuntu go rutwa bjalo ka batho ekufundziseni tshitshavha ku yingisela eka
ehlelweni lokuphuhlisa kgopolo yeo e njengendlela vudyondzisi tanihi
lokufundisa umphakathi hlamilwego ke yekwakha xitumbuluxwa xa
njengehlelo setšhaba tenhlalo. swa vanhu
lokwakha umuntu
cohesion kohesie ukubumbana/ibum umanyano ukunamathelana tshwaragano ho kopana tshwaragano kubumbana vhuṱumani nkhomano
the act or state of die handeling of bano sisimo lesi yisenzo noma tiro goba boemo bja ho kopana kapa ho tiro kgotsa mokgwa lesi sento nome nyito kana tshiimo xiendlo kumbe
cohering, uniting, or toestand van Kusisenzo nanyana sokudibana, isimo go swaragana, go ba mmoho wa go tlhomama, simo tsha u buḓekanya, xiyimo xa ku
sticking together saamkleef, verenig ubujamo ukumanyana sokuhambisana, ba seboka, goba go kopana, sekubumbana, u vha vhathihi khomana, ku va
of bymekaar bly bokubumbana, okanye ukubumbanisa ba selo setee tshwaragana kuhlangana nome kana u shumisana na vun'we, kumbe
bokuhlangana, ukusebenzisana noma mmogo kunamtaselana ku namarhelana
nanyana ngenxa yenjongo ukuhlanganisa ndzawonye
ukuhbambana enye ndawonye ulwazi
ndawonye
collaboration medewerking/ ukusebenzisana/u ukusebenzisana ukusebenzisana tirišano tshebedisano tirisanommogo kusebentisana tshumisano ntirhisano
to work jointly with samewerking kutjhebisana ukusebenza ukusebenzisana go šoma le batho ho sebetsa le batho go dira ka kusebenta u shumisana na ku tirha hi
others or together om met ander saam ukusebenza kunye kwabantu ndawonye kanye ba bangwe goba ba bang haholoholo tshwaragano le ba ngekuhlanganyela vhaṅwe nga nhlanganelo na
especially in an te werk, veral in ’n ndawonye nabanye ngakumbi nabanye mmogo gagolo boitekong bo bangwe kgotsa nalabanye nome maanḓa kha u van'wana kumbe
intellectual intellektuele nanyana kwimizamo ikakhulukazi morerong wo o amanang le mmogo ngekuhlangana lingedza u swin'we
endeavour onderneming ngokuhlanganyela yobungcali kwimizamo sepelelanago le bokgoni ba ho bogolosegolo mo ikakhulu swikelela zwithu ngopfungopfu eka
ikakhulu ngehloso ekusebenziseni yokwakha bokgoni bja go nahana le ho maitekong a ekwakheni zwi elanaho na eka migingiriko ya
yokuthola ilemuko ingqondo ukuhlakanipha nagana le go utlwisisa dintho botlhale kuhlakanipha zwa swa vutlhari
lokuhlakanipha ngokwengqondo kwešiša dilo ngekwengcondvo ṱhalukanyo/kuhum
bulele
conceptual konseptuele Ilwazi lomqondo ulwazi ulwazi lokwakha kwešišo ya tsebo le kutlwisiso kitso ya dikakanyo lwati lwekwakha u pfesesa milayo vutivi bya
knowledge kennis wegama olufumanekilyo umqondo mekgwa ya ya mohopolo wa mo thutong, seno umcondvo na vhushaka kha xinongoti
in education, this is in die onderwys ngokwefundo, lokhu kwezemfundo olu kwezemfundo, ditshepedišo le ntho e itseng gantsi se akarediwa kutemfundvo, loku pfunzo, izwi eka dyondzo,
often generalised as word dit dikwels as kanengi kuthathwa lulwazi olubonwa lokhu kuvamise dikgopolo lekaleng la thuto, jaaka setlhopha sa kuvamise kanzhisa zwi leswi hakanyingi
a group of specific ’n groep spesifieke njengesiqhema njengeqela ukuthathwa ka go thuto, se hangata lereo lena ditogamaano le kucondziswa angaredzwa sa swi angarheliwa
strategies and skills strategieë en samano athileko lamacebo njengeqembu gantši se akaretšwa le akaretswa e le dikgono tse di rileng ecenjini tshigwada tsha tanihi ntlawa wa
vaardighede kanye obuchule lamasu kanye bjalo ka sehlopha sehlopha sa mawa lemasubuciko nḓila dza maqhinga kumbe
saamgevat namakghonofundw nezakhono ezithile namakhono athile sa maano le le bokgoni bo itseng nemakhono latsite kushumele na swikili swo karhi
a athileko mabokgoni tše di vhukoni zwo
itšeng imaho ngauri
cooperative medewerkende ihlelo lokufunda ukufunda uhlelo lokufunda go ithuta ka ho ithuta ka ho go ithuta ka kufundza ngudo nga ku dyondza ko
learning leer ngokutjhebisana ngokusebenzisa ngokubambisana tirišano sebetsa mmoho tirisanommogo ngekubambisana tshumisano tirhisana
is an educational ’n opvoedkundige kuyindlela yefundo na lolu wuhlelo ke mokgwa wa mokgwa wa thuto ke molebo wa thuto yindlela ndi nḓila ya i endlelo ra
approach which benadering wat enqophe ukuhlela luhlobo lwemfundo thuto wo o oo sepheo sa oona o o ikaeletseng go yekufundza pfunzo ine dyondzo leri ri
aims to organise daarop gemik is om imisebenzi yetlasi lwemfundo oluqonde ukuhlela ikemišeditšego go e leng ho hlophisa rulaganya lokuhloswe ngayo tshipikwa tshayo kongomisaka eka
classroom activities klaskameraktiwiteit ukobana itlasi libe olunenjongo imisebenzi beakanya mesebetsi ya ka ditirwanao tsa kuhlelembisa ndi u dzudzanya ku veketela
into academic and e in akademiese en yindawo yokuzuza yokulungiselela yasegumbini/yase- mešongwana ya ka tlelaseng hore e phaposiborutelo go imisebenti mishumo ya migingiriko ya le
social learning sosiale ilwazi ngokwenza imisebenzi kilasini lokufunda phapošing ya tsamaellane le nna maitemogelo a yaseklasini kutsi kiḽasini nga klasini yo
experiences leerervarings te be lihlelo lokuzuza yaseklasini ukuze lapho abafundi borutelo ka dintho tseo baithuti thuto le thutoloago ibe yekufundza zwigwada zwa dyondzela yi va
organiseer ilwazi lezefundo ibe ngamava bafunda khona maitemogelo a go ba kopanang le ngengcondvo akademi na ngudo mitokoto ya ku
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ngendlela obungcali izifundo ithuta lefelong la tsona thutong e kanye nekufundza nga tshenzhemo dyondza ka
yezefundo bezemfundo nokwengqondo thuto le go ithuta phahameng le tseo ngekuphilisana ya tshitshavha xiakhademiki
nangokufundisana nezentlalo kanye setšhabeng ba ithutang tsona nalabanye bantfu. kumbe ka swa
njengabantu nokuphilisana dikamanong tsa vanhu
njengabantu bona le batho ba
bang
create (synthesise) skep (sintetiseer) ukwakha ukwenza/Ukudal ukwakha (ukuhlela hlola (go bopa ka -etsa go dira (kopanya) kwakha(hlangani u sika tumbuluxa (ku
accomplish creative voer skeppende (ukuhlanganisa a nokuhlanganisa go kopanya dilo) ho kgona ho ngola go fitlhelela ditiro sa) kwacha (mbumbekanyo) pfanganisa)
tasks; generate, take uit; genereer, ndawonye ilwazi) ukugqiba imiqondo) go kgona ka boiqapelo; ho tsa boitlhamedi; go imisebenti u kona u bvelela ku humelerisa
plan and produce beplan en ukuqeda imisebenzi imisebenzi ukwakha mešongwana ya qala, ho etsa tlhola, go rulaganya yebuciko; kha mishumo ya swintirhwana swa
produseer yokuzicabangela, yobuchule imisebenzi boithomelo; hlagiša, moralo le ho ngola le go tlhagisa kukhicita, kuhlela vhusiki; u vutumbuluxi; ku
yokwakha, nokuyila, ukuceba ekhombisa ubuciko; beakanya le go nekukhipha bveledza, u endla, ku
yokuhlela kanye nokuvelisa eyakhayo, ehlelayo tšweletša vhekanya na u kunguhata na
nokukhiqiza ilwazi futhi nokukhiqiza bveledzisa kuprojuza
