Wednesday 19 MAY 2010

Making

OBE WORK

Focus: Adaptions to the structure and composition of the National Curriculum.

Submission supports:Basic Principles and Characteristics of OBE:

•Clarity of Focus•Design Down•High Expectations•Expanded Opportunities

Due to the structure of the NCS –“not achieved” what was intended

Principle 2: Design Down

KNOWLEDGEKNOWLEDGE

SKILLSSKILLS VALUES VALUES AND AND

ATTITUDESATTITUDES

KNOW CAN DO BE LIKE

OBE is assessment driven, with standards detailing the expected:Taught within Context – Transformational OBE

Technology – Grade 4 LO 1, AS 2.-Deconstruct the following AS (Identify the Knowledge, Skills, and/or Values):-Investigates:

“Finds out about existing products relevant to a problem, need or opportunity, and identifies the main design aspect (e.g. who it is for, what is it for, what it looks like) that makes them suitable as a solution.”

-Complex.-Integrated statement of K, S and/or V.-Very Specific in nature. -Requires complex understanding of the English Language

• However, often formulated to only favour either K, S or V.

• Demonstrates knowledge and understanding of properties of common materials (e.g. wood, food, clay, plastic, paper, fabric) and how these properties influence the effectiveness of products. – KNOWLEDGE-BASED AS

• Produces simple two-dimensional sketches, enhanced with colour where appropriate. SKILLS-BASED AS

• Expresses opinions about how technological products make people’s lives easier. VALUES/ATTITUDES-BASED AS

Assessment Standards whether knowledge, skills or values-based, lacks :

• Scope, sequence, progression and pace

Consequently…….• Without scope, sequence, progression and pace

teachers:• Continue teaching the content which they

are used to teach prior to 1998.• Teachers then randomly select Assessments

to match what they are teaching, often neglecting most of the Assessment Standard.

• Learners progress with many AS’s not done and not achieving those done, creating an accumulated back lock.

KNOWLEDGE STANDARDS SKILL STANDARDS VALUE STANDARDSTERM 3A Systems and controls 1.The electron theory of electricity.2.Types of electricity: 3. Static and current electricity.4. Materials used in electricity: Conductors and isolators.5.Sources of electricity and safety with electricity.6.Generating electricity and electrical distribution7.Controlling electricity: Plugs, switches and fuses.8.The electric light bulb.9.Electrical circuits: Closed and Open circuits.10.Converting electrical energy to other forms.11.The History of electricity.12.The impact of electricity generation on the environment.13.Coping without electricity.14.Improving service delivery of electricity.

Investigates1.Finds out about existing products relevant to a problem, need or opportunity, and2.identifies and compares their design aspects (e.g. who it is for, what it is for, what it looks like, what it is made of, how well it works)3.Performs, where appropriate, scientific investigations about concepts relevant to a problem, need or opportunity using science process skills:4.planning investigations; 5.conducting investigations; 6.processing and interpreting data; 7.evaluating and communicating findings. 1.Designs Writes or communicates a design brief for the development of a product related to a given problem, need or opportunity that clarifies the technological purposes of the solution.

Indigenous Technology and Culture

1.Describes similarities in problems and solutions in own and2.other societies – past, present and future. Impact of Technology

1.Finds out about the background context when given a problem, need or opportunity, and lists the advantages and2.disadvantages that a technological solution might bring to people and the environment 3.Suggests ways to improve technological products or processes to minimize negative effects on people and/or the 4.health of the environment.

Curriculum Design should clearly Map out all Grade appropriate K,S and V

Demonstrates knowledge and understanding of the components of simple electrical circuits (connecting wires, battery, switch,

output device) and how electrical energy can be converted into other forms (light, heat, sound, movement)

TEACHER CAN NOW FORMULATES ACTIVITY STATEMENTS FROM THE CURRICULUM STANDARDS

KNOWLEDGEKNOWLEDGE

SKILLSSKILLS VALUES VALUES

AND AND ATTITUDESATTITUDES

Central and Primary Component of Curriculum

Detailed core knowledge, -Compiled to detail scope and sequence in which content must be taught.-Paces learning.-Clearly shows grade progression.

Secondary Components of Curriculum

-Integrated into Knowledge to build competencies and citizens which play a valuable role in building society and preparing learners for the workplace.

PLANNING……..RNCS

Learning Programme

Work Schedule

Lesson Plans

Phase Plan-Grade Progression

Grade Plan-Scope and sequence

Daily Planning-Sequence and Pace

NCContextual Task

and Activity Planning

Details - Grade Progression, scope, sequence and pace

PLANNING……..National Curriculum

Task Planning• Paced by the Knowledge Statement for the Term.• Teacher develops “Activity Statements” by selecting and relating

Knowledge, Skill and Value statements in context.• Is still in control of Learning experience.• Can be creative in curriculum delivery.

• Details Knowledge, skills and values.• Ensures scope, sequence and progression is taken care of.• Divided into Terms, ensuring correct ‘pace’.• Core-knowledge guides teachers into selecting “Context of

Learning”.• Reduction of Levels of planning from 3 to 1.• Uniform interpretation of the Curriculum, standardised content.

Activity No.: LO AS

Activity No.: LO AS

Activity No.: LO AS

Activity No.: LO AS

Activity No.: LO AS

Form of Assessment:

Form of Assessment: Form of Assessment: Form of Assessment: Form of Assessment:

Grouping of Learners:

Grouping of Learners: Grouping of Learners: Grouping of Learners: Grouping of Learners:

Resources:

Resources: Resources: Resources: Resources:

Assessment Tool:

Assessment Tool:

Assessment Tool:

Assessment Tool:

Assessment Tool:

Text References:

Text References: Text References: Text References: Text References:

Recorded : Yes/No Recorded : Yes/No Recorded : Yes/No Recorded : Yes/No Recorded : Yes/No

Activity No.: LO AS

Activity No.: LO AS

Activity No.: LO AS

Activity No.: LO AS

Activity No.: LO AS

Form of Assessment:

Form of Assessment: Form of Assessment: Form of Assessment: Form of Assessment:

Grouping of Learners:

Grouping of Learners: Grouping of Learners: Grouping of Learners: Grouping of Learners:

Resources:

Resources: Resources: Resources: Resources:

Assessment Tool:

Assessment Tool:

Assessment Tool:

Assessment Tool:

Assessment Tool:

Text References:

Text References: Text References: Text References: Text References:

Recorded : Yes/No Recorded : Yes/No Recorded : Yes/No Recorded : Yes/No Recorded : Yes/No

• No curriculum re-write required, just a skilful separation, review and expansion of current core knowledge, skills and values for each Learning Area.

• Simplification of the planning process: single level contextual/thematic “Task Planning”.

• Simplification of assessment using percentages only:• accurate weighting of formal continuous (skills and values-

based) assessments and formal summative (exam type) assessments.

• Clear promotion requirements.• No reduction in number of Learning Areas.• Distinguish between Formative Learning Areas and Academic

Learning Areas.• Formative/Practical LA’s: Arts and Culture, Life Orientation,

Technology – These should only be assessed during the Term.• Academic Subjects LA’s: Languages, Mathematics, Social Sciences,

Natural Sciences, Economic Management Sciences – Assessed during the Term and Examined (Clear guidance to weighting).