MULTIPLE CHOICE QUESTIONS: ASSIGNMENTS AND PREVIOUS EXAM PAPERS:

ASSIGNMENT 1 (2012)

(Jan 2011/June 2011/Assg 2012 / June 2012)

1. A learning programme designer should be able to:
1 be innovative and creative.  adapt existing LP to suit
2 uphold the Constitution. (comm. / citizenship/pastoral) needs of learners,
3 lead by example and lead his/her classroom. (leader)  try and design own LP’s
 be innovative and creative
4 keep records on learner performance. (assessor)

(Jan 2011/June 2011/Assg 2012 / June 2012)

2. The curriculum as planned refers to…
1. the role of the teacher in the class.
2. teacher and learner reactions.
3. the explicit document also described as the “blueprint” for teaching.
4. assessment.

(Jan 2011/June 2011/Assg 2012/ June2012)

3. A narrow description of the “curriculum” as a concept entails a
1. list of contents to be learnt.
2. organization of facts
3. learning and teaching situation
4. teacher interpretation

(Jan 2011/June 2011/Assg 2012/June 2012)

4. A broad definition of the “curriculum” …
1. includes only the contents to be taught.
2. refers to the textbooks.
3. would acknowledge both intended and unintended learning, and the
influence of the contexts on the applied curriculum.
4. refers to the sequence of learning.

(Jan 2011/June 2011/Assg 2012/June 2012)

5. The curriculum in practice is understood as something broader than a plan, and can
therefore be described as …
1. illustrations and examples of teaching.
2. the implicit, real teaching-learning situation where the curriculum is applied.
3. the prescribed document.
4. a teaching style.
(Jan 2011/June 2011/Assg 2012/June 2012)
6. "The term “covert” is intended to convey the idea of teaching that is implicit, but
deliberate on the part of the teacher in the class." Do you agree with this statement?

1. Yes, because the term “covert” refers to the practical teaching situation.
2. No, because the teacher cannot “covert” actions.

(Jan 2011/Jun 2011/Assg 2012/Jun 2012)

7. What is the difference between a “concept” and an “approach”?
1. A concept is a word, but an approach is a phrase.
2. A concept refers to a definition, but an approach is an understanding.
3. A concept is an idea or abstract principle, but an approach is the perspective
towards something or a way of thinking.
4. A concept is the way to describe something, but an approach is a principle to
follow.

QUESTION 8-20

Fit the following ideas to the educationist

8. See the curriculum as a process – objectives not set from the start, but change as you
go:
1. Stenhouse
2. Tyler
3. Freire

9. Knowledge must be speculative and not an unchangeable entity.

1. Tyler
2. Stenhouse
3. Freire

10. See the curriculum as a product and follow an objectives approach.

1. Stenhouse
2. Tyler
3. Freire

11. Thinking about the purpose of the curriculum – must serve to liberate learners to
make links and understand language, experiences and their daily struggle.
1. Tyler
2. Stenhouse
3. Freire
12. Must contribute to the achievement of the objective/ effectiveness & efficiency.
1. Freire
2. Tyler
3. Stenhouse

13. Choice of content comes from the life experiences of students; guided by values and
questions of power.
1. Tyler
2. Stenhouse
3. Freire

14. Teaching may change learners, empower or domesticate the learners.

1. Stenhouse
2. Tyler
3. Freire

15. Plan should be a recommendation not a prescription therefore the focus is on how
learners learn and attempts to enrich that.
1. Tyler
2. Stenhouse
3. Freire

16. The principles for guiding teaching must be interactive, critical and set up an
extended dialogue with learners.
1. Freire
2. Tyler
3. Stenhouse

17. Regarding assessment - the teacher ought to be the critic, not a marker; assessment
should be about improving student’s capacity to work.
1. Stenhouse
2. Tyler
3. Freire

18. Only the informed ones should plan how to deliver the learning experiences.
1. Freire
2. Tyler
3. Stenhouse
19. Teaching strategies and assessment should include problem-posing methods which
require dialogue in which teacher and student are “critical coinvestigators”.
1. Stenhouse
2. Tyler
3. Freire

20. Technical expertise is important. Four questions to ask about the purpose of
teaching.
1. Stenhouse
2. Freire
3. Tyler