diagnostic diagnostiese indlela yokuhlola uhlolo ukuhlola ulwazi teko ya thekolo tekolo e tlhatlhobo ya go kuhlola lwati ndingo ya makambelelo yo
assessment assessering epopolako/ekhany lokuxilonga nekhono lomfundi e ela tsebo le hlahlobang boemo phekola nelikhono kusho ṱhaṱhuvho femba
measures a assessering wat ’n isako luhlolo lolu hlelo lukala mabokgoni tša bjale pele ho dithuto e lekanyetsa kitso kuhlola lwati i ela nḓivho na ya pima vutivi na
learner’s current leerder se huidige ukumeda ilwazi lokulinganisela ulwazi nekhono tša moithuti e lekanya boemo le dikgono tsa lwemfundzi lanalo vhukoni/zwikili swikili swa nkarhi
knowledge and kennis en kanye ulwazi nezakhono lomfundi ba tsebo le bokgoni morutwana tsa ga kwanyalo kanye zwa mugudiswa wa sweswi swa
skills vaardighede meet namakghonofundw zomfundi lwangaleso sikhathi boo moithuti a nang jaana nemakhono zwa zwino mudyondzi
a womfundi le bona nakong eo
wagadesi e etswang
discovery learning ontdekkingsleer Ihlelo lokufunda ukufunda uhlelo go ithuta ka go ho ithuta ka ho go ithuta ka go kutifundzela ngudo nga u ku dyondza ka
discovering for om self te ontdek ngokuvumbulula ngokufumanisa lokuzifundela nyakišiša iphumanela tlhotlhomisa nekutitfolela ṱoḓisisa vuthumbi
oneself (learning by (leer deur te doen) ilwazi elitjha ukuzifumanisela nokuzivumbulule- go nyakišiša ka dikarabo go tlhotlhomisa ka lwati kusho kutsi u ḓitumbulela ku tithumbela (ku
doing) ukuzitholela ulwazi ngokwakho la ulwazi bowena (go ithuta ho iphumanela bowena (go ithuta umfundzi utitfolela (ngudo nga u tou dyondza hi ku
ngokwakho ilwazi (ukufunda lapha umfundi ka go dira) ditharollo (ho ithuta ka go dira) yena lwati ita) endla)
kanye ngokwenza) uyazitholela ulwazi ka ho sebedisa ngekwakhe
namakghonofundw yena ngokwakhe tsebo le bokgoni (kufundza
a (ukufunda boo moithuti a nang ngekwenta)
ngokwenza) le bona ho batla le
ho iphumanela
ditharollo)
discussion bespreking ukucocisana/ukuk ingxoxo ukufunda therišano moqoqo puisano kucocisana murerisano nkanelo
exchange die uitruil van hulumisana ukwabelana ngokubamba go fana tsebo le go ho qoqa le ba bang go ananya kitso le kufundza u ṋekana nḓivho ku cincisana vutivi
knowledge and kennis en begrip ukwabelana ngolwazi izingxoxo kwešišana ka seo o se go tlhaloganya ngekuphakelana na kupfesesele na ntwisiso
understanding ngelwazi kanye nokuqondana Ukuphakelana tsebang le ho se ngelwati
nokuzwisisa ngolwazi kanye utlwisisa nangekuvisisana
nokuqondisisana
e-learning e-leer Ihlelo lokufunda ukufunda uhlelo lokufunda thuto ya ho ruta ka go ithuta ka tsela luhlelo ngudo nga kha ku dyondza ka
electronic learning, elektroniese leer; nge-inthanede ngobuchwephes nge-inthanethi inthaneteng inthanete ya eleketoroniki lwekufundza lubuvhisia xielektroniki
using devices such die gebruik van ukufunda nge- he lokhu ukufunda go ithuta ka ho ithuta ka go ithuta ka tsela ya nge-inthanethi ngudo nga u ku dyondza ka
as a computer/ toestelle soos elekthroniki, bekhompyutha ngobuchwepheshe inthanete, go disebediswa tsa eleketeroniki; go kufundza nge- shumisa xielektroniki; hi ku
smartphone, i-pad, rekenaars, slimfone ukusebenzisa be-inthanethi, šomišwa didirišwa elektroniki tse jwalo diriswa didiriswa di nthanethi eḽekiṱhironiki; u tirhisa switirhisiwa
42
to deliver part, or all of tablette om ’n amadivayisi ukufunda njengokusebenzisa tše bjalo ka ka tshwana le ngekusebentisa shumisa swo tanihi
of a learning course gedeelte van of ’n anjengekhomphyut ngokusebenzisa ikhomphyutha/i- khomphutha/ khomphyutha/smat khomphiutha/ tisetjentiswa zwishumiswa zwi khomphyutara /
hele leerprogram ha/isimatifowuni, i- izixhobo zombane smatifoni, ii-pad smartphone, i-pad, efounu, i-pad, ho sematefouno- letifanana fanaho na smartphone, i-
aan te bied ipad, ngehloso ezifana ukuze umfundi go aba karolo goba ruta karolo e itseng khomphiutha, nabongcondvoms khomphyutha/sim pad, ku fikisa
yokwethula nekhompyutha, athumele ingxenye ka moka thutwana kapa thuto kaofela sediriswa sa i-pad, hini/simathifoni, i- ati founu, i-pad, u xiphemu kumbe
ingcenye nanyana unomyayi yolwazi noma ya go ithuta go tlamela ka ipad, kwetfula gudisa tshipiḓa hinkwaswo swa
isifundo okrelekrele, i i- sonke isifundo karolo ya khoso ya incenye nome tsha ngudo, kana khoso leyi
esipheleleko pad esifundwayo go ithuta gongwe yonkhe ikhozi ngudo yoṱhe dyondziwaka
esifundwako khoso yotlhe yekufundza.
evaluate evalueer ukuhlola ilwazi ukuvavanya ukuhlola tekolo -hlahloba sekaseka kuhlola pima kambela
includes checking, behels om na te elingaphakathi ukuhlolisisa, ngokulinganisa e akaretša go ho kenyeletsa ho e akaretsa go ngekulinganisa zwi katela u ṱola, swi katsa ku
critiquing and giving gaan, te beoordeel komfundo ukuphengulula ulwazi lekola, go swaya tshwaya diphoso, lebelela, sekaseka lwati kufaka u sasaladza na u cheka, ku sola na
opinions en menings te gee kufaka phakathi nokunika izimvo lokhu diphošo le go fa ho hlahloba le ho le go naya ekhatsi kuhlola, ṋea mihumbulo ku khensa na ku
ukutjhega, kubandakanya dikgopolo tša gago hlahisa maikutlo dikakanyo kuchaphiya nyika mavonelo
ukuhlaba kanye ukubukisisa, nekunika umbono
nokunikela imibono ukugxeka kanye wakho
nokunikeza
imiqondo ehlukene
exemplary lesson voorbeeld- amamatheriyali izixhobo izinto didirišwa tša thuto mehlala ya dimatheriale tsa tintfo matheriaḽa u timatheriyali ta
materials lessteunmateriaal wesifundo zokufunda ezisetshenzisway ye e lego mohlala tlhophiso ya thuto sekai sa thuto ke letisibonelo shumiswaho sa dyondzotsongo
are learning support leerondersteunings- asibonelo eziyimizekelo o zezifundo ke didirišwa tša go ya letsatsi le dimatheriale tsa sesifundvo tintfo tsumbo musi hu ta xikombiso
materials that materiaal wat kumamatheriyali izixhobo ezixhasa zesibonelo thuša go ithuta tšeo letsatsi tshegetso ya go tekusekela tshi khou i timatheriyali to
provide suggestions voorstelle bied oor asekela ukufunda imfundo lezi yizinto di fago dikeletšo go ke disebediswa tse ithuta tse di kufundza letinika gudiswa seketela ku
for developing a hoe om ’n lawo anikela ezibonakalisa ezisetshenziswayo hlabolla lenaneo la tshehetsang neelanang ka tiphakamiso vhagudiswa dyondza leti ti
leaming programme leerprogram wat iintjhukumiso ingcebiso ukusukela ukufunda thuto leo le dithuto, tse thusang ditshitshinyo tsa go tekusungula ndi matheriaḽa dza nyikaka
which is learner- leerdergesentreerd zokuthuthukisa yokuphuhlisa ezinikeza imiqondo nepišitšwego go ho etsa lenanethuto tlhama lenaneo la luhlelo thikhedzo ya u swiringanyeto swa
centered and en iphrogremu inkqubo yemfundo yeziphakamiso morutwana le go le arabelang go ithuta le le lwekufundza guda ine ya ku hluvukisa
activity-based aktiwiteitsgebaseer yokufunda, leyo engqamelene zokufunda ukwakha thewa go ditlhokong tsa totileng morutwana lolweyame sumbedza kana u nongonoko wa ku
