to the needs of your school or class. Each suggested task in the Learner’s Book is indicated with a ✔ icon. We
have also indicated it in the same way for these activities in the Teacher’s Guide. The Formal assessment activities will not always fall in one unit (two-week cycle). This is because it would be very difficult to complete
an assessment of each learner in this time and because the learners need to continue with other work as well during these cycles. At the end of Terms 1 and 3 we have provided Revision tests for learners to practise work that they may expect to complete in the examinations and Formal Assessment tests. To help with assessment, please refer to the following sections in this Teacher’s Guide: .
Needs of learners Learning styles: visual, aural, tactile, kinaesthetic
• For the Formal Programme of Assessment for Grade 9, please refer to the Planning tools section.
• Recording sheets are provided in the Assessment tools section.
• Generic rubrics and assessment rubrics are provided in the Assessment tools section.
The needs of learners in the Senior Phase
Learners in the Senior Phase need to acquire a number of skills to prepare them for the demands of the FET Phase and beyond. An appropriately structured environment that recognises the unique needs of learners can help to lay the foundation for future success. The most common needs of learners are shown in the table.
Different learners have different learning styles: Some learners are visual – they learn best when they see pictures, illustrations and charts representing new concepts. Other learners are aural – they like to listen, hear and discuss. They may respond better to new concepts by hearing about them and talking about them. Tactile learners learn best when they can touch and feel the concept or object being taught. They respond to hands-on activities that involve modelling, shaping or building. Kinaesthetic learners like to move. They like to do things and enjoy physical activities.
Interests
Barriers to learning
The school context
Learners tend to have strong likes and preferences. They will be more motivated to work at tasks that they like or are interested in.
Be sensitive to barriers that may stop learners from performing at their best. These barriers may be systematic, societal, pedagogical or medical, and should be addressed at the appropriate level – referral may be necessary. Communication with caregivers or parents and other role players is crucial in managing barriers to learning.
A supportive teaching and learning environment will impact positively on learners’ performance. The environment needs to be nurturing and caring, with simple rules to ensure that learners feel secure to explore their own potential.
Formal Programme of
Assessment Notes: 1 Informal assessment: Please refer to the unit overviews in the Teacher’s Guide for details about informal assessment in this course. These informal assessments have been planned in the systematic way to prepare learners for the Formal Assessment Tasks throughout the year.
2 Formal assessment: The Formal Assessment Tasks that have been identified in the Learner Book and
the Teacher’s Guide with the ✔ icon are intended
to support the suggested Programme of Formal Assessment in the CAPS document. It is possible to replace some of these suggested Formal Assessment Tasks with alternative activities from either the Learner’s Book or from the teacher’s own resources.
3 Use the conversion table on the first page of the Assessment tools section to convert marks to the correct weighting, if needed
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