Strategic school planning ‘The school development planning consists of a vision, mission, budget, staff and the curriculum’ (Booyse and Du Plessis, 2014:70). The schools management team and its subsidiaries (teachers, governing body etc) takes into consideration what the focus of the school year should be on in a particular phase when developing the curriculum. This is dependent on a SWOT (strengths, weaknesses, opportunities and threats) analysis. Good work ethic of students, lack of proper facilities, parent contribution and drugs are contributing factors in the SWOT analyses and therefore play a major role in the planning of the school year. When structuring the curriculum (what is to be taught), teachers need to consider where the school
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This should be conducted in each phase; foundation phase, intermediate phase, senior phase and FET phase. According to Booyse and Du Plessis (2014:72) when planning for a specific phase one should consider the following: a) Themes in which teaching, learning and assessment will take place b) Standards of Curriculum Assessment Policy Statement (CAPS) which will be integrated in teaching, learning and assessing. c) Aims and Assessment criteria clearly set out and the sequence in which they will take place. d) Core knowledge and concepts that will be involved to achieve aims and assessment criteria that is in line with the schools and communities environment and aligned with the students needs. e) How progression will occur across subjects and grades. f) Time allocation and weighting given to learning in the subject per phase. Taking this into account all teachers should work cohesively to develop a comprehensive plan to which they will guide students through the subject and phase. “Teachers must be involved in different levels of planning, each level serving a different purpose and involving a different level of detail” (Booyse and Du Plessis, …show more content…
Kirkley (2003:4, cited in Booyse and Du Plessis, 2014:40) suggest that problem solving “includes ideas from the 1960s and 1970s on defining the problem, exploring the situation, acting on strategies and investigating the effects of the decision, as well as cognitive, behavioural and attitudinal components”. Since problem solving is an expansion of knowledge and understanding it is best to apply it once students fully understand the content. Teaches students self management skills and how to approach problems in a balanced way. The advantage of problem solving is to provide students with the ability to understand the principles embodied in the concept thus enabling them to apply their knowledge to the concept and make effective judgements about it. The disadvantage of this method is if teachers do not practice this teaching method properly they will fail to teach students how to learn from problem solving by simply teaching them only how to solve problems where they will only be able to merely find the answer and not be able to apply the steps to solve particular problems. For an example if a student is given a case study in their life orientation class about peer pressure. Students will need to be able to effectively use their problem solving abilities to effectively identify and make judgements about peer pressure and how to develop coping
This should be conducted in each phase; foundation phase, intermediate phase, senior phase and FET phase. According to Booyse and Du Plessis (2014:72) when planning for a specific phase one should consider the following: a) Themes in which teaching, learning and assessment will take place b) Standards of Curriculum Assessment Policy Statement (CAPS) which will be integrated in teaching, learning and assessing. c) Aims and Assessment criteria clearly set out and the sequence in which they will take place. d) Core knowledge and concepts that will be involved to achieve aims and assessment criteria that is in line with the schools and communities environment and aligned with the students needs. e) How progression will occur across subjects and grades. f) Time allocation and weighting given to learning in the subject per phase. Taking this into account all teachers should work cohesively to develop a comprehensive plan to which they will guide students through the subject and phase. “Teachers must be involved in different levels of planning, each level serving a different purpose and involving a different level of detail” (Booyse and Du Plessis, …show more content…
Kirkley (2003:4, cited in Booyse and Du Plessis, 2014:40) suggest that problem solving “includes ideas from the 1960s and 1970s on defining the problem, exploring the situation, acting on strategies and investigating the effects of the decision, as well as cognitive, behavioural and attitudinal components”. Since problem solving is an expansion of knowledge and understanding it is best to apply it once students fully understand the content. Teaches students self management skills and how to approach problems in a balanced way. The advantage of problem solving is to provide students with the ability to understand the principles embodied in the concept thus enabling them to apply their knowledge to the concept and make effective judgements about it. The disadvantage of this method is if teachers do not practice this teaching method properly they will fail to teach students how to learn from problem solving by simply teaching them only how to solve problems where they will only be able to merely find the answer and not be able to apply the steps to solve particular problems. For an example if a student is given a case study in their life orientation class about peer pressure. Students will need to be able to effectively use their problem solving abilities to effectively identify and make judgements about peer pressure and how to develop coping