d is, te ontwikkel edzimelele nomfundi kwaye uhlelo lokufunda mešongwana baithuti le ho le go theiwa mo kumfundzi kanye ṋetshedza dyondza lowu wu
kumfundi begodu enemisebenzi ngendlela egxile itshetleha ditirwaneng nasemisebentini mihumbulo nga ha simekiweke eka
edzimelele phezu yemfundo eliqela kubafundi kanye mesebetsing e mbekanyamushu mudyondzi na ku
komsebenzi nemisebenzini matlafatsang kgolo mo ya u guda ine simekiwa eka
owenziwako eyenziwayo ya bona yo lavhelesa kha nghingiriko
mugudiswa na
kha mishumo
flipped omkeer- amatlasi abonwa Iiklasi ezinecala inqubo yemfundo diphapoši tša ho ithutela lapeng diphaposiborutelo liklasi lemfundvo kiḽasi dza ngudo tiklasi to
classrooms klaskamers ngamanye amehlo elikekelisiweyo eguqu-guqukayo borutelo tšeo di le ho fuwa tsa leano la go lehlanganisiwe dzo ṱanganelaho dyondzela leti
the ability to view video’s en ander kulikghono ukwazi leli yikhono fetotšwego mosebetsi ithuta mo go bafundzi banikwa ndi vhukoni ha u pfanganisiweke
videos and other gevorderde lokubona amavidiyo ukubukelwa lokubukela bokgoni bja go sekolong, ho tswakantsweng emavidiyo kutsi vhona vidio na vuswikoti bya ku
advanced learning leerinhoud kan kanye nelinye ilwazi kweevidiyo amavidiyo kanye boga divideo le bontsha bokgoni jwa go kanye naletinye dziṅwe vona tivhidiyo na
content onafhanklik buite elithuthukileko nezinye izixhobo nezinye izinhlelo diteng tše dingwe kutlwisiso ya seo lebelela dibidio le tinhlelo tshomedzo dza vundzeni bya ku
independently die klaskamer lokufunda zokufunda zokufundisa tša thuto tšeo di ho ithutilweng diteng tsa go ithuta tekufundza ngudo nga vhoṱhe dyondza lebyi
outside the besigtig word ngaphandle zobuchwepheshe, ingqikithi yezifundo tšweleditšwego sona tse di letitfutfukile kutsi vha siho kiḽasini antswisiweke bya
classroom kwetlasi oko kusenziwa ngokuziqalela pele ka noši o le ka ho kgona ho tlhabolotsweng o le bayowabukela le handle ka klasi
ngaphandle ezitholakala ntle ga phapoši ya shebella dividiyo le nosi kwa ntle ga emakhaya yo dyondzela hi
kwegumbi ngaphandle borutelo dikahare tse ding phaposiborutelo ndlela leyi
lokufundela kwegumbi tsa thuto e tiyimelaka
lokufunda phahameng ka
43
bowena o se ka
tlelaseng
formative formatiewe Ihlelo lokuhlola uhlolo ukuhlola kelo ya go tekolo e tswellang tlhatlhobo e e kuhlola ndingo ya makambelelo yo
assessment assessering eliragela phambili lokubumba okuqhubekayo kaonafatša ketsahalo e tswelelang pele lokuchubekako fomathivi ndi ya emahlweni
a continuous ’n deurlopende kulihlelo eliragela uhlobo lohlolo lolu wuhlelo thutwana tswelangpele, eo ho tirego e e luhlelo lwekuhlola maitele a bvelaho prosese leyi yaka
process, one in proses waartydens phambili, kulihlelo oluqhubekekayo, lokuhlola tshepetšo ye e yona ho hopolwang tswelelang pele, e loluchubekako, phanḓa, ane ngao emahlweni, leyi
which information inligting oor leer lelo lapho ilwazi apho kuveliswa oluqhubekela tšwelago pele, yeo seo ho ithutilweng mo go yona go lapho lwatiso mafhungo o eka yona
about learning is opgeroep en dan elimalungana khona ulwazi phambili, lapho ka yona tshedimošo ka sona le ho se gogwang lolumayelana gudwaho a tea u vuxokoxoko hi
evoked and then gebruik word om nokufunda olusetyenziselwa ulwazi olufundwayo ka go ithuta e sebedisetsa ho tshedimosetso ka nekufundza humbulwa a kona mayelana na ku
used to modify onderrig- en livuselelwa khona ukuguquguqula luvuselelwa tšweletšwago boeletsa mesebetsi ga go ithuta, mme e luvuselelwa kute u shumiswa u dyondza byi
teaching and leeraktiwiteite te begodu imisebenzi ngenhloso gomme ya dirišwa eo baithuti ba dirisediwa go fetola lugucule shandukisa tsundzukiwaka
learning activities wysig lisetjenziswa yokufundisa yokuguqula uhlelo go fetola ithutang ka yona ditirwana tsa go imisebenti mishumo ya u kutani endzhaku
ukutjhugulula nokufunda lwemisebenzi mešongwanaa ya ruta le go ithuta yekufundzisa gudisa na u guda ka swona byi
imisebenzi yokufundisa go ruta le go ithuta nekufundza. tirhisiwa ku
yokufunda nokufunda cincanyana
nokufundisa. migingiriko yo
dyondzisa na yo
dyondza
intelligence intelligensie ubuhlakaniphi/uku ubukrelekrele ubuhlakani bohlale bohlale botlhale kuhlakanipha vhuṱali vutlhari
the ability to die vermoë om te hlakanipha isakhono ikhono lokukwazi bokgoni bja go ho kgona ho bokgoni jwa go likhono lekukhona vhukoni ha u vutlhari bya ku
understand, learn verstaan, te leer en kulikghono sokuqonda, ukuqonda, kwešiša, go ithuta utlwisisa, ho ithuta tlhaloganya, go kuvisisa, kufundza pfesesa, u kona u twisisa, ku
and think logically logies te dink lokuzwisisa, ukufunda ukufunda kanye le go nagana ka le ho nahana ka ithuta le go nagana nekucabanga guda na u dyondza na ku
lokufunda kanye nokuqiqa nokucabanga tlhatlologanyo kutlwisiso ka tlhamalalo ngendlela humbula nga nḓila ehleketa hi ndlela
nokucabanga ngokufanelekileyo ngendlela eqondile lehlelekile i tevhekanaho ya lojikali
kuhle/ngokwendlala
iinzathu
ezizwakalako
learning resources leerhulpmiddels imithombo imithombo imithombo yosizo methopo ya go disebediswa tsa ditlamelo tsa thuto imitfombolusito Zwishumiswa swipfuno swa ku
carriers of the draers van die yokufunda yokufunda yokufunda ithuta ho ithuta didiriswa tsa go yekufundza zwa u guda dyondza
curriculum by kurrikulum deur Iinthwali/iinthuthi ezo zinto ziqulethe lezi yizinto dithuši tša disebediswa tse rwala kharikhulamo nguleto tintfo zwifaredzi zwa swirhwali swa
means of exemplary middel van zekharikhyulamu ikharityhulam eziqhuba lenaneothuto ka fetisang ka mokgwa wa letitfwele kharikhuḽamu nga kharikhyulamu hi
lesson material lessteunmateriaal ezisebenzisa ngokohlobo nokuqukatha mokgwa wa kharikhulamo matheriale wa dikao ikharikhulamu nḓila ya ndlela ya
umatheriyali lwezixhobo ikharikhulamu didirišwa tša thuto tsa thuto ngendlela matheriaḽa wa matheriyali wa
wokufunda zokufundisa ngendlela ye e lego mohlala yekusebentisa tsumbedzo ya dyondzotsongo ya
osibonelo nokufuna yokusebenzisa tibonelo tetintfo ngudo xikombiso
eziyimizekelo izinto zokufunda tekufundza
eziyisibonelo
44
mediation in bemiddeling in umhleli/umhlanga ukulamla indima yokuhlela poelanyo thutong bonamodi/ botsereganyi mo singenelelo vhupfumedzanyi mphalalo eka
education onderwys nisi/umkghonakali kwezemfundo kwezemfundo go dipuisano thutong thutong kutemfundvo kha zwa pfunzo dyondzo
to facilitate om interaksie te si kezefundo ukuququzelela lokhu kuchaza sepedišatsenelelan ho tsamaisa go bebofatsa sichuba inchubo u tshimbidza ku pfuneta
interactions by fasiliteer deur ukuhlela amahlelo intsebenziswano ukuhlela izindlela o ka go rarolla le go dipuisano ka ho dikgolagano ka go yekuchumana nyambedzano nga min’wangulano hi
solving and probleme en konflik wokuhlangana ngokusombulula zokuxhumana thibela bothata le rarolla le ho thibela rarabolola le go ngekusombulula u tandulula na u ku ololoxa na ku