Question: Educationists view

Freire Tyler Stenhouse

Knowledge must be See the curriculum as a See the curriculum as a process
speculative and not an product and follow an ;objectives not set from the
unchangeable entity objectives approach start, change as you go
Thinking about the purpose Must contribute to the Plan should be a
of the curriculum – must achievement of the recommendation not a
serve to liberate learners to objective/ effectiveness & prescription therefore focus is
make links and understand efficiency on how learners learn and
language, experiences and attempts to enrich that
their daily struggle
Choice of content comes Technical expertise is Regarding assessment - the
from the life experiences of important. Four questions teacher ought to be the critic,
students; guided by values to ask about the purpose of not a marker; assessment
and questions of power teaching should be about improving
student’s capacity to work
Teaching may change Only the informed ones
learners, empower or should plan how to deliver
domesticate the learners the learning experiences
The principles for guiding
teaching must be interactive,
critical & set up an extended
dialogue with learners
Teaching strategies and
assessment should include
problem-posing methods
which require dialogue in
which teacher and student
are “critical co-investigators”
(Oct 2010/Jan 2011/Jun 2011/Oct 2011/Assg 2012/Jun 2012)

21. It is a nationally registered set of specific learning outcomes with their associated
assessment criteria and other technical information required by SAQA. It describes
outcomes of learning and the standard of performance which must be achieved. It
describes a meaningful end-point of learning that is worth formally recognising.
The above paragraph is a description of a ……..

1 SAQA qualification.
2 credits
3 unit standard
4 range statement

Oct 2010/Jan 2011/Jun 2011/Oct 2011/Assg 2012/June 2012

22. Which of the following is the best description of critical outcomes?
1 Critical outcomes are anything that you can prove you know and you can do.
They are also the results of all formal, informal and non-formal education.
2 Critical outcomes refer to the knowledge, skills, attitudes and values that
learners have to possess and must be able to demonstrate.
3 Critical outcomes are related to the eight learning areas and refer to the
specific knowledge, skills, and attitudes that learners have to demonstrate in
each learning area.
4 Critical outcomes form the basis of learning on all levels of education and
refer to the learners’ ability to apply knowledge, skills and attitudes in an
integrated way.
Critical outcomes (chapter 4)

Critical outcomes are generic, cross-curricular, broad outcomes that focus on the
capacity to apply knowledge, skills and attitudes in an integrated way.

CRITICAL OUTCOMES
1. Identify & solve problems & Make decisions using critical and creative
thinking
2. Work effectively with others as members of a team, group, organisation
and community
3. Organise and manage themselves and their activities responsibly and
effectively
4. Collect, analyse, organise and critically evaluate information
5. Communicate effectively using visual, symbolic and/or languages skills in
various modes
6. Uses science and technology effectively and critically, showing
responsibility towards the environment and the health of others
7. Demonstrate an understanding of the world as a set of related systems by

recognising that problem solving contexts do not exist in isolation

Developmental outcomes

1. Reflect on and explore a variety of strategies to learn more effectively

2. Participate as responsible citizens in the life of local, national and global
communities
3. Be culturally and aesthetically sensitive in a range of social contexts
4. Explore education and career opportunities
5. Develop entrepreneurial opportunities

Critical & Developmental outcomes – have a direct influence on the kind of learner and the
kind of educator that is envisaged.
Oct 2010/Jan 2011/Jun 2011/Oct 2011/Assg 2012/June 2012

23 Which one of the following is the best description of specific outcomes?

1 Specific outcomes are anything that you can prove you know and can do.
They are also a result of formal, informal and non-formal education.
2 Specific outcomes refer to knowledge, skills, attitudes and values that
learners have to possess and must be able to demonstrate.
3 Specific outcomes are related to the eight learning areas and refer to the
specific knowledge, skills and attitudes that learners have to demonstrate in
each learning area.
4 Specific outcomes form the basis of learning at all levels of education and
refer to the learners’ ability to apply knowledge, skills and attitudes in an
integrated way.

