Terms to be looked at and discussed are engagement of teachers, engagement of learners, resources and a science focus in an OBE learning programme.
The educators' engagement with a learning programme addresses the planning, presentation and future consideration for planning and presentation of a learning programme (Fig 2.3. on page 40). Grade one educators were expected to plan for a science focus in an OBE learning programme and during such planning critical engagement aspects like feelings, ideas, action and understanding that educators have are looked at and questioned. During the presentation of the learning programme the feelings, ideas and action of educators and their view of learners is addressed. Educators, when they plan and present activities, they reflect on what they have done, on how it was done and at how this would affect their future actions. These aspects lead to crucial future considerations that educators make themselves about what they need to do, so as to develop the process and to develop personally as well.
The learners' interaction with and interpretation of resources, development of knowledge, skills and attitudes is addressed by their engagement with a learning programme,
(Fig. 2.3. on page 40).
Resources are inclusive of human, physical and teaching and learning resources. Grade 1 educators and learners are viewed as human resources. The resources used during the teaching and learning process, e.g. books, plants, worksheets, are integral to the teaching and learning process. Physical resources are inclusive of the structural state and the facilities of the learning site (school).
OBE Learning programmes provide guidance for teaching and learning within an outcomes-based framework. A typical learning programme will contain a guiding framework, which includes the phase, the phase organiser, programme organiser, specific outcomes and critical outcomes; activities and assessment guidelines. In this research Grade 1 teachers engaging with learning programmes is the focus. The learning programmes that Grade 1 educators engage with are called Foundation phase learning
programmes and they are concerned with Literacy, Numeracy and Life Skills, illustrated below;
Figure 2.3. Foundation Phase Learning Programmes
Foundation phase educators at school are expected to develop school - based learning programmes. These should be designed within the Curriculum 2005 learning programme framework, given on page 39.
At local school level, learning programmes should be contextualised to cater for the learners' needs available resources and the local environment. In this way educators and learners can respond to local environmental issues and they can take action.
" V The critical and specific outcomes indicate that the teaching and learning processes are not only content driven, but involve a wide range of different teaching and learning activities and processes^Examples of critical outcomes are: learners communicate in different ways; think critically and creatively; make responsible decisions; Examples of the specific outcomes are - require learners to address issues, demonstrate respect for others, make and negotiate meaning and understanding, use process skills to investigate phenomena. Qc
K V A L I I A T I V E C O M M E N T S (how did die learning programme
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ENVIRO TACTS SWAP WA TER AUDIT KIT LOCAL UURSERY SHAPE- UET
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ACTIVITIES
(possible leaching and learning processes)
SEED GERMINATION!
LEARUERS TO BRING THEIR OWN SEEDS, Alio SET UP A CONTROL WHERE SEEDS ARNOTWA TERED, AND AN EXPERIMENT WHERE SEEDS ARE WATERED. EACH LEARNER TO f/U IN A RECORD SHEET OVER 3 WEEKS.
A C T I V I T Y O U T C O M E S (what (he learner should be able to do)
LEAKING TAP:
LEARUERS TO WORK IN GROUPS AND MEASURE WA TER WASTAGE BY PLACING A-BUCKET UNDER A LEAKING TAP.
RECORD AMOUN TS Of WA TER WASTED PER DA Y USING TABLES OP GRAPHS.
DEVELOP A PLAN Of ACTION TO SAVE WATER IN THE SCHOOL
The learners will be able to MAKE COMPARISONS BETWEEN EXPERIMENT AND CONTROL AND WILL BE ABLE TO MAKE PREDICTIONS ABOUT THE VALUE Of WATER BASED ON THE EXPERIMENT.
The learners will be able to
MEASURE ACCURATELY AND DRAWGRAPHS SHOWING WATER WASTED DAILY EROU LEAKING TAP.
PRESENT A PLAN Of ACTION TOSAVE WATER AT SCHOOL
LEARN1NC PROCRAMME PHASE
PHASE O R G A N I S E R PROCRAMME ORGANISER CRITICAL OUTCOMES:
L E A R N I N C P R O C R A M M E I D E A S UfESXIllS INTERMEDIATE ENVIRONMENT
WATER USE - WATER WASTAGE
CO I - IDENTIEY . SOL VE PROBLEMS CO 2- WORK WITH OTHERS IN A TEAM CO*- COLLECT, ORGANISE • ANAL YSEINfO CO 6- USE SCIENCE « TECHNOLOGY TO ADDRESS
ENVIPOMENTAL PROBLEMS
S P E C I F I C O U T C O M E S :
NSS- USESCJENTlflC KNOWLEDGE * SKIL IS TO SUPPORT RESPONSIBLE DECISION MAKING MIMM S - MEASURE WITH COMPETENCE AND
CONflDENCE IN A VARIETY Of CONTEXTS HSS4.- MAKE SOUND JUDGEMENTS ABOUT THE
MANAGEMENT. UTILISATION AND DEVELOPMENT OfRESOURCES
PERFORMANCE 1NDICATIORS A ASSESSMENT CRITERIA (what evidence will be collected)
This will be evident when the learner
A S S E S S M E N T S T A T E G Y f h o w the assessment will be done)
• RECORD THEIR COMPARISONS AND PREDICIONSIN THE EXPERIMENT.
• INDICATE WHY WATER IS AN IMPORTANT RESOURCE TOR LIVING
This will be evident when learners
DRAWGRAPHS WHICH ACCURATELY INDICA TE WA TER WASTED PER DA YOR WEEK
DESCRI8E REALISTIC STEPS TOR SA VING WATER AT SCHOOL
EVALUATE RECORDS KEPT BY LEARNERS DURING THE EXPERIMENT.
EVALUATE CONCLUSIONS, PREDICTIONS MADE ABOUT WATER
This will be evident when learners
EVALUATE GRAPHS IN WORKBOOKS LISTEN TO GROUP PRESENTATIONS Ipvliipt utcludf ptot istMstmtnt tol
Taken from Lotz, H. et al (1998) - Supporting curriculum2005.
The following is a pictorial representation of the trichotomy between Grade 1 educators, Grade 1 learners and the learning programme, within a resource context.
Learner
Willing, full of ideas and cdnfidant or unwilling and frustrated.
Experience, qualifications, age) gender, culture
Active, diverse in culture,
language, age, understanding, gender
/
LEARNING PROGRAMME
PROGRAMME ORGANISER - ME IN THE GARDEN
ALL THIS TAKING PLACE WITHIN A PARTICULAR RESOURCE CONTEXT Fig.2.4. Educators and learners engagement with a Science focus in an OBE Learning programme. CM^)<^y^ 3~WM*CS, «.y