preventing problems op te los en te kwabantu nokuthintela nokwabelana dithulano e ka ba mathata le thibela mathata le kanye nekuvimba thivhela thaidzo sivela swiphiqo na
and conflicts either voorkom deur óf ngokurarulula iingxaki ngolwazi ngendlela ka go aba dibopego dikgohlano ka ho dikgotlhang, e ka tinkinga na khuḓano hu mitlimbo ku nga
by offering formal formele strukture te nokuvikela imiraro nongquzulwano yokuxazulula kanye tšeo di tšweletšago fana ka ditlhophiso nna ka go tlamela nekushayisana nga vha nga u va hi ku nyika
structures that bied wat nokurarana ngokuseka nokuvimbela ditshepetšo tša tse amohelehang ka dithulaganyo tse mhlawumbe vhumba swivumbeko swa
develop negotiation onderhandelings- mhlambe amaqonga izinkinga ditherišano le ho tshwara di tlhomameng tse ngekunika tinhlelo zwiimiswa zwa mafundza leswi
and school conflicts en ngokuletha amaziko asesikweni adala nokungqubuzana tharollo tša dipuisano le di agang ditirego letihlelekle fomaḽa kana zwa swi tumbuluxaka
resolution skoolkonflikoplossin ahlelekileko, iinkqubo kwemibono, lokhu dithulano dikolong ditshebetso tsa ho tsa ditherisano le letisungula kutsi tshiofisi zwine zwa nkanerisano na
processes or by gsprosesse okumaziko lawo zokubamba kungenziwa goba ka go hloma rarolla dikgohlano tharabololo ya kube kona u bveledza prosese ya
preparing several ontwikkel, óf akha ukucocisana iingxoxo ngokunikeza batho ba bohlokwa dikolong kapa ka ho dikgotlhang tsa nekucocisana maitele a matshunxelo ya
protagonists that in verskeie kanye namahlelo ezisesikweni izinhlaka bao bophelong bja etsa hore batho ba sekolo kgotsa ka go kanye netinchubo nyambedzano na mitlimbo ya xikolo
their daily life will protagoniste voor te wokurarulula zokusombulula ezihlelekile bona bja letšatši ka fapaneng ba ka baakanya tekusombulula thandululo ya kumbe hi ku
apply and use these berei wat hierdie amatjharagano iingxabano eziqondene letšatši ba tla sehloohong ba baeteledipele ba ba tincabano khuḓano zwikoloni lulamisa
concepts and konsepte en weenkolo nanyana zesikolo okanye nokusungula dirišago le go kgone ho sebedisa mmalwa ba ba tlaa etikolweni nome kana nga u vhea vaseketeri lava
competences of bevoegdhede van ngokulungiselela ngokulungiselela izingxoxo kanye šomiša dikakanyo mehopolo le diragatsang le go ngekutsi tilungise vhaimeleli vho evuton'wini bya
apprenticeship in vakleerlingskap in abadlali izikhokheli eziya nezinhlelo le mabokgoni a bokgoni bona ba dirisa dikakanyo babhebhetseli fhambanaho vona bya siku na
the cognitive and die kognitiewe en abaqakathekileko kuncedisa xa ezimayelana borutwatiro thupello lekaleng la tseo le dikgono tsa labanyenti vhane kha siku va nga ta
social domain sosiale domein in abazowasebenzisa kusetyenzwa nokuxazulula noma maikemišetšong a kgolo ya monahano boithutelatirong mo lokutawutsi vhutshilo havho tirhisa minongoti
hulle daaglikse lawo magama kwimihla ngemihla ukulungisa thuto le setšhabeng le maemong ao mokgweng wa ekuphileni kwabo ha ḓuvha ḽiṅwe na leyi na vuswikoti
lewe sal toepas en emaphilweni wabo kwimimandla izingcweti dipuisano di kgopolo le loago kwamihla ḽiṅwe vha ḓo bya
gebruik wangamalanga yengqiqo ezimbalwa tsamaiswang tlasa mo botshelong jwa nemalanga shumisa vudyondzisantirho
abakhambiphambili nezentlalo ezizosebenzisa oona bona jwa letsatsi le batawusebentisa mihumbulo iyi na eka xivandlavutivi
abambalwa labo ulwazi, amakhono letsatsi lemicondvo vhukoni ha u xa swa ntwisiso
abatholakala qobe nemiqondo ethize nemakhono gudisa kha sia ḽa na swa vanhu
lilanga nsuku zonke kanti ekufundza zwa kuhumbulele
zisebenzise umsebenti na zwa
amagama kanye ngekusebentela matshilisano
nolwazi lomsebenzi umcashi
ekwakhiweni ekutfutfukiseni
kolwazi ingcondvo kanye
ngokomqondo nekuphilisana
kanye nebantfu
nakwimpilisano
yabantu
emphakathini
45
metacognition metakognisie ukutjheja indlela ucamngco indlela yokwakha go inaganišiša ho tseba le ho go itlhaloganya kucabanga u kona u ntwisison'wini
reflection on your besinning oor dit yakho ukucinga ulwazi nekhono naganišišo ka go utlwisisa tsela eo go sekaseka go ngemicabango humbula nkambisiso hi
own learning wat jy geleer het yokufundisa ngokucinga ngokomqondo ithuta ga gago monahano o ithuta ga gago yakho kusho u humbula nga ha mayelana na ku
kutjhejisisa emuva nangokufunda lapha umfundi sebetsang ka kunoma mayelana zwe wa guda dyondza ka wena
indlela kwakho ubheka ulwazi yona nekufundza n'winyi
oyisebenzisileko azifundele lona ho nahana ka hloko kwakho
yokufunda ngokwakhe ka seo o ithutang
sona
micro learning mikroleer ukufunda kancani ukufunda uhlelo lokufunda go ithuta ka ho ruta ka go ithuta go le luhlelo u guda zwithu ku dyondza ka
a theory of ’n teorie van kancani/ ngelwazi ngezijungqana emkhakheni bonnyane dikarolwana tse gonnye lwekufundza nga zwiṱuku swiphemutsongo
instructional design onderrigontwerp eliziinqetjhana yingcingane yoyilo omncane teori ya mokgwa wa nyane tiori ya thadiso ya emkhakhen thiori ya thiyori ya dizayini
that suggests that wat aan die hand yithiyori yedizayini lweendlela le yithiyori go ruta ye e theori ya moralo wa go ruta e e lomncane yitiyori kuvhekanyele kwa yo lerisa leyi yi
people learn more doen dat mense yemilayelo leyo zokufundisa apho yokuhlela šišinyago gore ho ruta e bolelang tshitshinyang gore yekuhlela nḓila ine ya ringanyetaka
effectively if meer effektief leer etjhukumisa kuthiwa abantu nokuhleleka batho ba ithuta hore batho ba ithuta batho ba ithuta ka nekuhleleka sumbedza uri leswaku vanhu va
information is as inligting ukobana abantu bafunda ngcono kwemfundo bokaone ge hantle ha ba fuwa bokgoni thata fa e kwetifundvo vhathu vha kona u dyondza hi ndlela
delivered in small aangebied word in bafunde kuhle ukuba ulwazi ephakamisa ukuthi tshedimošo e fiwa lesedi ka le gore legcamisa kutsi guda zwavhuḓi leyi tirhaka kahle
units that are easy klein eenhede wat khulu lokha ilwazi lunikezelwa abantu bafunda ka bonnyane bjo bo dikarolwana tse tshedimosetso e bantfu bafundza arali mafhungo a swinene loko
to understand and maklik is om te lethulwa ngezijungqana kahle kakhulu uma lego bonolo go nyane tseo ba di rebolwa ka ngemphumelelo tshi khou vuxokoxoko byi
apply verstaan en toe te ngeenqetjhana ezincinci ekulula ngabe ulwazi kwešišwa le go utlwisisang le ho di karolwana tse kakhulu nangabe ṋetshedzwa nga fikisiwa hi
pas ezincani ukuziqonda lwethulwa dirišwa sebedisa habobebe dinnye tse e leng lwatiso balutfola zwipiḓa zwiṱuku swiphemu
ezizwisiseka lula nokuzisebenzisa ngemikhakha gore di botlhofo go ngemabintana zwine zwo leluwa leswitsongo leswi
begodu ilwazi emincane tlhaloganngwa le go lamancane u zwi pfesesa na u swi olovaka ku swi
elisebenziseka lula ngezingxenye diriswa lokulula zwi shumisa twisisa na ku swi
