With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.

This project provides a background on English instruction in Korea and features a literature review that builds theoretical aspects of this project. This project also presents a model of communicative competence applied to the speaking process which incorporates the application of speaking strategies.

MEd / Department of Curriculum Studies and Education Management

Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. The purpose of this study was to explore the challenges experienced by secondary school teachers in implementation of CAPS in Mankweng Circuit of Limpopo Province. This qualitative study conducted at two secondary schools in Mankweng Circuit, Limpopo province aimed to  Identify resources needed by secondary school teachers in Mankweng Circuit on the implementation of Curriculum and Assessment Policy Statement.  Investigate the kind of training the Department of Basic Education provides to secondary school teachers in Mankweng Circuit when implementing Curriculum and Assessment Policy Statement.  To investigate how secondary school teachers conduct assessment when implementing Curriculum and Assessment Policy Statement.  Identify mechanisms that are used by secondary school teachers in the implementation of the Curriculum and Assessment Policy Statement. The study embedded within interpretivist paradigm. It also adopted a qualitative approach and the case study design was employed, where document analysis, semi structured interviews and observations were data-collection instruments used. Two secondary schools with their respective school heads were purposefully selected to participate in the study. Two principals, six Heads of Department and Eight teachers comprised the purposefully selected participants. Data collected from document analysis, semi structured interviews and observations revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames, they however experienced challenges related to CAPS implementation, quality and the amount of training, inadequate resources, increased assessment activities and the impact of rapid pace of the curriculum on teaching and learning. Based on these results, recommendations are made for the improvement of the implementation of CAPS. The study findings revealed that while teachers welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames, they however experienced challenges related to the quality and the amount of training, inadequate resources, increased assessment activities and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS. The implication of this study is that, CAPS is a viable policy in theory, but its implementation is erroneous, from the planning stage to the implementation stage. Key resources, for example, suitable human resources, infrastructure, textbooks were not taken into serious consideration.

The current research study investigates the predictive value of two frequently-used benchmark reading assessments: Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). With an increasing emphasis on high-stakes testing to measure reading proficiency, benchmark assessments may assist in predicting end-of-year performance on high-stakes testing. Utah's high-stakes measurement of end-of-year reading achievement is the English Language Arts Criterion-Referenced Test (ELA-CRT). A Utah urban school district provided data for students who completed the DRA, DIBELS, and ELA-CRT in the 2005-2006 school year. The primary purpose of the study was to determine the accuracy to which the Fall administrations of the DRA and the DIBELS predicted performance on the ELA-CRT. Supplementary analysis also included cross-sectional data for the DIBELS. Results indicated that both Fall administrations of the DRA and the DIBELS were statistically significant in predicting performance on the ELA-CRT. Students who were high risk on the benchmark assessments were less likely to score proficiently on the ELA-CRT. Also, demographic factors did not appear to affect individual performance on the ELA-CRT. Important implications include the utility of data collected from benchmark assessments to address immediate interventions for students at risk of failing end-of-year, high-stakes testing.

Thesis (Ph.d.) - Central University of Technology, Free State, 2006 / The research investigates the use of the Communicative Learning Programmes in the English First Additional Language (EFAL) Senior phase classrooms in the Free State province. During the turn of the twentieth century, syllabi were tools that were designed and provided by the Department of Education to the schools. Recent changes in education in South Africa now expect educators to design these learning programmes. The Revised National Curriculum Statement (RNCS) details steps that educators can follow in order to design the learning programmes for their learning areas. Outcomes-Based Education encompasses the eight learning areas in the Senior phase, namely Languages, Mathematics, Natural Sciences, Economic and Management Sciences, Social Science, Technology, Life Orientation, and Arts and Culture. The learning area that this study focuses on is Languages. EFAL is one of the languages that form the learning area of Languages. EFAL comprises six learning outcomes that have to be interpreted by the educators and achieved by the learners by linking teaching and learning with the accompanying assessment standards. Through the use of the communicative approach and co-operative strategies during group work, this study adds to the body of knowledge communicative learning programmes that Senior phase EFAL educators can use to assist and complement their current strategies.

The dynamics of the social interaction within the cooperative learning group are accepted and considered to be one of the aspects that will influence the individual learner's feelings regarding the group activity. The impact of the groupings on the quality and quantity of the observable learning within the class is considered. For this study the cooperative learning groupings were manipulated, considering aspects of the learner's social relationships uncovered with the use of a social questionnaire, which the learners completed. These details were summarised by means of a sociometric table and a sociogram. This study approaches the topic from two main perspectives. Primarily observation and naive sketches, from the learners, formed the source of the data and provided the initial perspective on the area of study. From the viewpoint provided in this information specific grouping paramaters were applied to later groups of learners, and a survey conducted. / Educational Studies / M. Ed (Socio-Education)

The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)

Eksamineringspraktyke in skole in Namibie is die fokuspunt van hierdie studie. 'n Historiese ondersoek is ingestel na die bree, algemene eksamenstelsels van die verlede. Op grond van die tekortkominge en gebreke van die Kaaplandse Onderwysdepartement-eksamenstelsel, is die noodsaaklikheid en wenslikheid van die herbeplanning en verbetering van die eksamenstelsel uitgelig. Daar is gefokus op die HIGHERIINl'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION-eksamenstelsel, ten einde vas te stel of algemene erkende opvoedkundige beginsels, prosedures en werkswyses tot op datum in die eksamenstelsel vergestalt is. 'n Uitvloeisel van die bevindings in hierdie studie is dat die huidige eksamenstelsel tekortkominge weerspieel, maar dat die historiese beperkinge oorbrug kan word Die afleiding word gemaak dat alle onderwysbelanghebbendes moet saamwerk aan verbeteringstrategiee ten opsigte van die huidige eksamenstelsel. Die hoop word uitgespreek dat die hele eksamenstelsel so spoedig moontlik, maar na deeglike beplanning, volledig sal verinheems. / Examination practices in schools in Namibia is the focal point of this study. An historical research has been done into the general examination systems of the past On account of the shortcomings and constraints of the Cape Education Deparbnent examination system, the necessity and desirability of the restructuring and betterment of the examination system is highlighted. The emphasis is put on the HIGHER/ INI'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION to determine whether generally accepted educational principles, procedures and methods have been embodied in the examination system. The present Namibian examination system is still insufficient. However, much can be done to overcome the historical constraints. The conclusion was reached that each and every stakeholder should work together to devise strategies for the betterment of the examination system. The author trusts that the whole examination system will, as soon as possible but after thorough planning, become totally indigenous. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)