1. Context specific
2. Informed by the critical outcomes but formulated within in the context in
which they are to be demonstrated
3. They describe the competence which learners should be able to
demonstrated in specific contexts and particular areas of learning at
certain levels
4. These outcomes (and not the critical outcomes) should serve as the basis
for assessing the progress of learners and thus, indirectly, the
effectiveness of learning processes and learning programmes.
5. The detail concerning the level of complexity, scope and learning context
included in the formulation of specific outcomes is critical if assessment is
to be transparent, fair and effective
6. Also referred to as enabling outcomes i.e. essential building blocks for

learning other more complex outcomes

Oct 2011/Assg 2012

24. According to the NCS, the manifesto contains information that provides the basis for
curriculum transformation in contemporary South Africa.
The manifesto on Values, Education and Democracy identifies 16 strategies
for familiarising young South Africans with the values of the Constitution; some of
these strategies are:
1 Nurturing a culture of communication and participation in school.
2 Changing attitudes, behaviours, methodologies, curricular and environments
to meet the needs of all the children. (Education White Paper no 6)
3 Ensuring that every South African is able to read and write, count and think.
4 Infusing the classroom with a culture of human rights.
5 Maximising the participation of all learners in the culture and the curriculum
of educational institutions and uncovering and minimising barriers to
learning. (Education White Paper no 6)
6 Putting History back into the curriculum.
7 Introducing religious education into schools.
8 Enforcing multilingualism. (encouraging)
9 Using sport to shape social bonds and nurture nation building in schools.
10 Acknowledging that all children and youth can learn and that they need
support. (Education White Paper no 6)
11 Promoting anti-racism in schools.
12 Freeing the potential of girls as well as boys.
13 Dealing with HIV/AIDS and nurturing a culture of sexual and social
responsibility.
14 Making schools safe to learn and teach in. (and ensuring the rule of law)
15 Promoting ethics and the environment.
16 Nurturing the new patriotism, or affirming our common citizenship.

1 1–4 2 5–8 3 9 – 12 4 13 – 16
Also:
 Role modelling: promoting commitment as well as competence amongst educators
 Making arts and culture part of the curriculum
 Ensuring equal access to education
Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012
25. The following issues are discussed in the NCS document:
1 The Constitution, values and nation-building in the curriculum.
2 The development of an OBE approach that underpins Curriculum 2005.
3 Further Education and Training learning programmes.
4 Methods of ensuring parental involvement in the education of their children.

Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012

26. Critical Cross-Field Outcomes later became known as:
Design features of NCS
1 specific outcomes 1. Critical & Development
2 critical outcomes outcomes
3 developmental outcomes 2. Learning outcomes
4 critical and developmental outcomes 3. Assessment standards

Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012

27. Which of the following is not a principle of general education and training?
1 Outcomes-Based Education
2 Social transformation (FET) GET – 8 LEARNING AREAS
3 Clarity and accessibility PRINCIPLES OF GET NCS (RNCS)
4 Progression and integration 1. Social justice, a healthy environment,
human rights and inclusivity
2. OBE
3. High levels of skills and knowledge for
all
4. Clarity and accessibility
5. Progression and integration

Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012

28. Which of the following is not a principle of further education and training?
1 Articulation and portability
LEARNING FIELDS
2 Credibility, quality and efficiency
PRINCIPLES OF FET NCS
3 Inclusivity and participation 1. Social transformation
4 Integration and applied competence 2. OBE
3. High knowledge and skills
4. Integration and applied competence
NCS GRADES 9-12 GENERAL: 5. Progression
 Overview document 6. Articulation and portability
 Qualifications & Assessment Policy 7. Human Rights, inclusivity,
Framework environmental and social justice
 Subject statements (Subjects 8. Valuing indigenous knowledge systems
categorised into learning fields) 9. Credibility, quality and efficiency
Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012
29. According to the Norms and Standards for Educators’ document, the cornerstone of
this policy is:
1 The roles and the qualifications for employment as an educator.
2 Teaching practice as a mode of delivery through which all educators should be
developed and assessed.
3 The notion of applied competence and its associated assessment criteria.
4 Making judgements on the effect that language has on learning in various
situations.

Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012

30. In which policy document can you find the learning outcomes for your specific
learning area/subject?
1 IQMS
2 RNCS/NCS
3 ACT 1998
4 CURRICULUM 2005

Oct 2010/Jan 2011/Jun 2011/Assg 2012/June 2012

31. A subject in the new curriculum is best referred to as:
1 a specific body of academic knowledge. (historic definition – at the expense
of skills, values and attitudes)
2 the western contribution to knowledge. (historically subjects emphasised only
western contribution to knowledge)
3 knowledge which integrates theory, skills and values.
4 a field that identifies the main learning outcomes.