ezincane, kanti kuwavisisa tirhisa
kulula ukuzwisisa nekuwasebentisa
kanye
nokusebenzisa lolu
lwazi
organising organiserings- umgomo inqobo umgomo mokgwa wa molao wa ntlhatheo ya go umtsetfomgomo maitele a u prinsipuli yo
principle beginsel wokuhlela ilwazi yolungiselelo wokuhlela peakanyo tlhophiso rulaganya wekuhlelembisa dzudzanya kondletela
way in which manier waarop yindlela leyo ilwazi indlela Indlela ulwazi tsela yeo ka yona tsela eo dikahare mokgwa o e leng yindlela lwati (loko ndi nḓila ine ndlela leyi hayona
knowledge (content) kennis (inhoud) in (elimunyethweko) yokubekelela (lokho tsebo (diteng) e tsa kharikhulamo di gore kitso (diteng) e lokucuketfwe) nḓivho vutivi (vundzeni)
is organised in a ’n kurrikulum lihleleka ngayo ulwazi (iziqulatho) okuqukethwe) beakanywago hlophisitsweng ka rulagantswe ka ona kuhleleke ngayo (mafhungo) a byi kondleteriwaka
curriculum georganiseer word kukhurikhyulamu kwikharityhulam kuhlelwa ngakhona lenaneong la thuto yona mo kharikhulamong kukharikhulamu dzudzanywa hi yona eka
kwikharikhulamu ngayo kha kharikhyulamu
kharikhuḽamu
pedagogy pedagogie iphedagogi iphedagoji/ubuch iphedagogi borutiši mokgwa wa ho go ruta iphedagoji mafunzele madyondziselo
the science of die wetenskap van isayensi ule bokufundisa isayensi saense ya go ruta ruta saense ya go ruta yisayensi ndi saintsi ya u (phedagoji)
teaching onderrig yokufundisa inzululwazi yokufundisa saense ya ho ruta yekufundzisa gudisa sayense ya
yokufundisa vudyondzisi
problem solving probleem- ukurarulula usombululo ukuxazulula go rarolla bothata ho rarolla bothata tharabololo ya kusombulula u tandulula ku tlhantlha
developing new oplossing umraro/ikinga ngxaki inkinga go tšweletša tsebo ho ba le tsebo e mathata inkinga thaidzo swiphiqo
knowledge through die ontwikkeling ukwakha ilwazi ukuphuhlisa Lolu wuhlelo ye mpsha ka tsela ntjha ka ho rarolla go tlhama kitso e luhlelo lwekwakha u bveledza nḓivho ku hluvukisa vutivi
solving problems van kennis deur elitjha ulwazi olutsha lokwakha ulwazi ya go rarolla mathata ntšhwa ka go lwati lolusha ntswa nga u byintshwa hi ku
probleme op te los ngokurarulula ngokusombulula olusha bothata rarabolola mathata ngekusombulula tandulula thaidzo tlhantlha swiphiqo
imiraro iingxaki ezithile ngokuxazulula tinkinga
izinkinga
46
progression progressie ukuragela ukuqhubela ukuqhubekela tšweletšopele kgatelopele tsweletso kuchubekela mvelaphanḓa ku ya emahlweni
increasing toenemende phambili/irageloph phambili phambili go godiša tharano ho thatafala ho go oketsa bomarara embili u engedzea mpfilungano wa
conceptual konseptuele ambili ukukhula ukungezela izinga ya dikgopolo eketsehang ha jwa dikakanyo kwengeta vhukonḓi ha xinongoti lowu
complexity kompleksiteit ukungezelela izinga kobunzima elinzima lemiqondo mohopolo o itseng bumatima muṱalukanyo engetelaka
lobudisi bengqiqo yamagama bemcondvo
begama/bomqondo
wegama
psychomotor psigomotoriese ibhoduluko ummandla isimo tikologo ye amago lekala la karolo ya kusebenta vhukoni ha u psychomotor
domain domein elimalungana wentshukumo sokusebenza tshepelo ya motsamao wa tsamaiso ya kwengcondvo shumisa zwikili domain
includes physical sluit fisiese nobuchopho Apha kuqukwa kwengqondo mmele le tiro ya mmele o amanang tlhaloganyo le kanye netitfo zwa swi katsa
movement, beweging, obuthuthukisa intshukumo kanye nezitho monagano le tshebetso ya mmele temtimba musudzuluwo mfambafambo wa
coordination and the koördinasie en die ikghono yomzimba, zomzimba e akaretša tshepelo monahano e akaretsa kufaka ekhatsi zwi katela u miri, ntirhisano na
use of the motor gebruik van die lokukhamba ukuhlanganisa lokhu ya mmele, le kenyeletsa motsamao wa kunyakata tshimbidza ntirhiso wa swikili
skills motoriese lapha kufakwa nokusebenzisa kubandakanya tswalanyo le tirišo motsamao wa mmele, kwemtimba, muvhili, Pfananyo swa tinyama ta
vaardighede in ukukhambisa izitho izakhono indlela ya bokgoni bja mmele, tshebediso kgokaganyo le tiriso kuchumana kanye na u shumisa miri
zomzimba, zokushukuma yokunyakaza megalatšhikatšhutiš ya dikarolo tse ya dikgono tsa nekusebentisa zwikili zwa u
ukusebenzisana komzimba, o fapaneng tsa motsamao emakhono sudzuluwa
kwezitho zomzimba ukusebenzisana mmele ka nako e le ekwenta
kanye kwezitho zomzimba nngwe
nokusetjenziswa kanye nengqondo
kwamakghono kanye
wokukhambisa/wok nokusebenzisa
usebenzisa izitho ingqondo
zomzimba ukukhombisa
ikhono
lokuhlanganisa
izinto ukwenza
umsebenzi
rationale grondrede isizathu unobangela imiqondo tlhathollo ya mabaka mabaka sizatfukwenta mihumbulo xivangelo
principles or beginsels of redes esizwakalako/esin Iinqobo okanye yokuqonda sephetho se ditumelo kapa dintlhatheo kgotsa imitsetfomgomo milayo kana tiprinsipuli na
reasons that explain wat verduidelik zinzileko izizathu ezichaza imigomo noma fihleletšwego mabaka a mabaka a a nome tizatfu zwiitisi zwine zwa swivangelo leswi
why a specific hoekom ’n imigomo nanyana ukuba kuye izizathu ezichaza melao goba hlalosang hore tlhalosang gore tekuchaza kutsi ṱalutshedza uri swi hlamuselaka
decision or action is bepaalde besluit of iinzathu lezo kwathini ukuze ukuthi kungani mabaka ao a hobaneng ho nkilwe goreng go tserwe kungani sincumo ndingani ho hi vutalo leswaku
taken optrede geneem is ezihlathulula kuthathwe isigqibo isizathu noma hlalošago lebaka la qeto kapa ho etswa tshwetso kgotsa nome sinyatselo dzhiiwa sia kana hikwalahokayini
ukobana kubayini okanye isenzo isinyathelo esithile gore ke ka lebaka ketso e itseng kgato e e rileng lesitsite sitsatsiwe tsheo iyo xiboho xo karhi
isiqunto esithileko esithile sithathiwe la eng sephetho kumbe goza ro
nanyana isenzo goba tiro ye e itšegi karhi ri tekiwa.
esithileko sithathwe e tšerwe
reciprocity wederkerigheid ukusebenzisana/u ukubuyekeza isenaniselo go fana ho etsetsana tlhakanelo kutselelana u vhuedzana vuxakelani
of mutual benefit to van wedersydse kwenzana into enceda kushiwo into esiza fao ka moka ba ba melemo e ungwela botlhe emanti ndi u vhuelwa ha byo vuyerisa
all concerned voordeel vir almal ngilokho okuzuzwa wonke nxazombili; into amegago ba tumellano e itseng ba ba amegang kushiwo kusitana vhoṱhe vhane vha matlhelo
wat betrokke is ngiwo woke ochaphazelekayo ebasiza bonke holwago molemong wa kabili kwamea hinkwawo eka
obandakanyeka abathintekayo bohle lava khumbekaka
ehlelweni elithize hinkwavo.
47
reciprocal wederkerige Ihlelo lokufundisa ukufundisa uhlelo lokufundisa go rutana ho rutana go ruta ka kufundzisa vhugudisi vhu vudyondzisi byo
teaching onderrig elitjhebisanako/lo kokubuyekeza ngokwabelana go dumelela ho dumella puisano tlhakanelo ngekutselelanba vhuedzaho xakelana
allows for the onderrig wat kusebenzisana Apho kudaleka ngolwazi tlholego ya pakeng tsa baithuti go letlelela gore go emanti vhoṱhe byi pfumelela ku
