<p>Teacher Education in Foundation Phase Module 2 outline: Teaching and Learning PURPOSE The aim of this module is to: STATEMENT  Build skills, attitudes and values of practicing Foundation Phase teachers within a framework of reflective NQF Level: 6 practice to develop classroom professionalism. Notional Learning Hours: 160 (16 credits) Assessment strategy Overall Strategy: and tasks Formative assessment through individual study, participation tasks and a child study; summative assessment through an examination. 1. (Short assignment) Assignment 1: Observation and reflection on children and own practice in relation to learning in Unit 1 and Unit 2 (7 hours) 2. (Long assignment) Assignment 2: Creation of a teaching management plan, reflecting on practice and drawing on learning through all four Units. (13 hours) 3. (Examination equivalent) Assignment 3: 10 hours Module links All modules</p><p>Learning outcomes Unit 1 Unit 2 Unit 3 Unit 4 At the end of this (content / concepts / skills) (content / concepts / skills) (content / concepts / skills) (content / concepts / skills) module students will be and key learning activities and key learning activities and key learning activities and key learning activities able to: Learning for Teaching Teaching for Learning Managing learning Assessment for 26 hours 28 hours 24 hours Teaching & Learning 22 hours 1. Express a confident  Connecting with the  Make choices in the  Make choices in the  Make choices in the professional children classroom classroom classroom identity  Make choices in the  Read widely  Read widely  Read widely classroom  Changing practice in  Changing practice in  Changing practice in  Read widely the light of new the light of new the light of new  Changing practice in the knowledge knowledge knowledge light of new knowledge  Helping parents to understand learning  Observing children for teaching and learning</p><p>Adapted from UKZN ACT FP Programme, 2012 This work is licensed under a Creative Commons Attribution 3.0 Unported license. 1 2. Understand  What children need  School and  Planned, enacted, theories about  How children think and Community hidden curriculum teaching and learn  School in Society  Integration (case study learning  What children bring  of child busy)  How children think  Motivation (link  Barriers to learning  Dennett, Piaget, Dillon, forward to managing Joyce, Vygotsky (link difficult behaviour) back to ACT1; link  Different ways of forward where relevant) learning   Making learning happen  3. Apply theories to  Intro to play (link  Role of the teacher  Planning for learning the design and forward to ACT7 (modelling,  Integrated planning implementation of  school vs everyday sequencing, language,  Inclusive teaching and programmes learning questions, managing learning /  Transitions to school, to time and space) differentiation Grade R, to Grade 1, to  Inside the classroom –  Managing difficult Grade 4: teachers and routines, structured behaviour (link back to learners – activities, free play etc. motivation and role of  Classroom rules teacher)  Groups and individual work in teaching and learning  Large classes  Multi-grade teaching? 4. Discuss quality Theory of assessment Assessment for the  Principles of Foundation Phase (integrated) assessment? Links to numeracy and literacy  Types of assessment  Purpose of assessment: </p><p>Adapted from UKZN ACT FP Programme, 2012 This work is licensed under a Creative Commons Attribution 3.0 Unported license. 2 assessment for learning, assessment through learning  Assessment in FP Progression  Milestones of development  Progression described in National curriculum  Different children at different levels in different grades and their needs  Links forward to numeracy and literacy Managing Assessment  Involving children in assessment 4. Resources:  Basic resources in a Resources for learning  Basic resources for Time learning environment  Using resources to assessment Place  Multi-media for create a productive Materials learning learning environment (build on Unit 2; deepen link to planning to deepen resources)  Managing resources  Involving the children in management of resources (link back to routines etc.)</p><p>Adapted from UKZN ACT FP Programme, 2012 This work is licensed under a Creative Commons Attribution 3.0 Unported license. 3</p>