 Subjects in NCS grades 10-12 (General) are categorized into LEARNING FIELDS=
A category that serves as a home for COGNATE SUBJECTS and that facilitates
the formulation of rules of combination for the FET Certificate (general)
 Learning fields take into account GET & FET & Classification schemes used in
other countries
 12 NQF organising fields = starting point – is not learning fields or knowledge
fields but are linked to occupational categories
 SUBJECTS – In OBE
o subject boundaries are blurred
o knowledge integrates theory, skills and values
o subjects are viewed as dynamic and responsive to new and diverse
knowledge, including knowledge that has traditionally been excluded
from the formal curriculum
o broadly defined by learning outcomes and not only by its body of
content
Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012
32. Objectives are:
1 What will the teacher do?
2 What will the learners learn?
3 What learning opportunities are used?
4 What can the learners demonstrate?

Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012

33. Outcomes are:
1 The intention of learning.
2 The responsibility of the teacher to teach.
3 The results of learning.
4 The focusing on content.

Outcomes are what

learners can do and are Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June
assessed by observation. 2012
Instructions are given by 34. Inclusive education is discussed in White Paper
means of verbs which 1 2.
elicit appropriate 2 4.
responses i.e. organise, 3 6.
design, produce, describe 4 4 and 6.
etc. (demonstration of
learning) – also see Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June
concept definitions 2012
35. Inclusive education is for children with:
1 no parents.
2 barriers to learning.
3 HIV/Aids.
4 rich parents
Oct 2010/Oct 2011/Assg 2012
36. The purpose of assessment is to:
1 Develop programmes for the redress of previously disadvantaged languages.
2 Acknowledge the fact that all children and youth can learn and that all
children need support.
3 Introduce strategies and interventions that will help teachers to cope with
learners’ needs.
4 Determine whether the learning required for the achievement of the specific
outcomes is actually taking place.

 Determine whether the learning required for the achievement of specific

outcomes is taking place and whether any difficulties are being encountered
 Report to parents and other role players and stakeholders on the levels of
achievement during the learning process and build a profile on the learners
achievement across the curriculum
 Provide information for evaluation and review of learning programmes used in
the classroom, and maximise learners’ access to the KSVAs defined in the
National Curriculum Policy.

Oct 2010/Oct 2011/Assg 2012

37. It is estimated that almost …% of the general population will be HIV positive by the
year 2010.
1 22.
2 25.
3 28.
4 30.

Oct 2010/Oct 2011/Assg 2012

38. The purpose of the HID/AIDS policy is to:
1 calm fears.
2 encourage the use of condoms  Prevent the spread of HIV infection
3 accept all children  Demystify HIV/Aids
4 change attitudes  Calm fears
 Reduce stigma
 Instil non-discriminatory attitudes in
people
 Develop KSVA to encourage learners to
adopt and maintain behaviour that will
protect them from HIV infection and to
support those infected and affected by HIV
Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012
39. What is curriculum planning?
1 It involves thinking about how you want your learners to achieve certain
learning outcomes that you have identified from reading the policy
documents and planning the learning path.
2 It involves identifying key role players and their responsibilities at each stage
of the planning process.
3 It involves identifying your learning area/subject, and integrating this into
other learning areas.
4 It involves reflecting on the roles of the teacher and matches the teacher's
characteristics with the critical and developmental outcomes.

Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012

40. Which of the following is not a principle of OBE?
1 Design down
2 Expand opportunity
3 Sequencing context
4 High expectations

Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012

41. As an educator, you will be involved in different levels of planning when it comes to
planning a learning programme. As an individual teacher, at which planning level will
you mainly be involved?
1 Learning programme
2 Phase
3 Work schedule
4 Lesson plans

Oct 2010/Jan 2011/June 2011/Oct 2011/Assg 2012/June 2012

42. A learning programme is a … plan for planning, managing and organising classroom
practice.
1 phase-long
2 year-long
3 semester-long
4 week-long
Oct 2011/Assg 2012
43. Which of the following describes whole school planning the best?
1 All teachers in a phase should be included in the planning process.
2 Teachers, HODs and principals are included in the planning.
3 All stakeholders in the school consider all the activities and decide on the
goals.
4 Teachers, learners and parents are involved in planning and consider all
possible activities and implications.