creation of a voorsiening maak kulihlelo elivumela uthethwano lolu hlelo poledišano gare ga le matitjhere nne le puisano kusho kuvumela u tendela u tumbuluxiwa ka
dialogue between vir die skep van ukwakhiwa phakathi luphawuleka barutwana le magareng ga kutsi kube bveledza n'wangulano
learners and dialoog tussen kwekulumopikiswan kwabafundi ngezingxoxo barutiši barutwana le nenkhulumiswano nyambedzano exikarhi ka
teachers leerders en o phakathi nootitshala phakathi barutabana emkhatsini vhukati ha vadyondzi na
onderwysers kwabafundi kanye kwabafundi kanye webafundzi vhagudiswa na vadyondzisi.
nabotitjhere nothisha nabothishela vhadededzi
remember onthou ukukhumbula ukukhumbula ulwazi gopola -hopola gakologelwa kukhumbula u humbula tsundzuka
(knowledge/ (kennis/basiese (ilwazi/ilwazi (ulwazi / ulwazi olukhunjulwayo/ (tsebo/tsebo ya (tsebo/tsebo ya (kitso / kitso ya (lwati/umcondvo (nḓivho/ nḓivho (vutivi / vutivi
basic conceptual konseptuele lokuthoma olusisiseko ulwazi lokuqala motheo ya tlhamo mehopolo ya motheo ya losisekelo ya ndeme ya bya xinongoti
knowledge) kennis) legama) lwezinto ezithile) into ya dikgopolo) motheo) kakanyo) welwati) muṱalukanyo) bya masungulo)
recognise and recall herken en herroep ukwazi kanye ukunakana ngokomqondo go lemoga le go ho tseba le ho go lemoga le go lapha umfundzi u kona u dzhiela ku tiva na ku
relevant information tersaaklike inligting nokukhumbula nokukhumbula lapha umfundi wazi gopola tshedimošo hopola lesedi le gakologelwa ukhumbula nṱha na u lemuka
from long-term uit die ilwazi elifaneleko ulwazi izinto ya maleba go tšwa amanang le tshedimosetso e e aphindze abone humbula vuxokoxoko lebyi
memory langtermyngeheue engcenyeni olubalulekileyo ngokukhumbula kgopolong ya nako ketsahalo e itseng maleba go tswa mo lwatiso lolufanele mafhungo o teaho fambelanaka ku
yengcondo esiza ulurhola kwindawo ulwazi lwakudala ye telele ya kgale kgakologelong ya lolusenkhumbulwe o u bva kha suka eka
ukubuyisa ikumbulo yolwazi oluhlala pakatelele ni yakhe muhumbulo une ntundzuko
yezinto ezidlulileko lugciniwe yakudzala wa dzudza zwithu (memori) wa
engqondweni tshifhinga tshilapfu nkarhi wo leha.
reflection besinning/ ukuqala emuva ukuzikisa ukubuyekeza boitekolo tsela eo re itshekatsheko kunoma tshivhoniswa nkambisiso
to give careful bepeinsing ukucabangisisa ukucingisisa, okuthile/ukuzinuk go naganišiša ka ithutang ka yona go akanya ka kucabangisisa u humbula nga ku nyika
thought to om deeglik oor iets kuhle into ethize, usebenzise indlela a amakhwapha selo, o šomiša diketsahalong kelotlhoko ka intfo letsite, vhuronwane nga miehleketo ya
something, to use a na te dink, om ukusebenzisa okanye inkqubo ukucabangisisa into mmotlolo wo o tseo re bileng ho sengwe, go dirisa kusebentisa ha zwiṅwe zwithu, vukheta eka
particular model or gebruik te maak imodeli ethileko ethile yokucinga, ethile, goba tshepetšo ye tsona sekao kgotsa tirego indlela letsite u shumisa nḓila yo xin'wana, ku
process to think van ’n bepaalde nanyana ihlelo ukucinga ukusebenzisa e itšeng go nagana ho nahana ka hloko e e rileng go nome inchubo imaho ngauri kana tirhisa modlolo
about, reconsider model of proses om lokucabanga okuhlaziya izenzo indlela ethile noma ka ga, go akanya ka ho itseng, ho nagana ka, go yekucabanga maitele u itela u kumbe prosese yo
one’s actions, jou optrede, ngokuthize, zakho, iingcinga, uhlelo oluthile gape ditiro, sebedisa mohlala akanya gape ka mayelana, humbula, u karhi ku ehleketa
thoughts, ideas or gedagtes, idees of ukutjhejisisa izimvo okanye ukucabanga, dikgopolo, kapa tsamaiso e ditiro, dikgopolo, kubukisisa tento shandukisa hi mayelana na,
decisions besluite te oordink izenzo/amagadang izigqibo ukubhekisa izenzo dikakanyo goba itseng ho nahana, dikakanyo kgotsa takho, imicabango muhumbulo nga ku tekela
en te oorweeg o, imicabango, zakho, imicabango diphetho tša gago ho nahana ka hloko ditshwetso tsa gago nome tincumo ha maga, enhlokweni hi
imibono nanyana yakho, amacebo ka diketso, kuhumbulele, vuntshwa
iinqunto zomuntu noma izinqumo menahano, muhumbulo kana swiendlo,
zakho mehopolo kapa tsheo miehleketo,
diqeto mianakanyo
kumbe swiboho
swa munhu
sequencing bepaling van ukulandelanisa ulandelelaniso ukulandelana go latelanya ho hlophisa ka tatelano kulandzelana thevhekano vulongoloxi
conceptual order volgorde ilandelano indlela kwezinto tatelano le tatellano tatelano ya kwetintfo nzudzanyo ya nandzelelano wa
and progression konseptuele orde lamagama elandelelana ngokohlelo tšweletšopele ya tlhophiso ya dikakanyo le ngekweluhlelo muṱalukanyo na xinongoti na ku ya
en progressie elihlelekileko kanye okanye eya Ukuhleleka kahle dikgopolo mohopolo le tsweletso kuhleleka kubveledzele emahlweni
neragelophambili phambili ngayo komqondo tswelopele kwemcondvo
ingqiqo ngokulandelelana nenchuybekelemb
kwezinto kanye ili
nokuqhubeka
48
scaffolding stellasie-effek ukusebenzisa ukuxhasa izikhumo magato ka ho etsa moralo wa tshegetso lisubuciko tsielano mpfunetavadyon
activities the aktiwiteite wat die isikhafula Imisebenzi eyilwa imisebenzi tatelano a go tshehetso ditirwana tse lekufundzisa mishumo ine dzi
teacher constructs onderwyser opstel misebenzi utitjhere ngutitshala eyenziwaio thuša go fihlelela mesebetsi e morutabana a di ucale mudededzi a i migingiriko leyi
to help learners to om leerders te help akha ngayo ukusiza ekuncedeni ukuba neyenziwa kwešišo hlophiswang ke dirang go thusa ngalokulula uye bveledza u thusa mudyondzisi a yi
learn leer abafundi ukobana abafundi bafunde, nguthisha ukusiza mešongwana yeo titjhere ho thusa barutwana go ithuta kulokulukhuni vhagudiswa u vumbaka ku pfuna
bafunde baqonde lula abafundi ukuthi morutiši a e bopago baithuti ho ithuta yimisebenti guda vadyondzi
bafunde go thuša moithuti thishela layentako
go ithuta kusita bafundzi
kutsi bafundze
simulation simulasie ukulingisa ukulinganisa ukulingisa kekišo ho etsisa ketsiso kulingisela timo Nyedziselo encenyeto
real circumstances werklike izenzo zobujamo iziganeko izimo zangempela maemo a nnete a baithuti ba etsisa mabaka a mmatota mbamba nyimele dza swiyimo swa xiviri
are imitated in the omstandighede bamambala zokwenyani ziye zilingiswa ekišwa ka maemo a a etsisiwa mo tilingiselwa vhukuma dzi tou leswi
classroom word in die zilingiswa ngetlasini zilinganiswe ngaphakathi phapošing ya diketsahalo tsa phaposiborutelong ekhatsi eklasini edziswa kiḽasini encenyeteriwaka
klaskamer egumbini emagumbini borutelo nnete ba le ka eka klasi yo
nageboots lokufundela okufunda phaposing dyondzela
summative sommerende Ihlelo lokuhlola uhlolo ukuhlola tekolothumo tekolo ya tlhatlhobo ya luhlolo Ndingo ya makambelelo
assessment assessering lokuphela loshwankathelo okufinyeziwe tekolo mafelelong a qetellong ya thuto bokhutlo jwa paka lolufinyetiwe samethivi emakumu ka