Oct 2010/Oct 2011/Assg 2012

44. Shared learning is about:
1 skills and experiences development in the learning process.
2 providing opportunities for learners’ participation in the learning process.
3 choosing content with learners in the learning process.
4 supporting the learning process through a variety of learning activities.

Oct 2010/Oct 2011/Assg 2012

45. What do we have to take into consideration in the school and classroom that will
have a direct influence on the design of our learning programme?
1 National Curriculum statements and policy documents
2 Values and attitudes as stipulated in the IQMS document
3 Progression and integration of learning areas
4 Learning framework and the availability of resources

46. When selecting and evaluating Learning, Teaching and Support Materials (LTSMs)
there are a number of things that you need to look out for. These are:
1 The Outcomes-Based Approach, the NCS, knowledge and skills, values and
attitudes, and assessment.
2 The Outcomes-Based Approach, the NCS, knowledge and skills, values and
attitudes, and equity.
3 The NCS, knowledge and skills, values and attitudes, assessment and
mediation of learning.
4 Knowledge and skills, values and attitudes, equity and media use.

47. The clustering of assessment standards which you have designed for learners
to achieve certain learning outcomes will occur quite naturally. As a general rule, you
will only assess the learner against Assessment Standard.....
1 2.
2 3.
3 4.
4 5.
48. A multi-grade classroom refers to a learning environment where there is more
than one in the same classroom, and all are taught by the same teacher.
1 race
2 age
3 grade
4 sex

49. For each learning area within the grade, the work schedule will detail the …… for
the grade while, at the same time, considering the conceptual progression.
1 LTSM
2 RNCS
3 IQMS
4 SKVA

50. Which one of the following statements applies to the use of teaching media?
1 Media ensure that the learners are actively involved during the lesson.
2 It is usually the educator who handles the media and this may thus result in
the lesson becoming educator centred.
3 When educators produce their own media, they should make sure that the
media are durable and can be used repeatedly.
4 Media can make a lesson more interesting, hold the learners’ attention longer
and thus improve learning.
 JANUARY/FEBRUARY 2010

FALSE – it refers to behaviour that is generally accepted in society /

Standards refer to the quality assurance process

TRUE pg. 35 / goes between/facilitates dialogue

TRUE pg. 40

TRUE + actively promote research/critical friend

FALSE – William Spady: what students must be able to do

successfully at the end of their learning experience

TRUE

FALSE
 Clarity of focus
NCS GET First  Design Down
Principles / FET 7th  Expanded Opportunity
Principle  High expectations

FALSE / C2005

TRUE –they embody the KSV required to achieve the LOS

FALSE – self-assessment, peer assessment, group

assessment, teacher assessment, (continuous assessment
– diagnostic, baseline, summative & formative)
 Intermediate Phase
Pg. 56-57
Values of Constitution

Norms &
C2005 Standards /
NP F/work
Explore education & career opportunities for Teacher
Edu & Dev
3 Grades to plan

?Curriculum planning / whole school

development planning

Grade 4-6 = Intermediate Phase

Manifesto on values = 10 fundamental values of the Constitution

FET policy = OBE Principles for Grades 10-12

66 outcomes = C2005

Developmental outcome = Explore education & career opportunities

Phase planning = 3 grades to plan simultaneously

Subject = blurred boundaries, flexible outcomes

Inclusive Education = Audio aids for visually disabled

Lesson planning = individual educator plan for a period

Critical outcome = communicate effectively

CONTENTS BASED EDUCATION OBE

Teacher centred Learner Centred

Rigid, compartmentalised subjects Cross-curricular integration of knowledge

Educators Educators and learners

Passive learners (transmission mode/rote learning) Learners actively involved

Textbooks Multi-media (wide range of

resources/eclectic approach)

Summative assessment (knowledge of syllabus) Continuous assessment, variety

No differentiation in teaching style Variety of approaches used / inclusive /

different learning styles accommodated

C2005 OBE

Performance indicators to reach outcomes Assessment standards for each grade to

reach learning outcomes

Macro-Meso- and microplanning Learning programmes – Phase, Grade &

lesson planning

Senior Phase FET Band