assessment at the assessering na kwesifundo/komn Uhlolo ekupheleni lokhu ukuhlolwa paka ye e itšego ya tekolo e etswang ya thuto lwentiwa ndingo magumoni dyondzo
conclusion of a afloop van ’n yaka kwexesha elithile okwenziwa thuto go šupa ka qetellong ya thuto e tlhatlhobo kwa ekupheleni ndaela ya makambelelo ya
specific instructional spesifieke Lihlelo lokuhlola lokufunda ukuze ekupheleni moo thuto e bilego itseng ho bona hore bokhutlong jwa kwesikhatsi tshifhinga tsho le mahetelelweni
period to establish onderrigperiode om eliphetha isifundo kufumaniseke kwesikhathi le khuetšo ka gona se rutilweng se paka e e rileng ya sekufundzisa tiwaho u itela u ya nkarhivunavi
how effective the te bepaal hoe isikhathi esithize ukuba kusebenze sokufundisa utlwisiswa hantle go ruta go bona lesincunyiwe wana uri u gudisa wo lerisa wo karhi
teaching was doeltreffend die sokufunda kangakanani esinqunyiwe hakae gore go ruta go kutfola kutsi ho bveledziswa ku tumbuluxa
onderrig was ngehloso ukufundisa ngelo ukuthola ukuthi nnile bokgoni jang ngabe kufundzise zwone na hilaha vudyondzisi
yokusungula indlela xesha ngabe lokho kube byi tirheke
ihlelo lokufundisa okufundisiwe yimphumelelo yini hakona.
lisebenza kuhle kusebenze kanjani
kangangani ukusiza lowo
obefundiswa
understand verstaan (begrip) ukuzwisisa ukuqonda ukuqondisisa kwešiša -utlwisisa tlhaloganya kucondzisisa u pfesesa twisisa (ntwisiso)
(comprehension) skep betekenis met (comprehension) Ukuzakhela (ukuzwisisa) (tlhaloganyo) (kutlwisiso) (go tlhaloganya) (kuvisisa) (kupfesesele) ku tumbuluxa
create meaning die hulp van ukwakha ihlathululo intsingiselo lapha kwakhiwa go tšweletša ho hlalosa seo ho go dira bokao go kwakhiwa u kona u bveledza leswi swo karhi
from educational opvoedkundige kumatheriyali kwizixhobo ulwazi tlhathollo go tšwa ithutwang sona, se tswa mo inshokutsi ṱhalutshedzo bva swi vulaka swona
material such as materiaal soos lees yefundo zokufunda ezifana ngokusebenzisa sedirišweng sa jwaloka se balwang matherialeng wa letsatselwa` kha zwishumiswa ku suka eka
reading and en verduidelikings enjengokufunda nezinto izisetshenziswa thuto go swana le le ditlhaloso tseo ho thuto go tshwana le etintfweni zwa u guda u fana matheriyali wa
explanations nokuhlathulula ezibhaliweyo zokufunda go bala le fanweng ka tsona go buisa le tetemfundvo na u vhala na dyondzo wo tanihi
lokho okufundwako okanye iingcaciso ezinjengokufunda ditlhathollo ditlhaloso njengekufundza ṱhalutshedzo ku hlaya na
okubhaliwe lokubhaliwe tinhlamuselo hi
nokuchaza netinchazelo vutalo
validity geldigheid okufaneleko/okuk ukuqiniseka ukuba bokgonthe kamoheleho kamogelesego kuba khwaṱhisedzo ntiyisiso
the extent to which die mate waarin ’n hambisanako kokusebenza ngokwamukelekile bogolo bjoo boemo boo seelo se ka sona ngulokwemukele phimo ine mpimo lowu ku
an assessment task assesseringstaak izinga lelo apho nokufanele mošongwana wa mosebetsi wa tiro ya tlhatlhobo e kile nalokufanele mushumo wa fika eka wona
assesses what it is dit assesseer wat umsebenzi kukhangelwa indlela nezinga tekolo o lekolago tekolo o lekolang tlhatlhobang se go bungako ndingo wa linga xintirhwana xa
intended to assess dit veronderstel is wokuhlola ohlola ukuba ingaba umsebenzi seo go seo o lokelang ho ikaeletsweng go se bemsebenti zwine zwa khou makambelelo xi
or measure om te assesseer of ngalo lokho umsebenzi wokuhlola wenzeka ikemišeditšwego go se lekola kapa ho tlhatlhoba kgotsa wekuhlola lohlola tea u lingwa kana kambelaka leswi
te meet okunqotjhwe wohlolo ufikelele ngayo, nokuthi lekola goba go ela se lekanya go se lekanyetsa ngako loko u zwi ela swi endleriweke
49
ukobana kuhlolwe kangakanani ngabe uhlolo lokuhloswe kutsi ku kamberiwa
nanyana kumedwe ekufumaniseni luhlose ukuhlola ini kuhlolwe nome kumbe ku pimiwa
oko bekujongwe noma lukala ini kukalwe
ukuba ikwenze
whole school heleskool- Ihlelo/ipulani amalungiselelo ukuhlelela isikole peakanyo ya ho etsa moralo wa thulaganyo ya kuhlelela sikolo nzudzanyo/pulan nkunguhato wa
planning beplanning yesikolo soke esikolo sonke sonkana sekolo ka moka sekolo kaofela sekolo sotlhe sonkhe kufaka e ya tshikolo xikolo hinkwaxo
involves all betrek alle kufakwa boke kuqukwa bonke kufaka phakathi e akeretša ka moka ho bolela hore e akaretsa baamegi ekhatsi bonkhe tshoṱhe wu khumba
stakeholders to rolspelers om die abadlalindima abathathi bonke bao ba nago le bakgathatema botlhe go lemoga labatsintsekako zwi katela vakhomaxiave
consider the aktiwiteite en okufanele batjhejwe nxaxheba ukuze ababambiqhaza kgahlego go kaofela ba lokela ho ditiragalo le kutsi babuke vhadzhiamukovhe hinkwavo ku
activities and belangstellings van imisebenzi yoke kuxoxwe ngemiba ukubheka kanye nagana ditiro le nahana ka dikgatlhegelo tsa imisebenti vhoṱhe uri vha tekela enhlokweni
interests of the die skool in kanye neenkareko kunye imisebenzi yesikole dikgahlego tša mesebetsi le sekolo, le go netimfuno dzhiele nṱha migingiriko na
school, and to oorweging te neem zesikolo, kanye nemisebenzi kanye nezinto sekolo, le go tšea ditabatabelo tsa swetsa ka tesikolo, kanye mishumo na mitsakelo ya
decide on the goals en om te besluit oor nokuquntab yesikolo ukuze ezingasiza isikole sephetho ka ga sekolo, le ho nka diphitlhelelo tsa nekuncuma dzangalelo ḽa xikolo, na ku teka
for the school over a die doelwitte van ngeenrhuluphelo kuvunyelwane kanye nokuthatha dinepo tša sekolo diqeto ka dipheo sekolo mo pakeng ngetinhloso tshikolo, na u xiboho hi
certain period of die skool oor ’n zesikolo esikhathini ngeziphumo isinqumo pakeng ya nako ye tsa sekolo tsa nako e e rileng, go tesikolo ngemuva dzhia tsheo nga swikongomelo
time, making sure sekere tydperk ten esibekiweko, ezifunekayo ngezinhloso e itšeng, ka go e itseng, ho netefatsa gore kwesikhatsi ha zwipikwa zwa swa xikolo eka
the school is ready einde te verseker ukuqinisekisa zesikolo emva zesikole ngemuva netefatša gore netefatsa hore sekolo se lesitsite, kwenta tshikolo lwa nkarhi wa vunavi
for the learner. dat die skool ukobana isikolo kwexesha elithile kwesikhathi esithile, sekolo se sekolo se loketse ipaakanyeditse sicinsekiso kutsi tshifhinga tsho wo karhi, ku ri
gereed is vir die sikulungele elibekiweyo kunye ukuze ikemišeditše ho amohela le ho morutwana. sikolo simlungele tiwaho, vha tshi karhi ku tiyisisiwa
leerder ukobana sifundise nokuqinisekisa kuqinisekiswe moithuti ruta baithuti umfundzi khou vhona uri leswaku xikolo xi
umfundi. ukuba isikolo ukuthi isikole tshikolo tsho lulamerile eka
sikulungele simlindele umfundi lugela u shumiswa mudyondzi.
ukufundisa nga mugudiswa
nokwamkela
abafundi
Source: Adapted from: Gravett, S., de Beer, J.J. & Du Plessis, E.C. 2015. Becoming a teacher. Cape Town: Pearson.
50

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CUS3701/101/0/2024

Tutorial Letter 101/0/2024

Department: Curriculum and Instructional Studies

4.3 University …………………………………………………………………………………………….5

6 STUDENT SUPPORT SERVICES....................................................................................... 8

9.3 General details about assignments .................................................................................... 11

9.5 Submission of assignments ............................................................................................... 11

9.7 References and bibliography ……………………………………………………………………..12

9.8 Types of assignments and descriptions ………………………………………….……………..12

9.9 The examination ……………………………………………………………………….………….13

10 ACADEMIC DISHONESTY ............................................................................................... 16

11 STUDENTS LIVING WITH DISABILITIES ........................................................................ 16

Please see the EXAMINATION GUIDANCE SECTION, QUESTIONNAIRE and MULTILINGUAL

Tutorial letters and study material are available on myModules (Moodle)ONLY.

2 PURPOSE AND OUTCOMES

The course content should enable you to do the following:

The lecturer responsible for this module is:

Lecturer: Mrs T Aphane

Communication with the University

DO NOT contact your lecturer for any administrative matters or marks!

Unisa web page www.unisa.ac.za

Dr MJ Sethusha (sethumj@unisa.ac.za; 012 429 2258)

You must buy the following book for CUS3701:

Title: Curriculum studies in context

• Adams & Co - www.adamsuniversitybooks.co.za

Use the prescribed textbook with your lessons on Moodle.

Title: Africanising the curriculum: Indigenous perspectives and theories

5.3 Electronic reserves (e-reserves)

✓ Curriculum and Assessment Policy Statement (CAPS) per subject

The Unisa Library offers a range of information services and resources:

Assistance with technical problems accessing the Unisa Library or resources:

6 STUDENT SUPPORT SERVICES

Study @ Unisa, available on myUnisa at www.unisa.ac.za/brochures/studies, contains important

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

First-Year Experience Programme

The following FYE services are currently offered:

FYE Website Email Support

• Study @ Unisa, available on myUnisa, at www.unisa.ac.za/brochures/studies, contains

There are no practical teaching requirements for this module.

9.2 Assessment plan

9.3 General details about assignments

9.4 Due dates of assignments

9.5 Submission of assignments

9.6 How to answer essay questions

9.7 References and bibliography

References should include the following data:

* author’s name (surname, with initial/s)

Take special note of the punctuation in the following examples:

9.8 Types of assignments and descriptions

9.9 The examination

Please address all enquiries regarding examinations, sick examinations, results,

9.9.2 Examination admission

9.9.3 Examination period

9.9.4 Examination paper

DEMARCATION OR “SCOPING” FOR EXAMINATIONS AND ASSESSMENTS

According to Assessment Procedure Manual 2013, paragraph 4.5.2(e), the examination

Make sure that you read the announcements regularly.

9.9.5 The examination and your final mark

Cheating includes, but is not limited to, the following:

11 STUDENTS LIVING WITH DISABILITIES

Question: If I repeat the module, do I have to submit assignments again?

Question: I do not have internet access.

Answer: You can find your study material on Moodle.