PST103E/102/2/2017

Tutorial Letter 102/2/2017

Social Sciences
Intermediate and Senior Phase

PST103E

Semester 2

Department: Curriculum and Instructional

Studies

IMPORTANT INFORMATION

Marking guidelines and format of the Examination paper.

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 MARKING GUIDELINES AND THE FORMAT OF THE EXAMINATION PAPER
SECOND SEMESTER 2017

ASSIGNMENT 01: COMPULSORY ASSIGNMENT (N.B. This assignment counts

towards your semester/final mark)

SECTION A: MARKING MEMO/GUIDELINES

1. 1
2. 2
3. 1
4. 1
5. 3
6. 3
7. 1
8. 1
9. 3
10. 2
11. 1
12. 3
13. 3
14. 3
15. 1
16. 1
17. 2
18. 1
19. 2
20. 1 (100]

ASSIGNMENT 02: OPTIONAL ASSIGNMENT

As indicated in the Tutorial Letter 101, please be aware that the mark for this
assignment does not count towards your semester/final mark

MARKING GUIDELINES

Question 1

Design and write down a Geography OR a History lesson, for an Intermediate/Senior

Phase class, in a rural or urban environment. Your lesson must have all various
phases/steps and activities of a complete lesson plan, e.g. CAPS. (50)

It is expected of students to do the following:

 Prepare and write down a Geography OR a History lesson for an intermediate or

Senior Phase class in a rural or urban environment
 Your introductory part of your lesson may include aspects such as Standard/Grade,
theme/topic, time allocated, lesson objectives/outcomes, skills/attitude/content

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 PST103E/102

 A student had to indicate ALL activities used in his/her lesson plan and how they were
be used
 Students had to include ALL steps of ANY lesson plan format that suited their
environment (e.g. NCS or CAPS): e.g. introduction, content, methods, resources,
conclusion
 The student had to indicate how the lesson was assessed
 Students’ lesson phases should have consistency/flow/correlation/link (50)

Question 2

2.1 Prepare a worksheet with FIVE questions and their answers on the
topic of the lesson you have prepared in question 1 above. When
setting the questions, you have to bear in mind, the more advanced
intellectual activities of comprehension, analysis, synthesis,
evaluation and application

The students had to structure FIVE questions and their answers; the questions had to vary,
taking into consideration, Blooms taxonomy-- method of asking questions. It means that the
student had to structure questions from simple to complex/more challenging questions, that
is, taking into consideration aspects such as comprehension, analysis, synthesis, evaluation
and application (10)

2.2 Why do we study the subject: Geography?

* In order to help us understand our environment

* In order for us to learn more about other countries, e.g. climatic conditions (2)
(ANY OTHER RELEVANT FACT)

2.3 Mention any TWO principles of effective assessment

* use summative assessments to frame meaningful performance goals
* assess before and even throughout teaching
* provide feedback early and often
* allow new evidence of achievement to replace old evidence
* show criteria and models in advance. (Any other relevant fact) (2)

2.4 Discuss THREE problems/challenges that can be encountered in the

implementation of ICT in the classroom. Discussions of the following points:

 Teachers not knowing how to operate/make use of a particular ICT resource

 Lack of adapting with a fast changing technologies
 Resistance by teachers and leaners to use technologies
 The difficulty of integrating technology with content
(Any other relevant fact) (6)

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 2.5 Give ONE PRACTICAL EXAMPLE in Geography and History, how each of the
following skills could be acquired:

Please draw a table like this to answer this question and give own, original examples:

GEOGRAPHY HISTORY
Descriptive skills Learners can be given a Learners may be given a picture
picture of a country and be of Oliver Tambo and be
expected to outline or describe requested to describe his
its economic standing as contribution in the freedom of
compared to other countries South Africa
Social skills Learners can be given a topic, Learners can be given a project
as a group and be asked to as a group and be asked to do
write notes on it e.g. Our research on it, e.g. The effects of
environment the Battle of the Blood River
Schematic skills Learners may be requested to Learners may be asked to give
systematically sketch chronological events surrounding
geographical events that led to The Second World War
the demarcation of the nine
provinces of South Africa
Skill in synthesis Learners may be given a text Learners may be given a
on climatic conditions of a text/newspaper cutting on the life
particular country and history of Napoleon/Dingaan/
requested to summarise and Tambo and be asked to
organise it in a coherent whole summarise the highlights of his
so as to gain a complete life events
picture of the entire
phenomenon
Reading and Learners may be requested to Learners may be requested to
research skills describe a geographical trace the causes of the First
concept, e.g. Equator and World War by reading widely and
asked to consult different compiling notes on this topic
sources and fully discuss its
importance and location

(Any other relevant fact/example) (20)

2.6 Name and discuss FIVE fundamental principles that characterise good
teaching. Explain in the light of your currrent teaching experiences or
past experiences while still a learner

Discussions on :

* Good preparation
* Using various/interesting methods
* Punctual
* Hard-working

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 PST103E/102

* Good behaviour/Well behaving

* Good relations with teachers and learners/fairness
* Flexible
(DISCUSSION OF ANY THREE RELEVANT PRINCIPLES) (10)
[50]
{TOTAL MARKS: 100}

SECTION B: EXAMINATION GUIDELINES- SECOND SEMESTER 2017(PST103E)

 PST103E is a full-fledged question paper and totals 100 marks.

 The duration of the examination paper is two hours.
 You are required to answer ALL FOUR questions of 25 marks each.

PREPARATION FOR THE EXAMINATION: 2017 (SECOND SEMESTER)

You are advised to revise and improve your assignments where necessary as you may need
to refer to them when you prepare for the examination. During the examination, please answer
briefly and write legibly. Consider the mark allocated to each question. Avoid ROTE learning
and, where possible, give own, original examples.

Most questions will be drawn from the entire study guide for PST103E (TEACHING SOCIAL
SCIENCES). THEREFORE, PLEASE READ THE ENTIRE STUDY GUIDE VERY WELL.
HOWEVER, SOME QUESTIONS MAY BE BASED ON COMMON SENSE AND ON YOUR
EXPERIENCE AS A STUDENT TEACHER, STUDYING TOWARDS A TEACHING
QUALIFICATION.

The structure of the examination question paper is as follows:

Question 1

1.1 Three short questions of 1 mark each (3)

1.2 Three short questions of 1 mark each (3)
1.3 Short discussion type of a question (4)
1.4 Long discussion type of a question (giving practical examples (10)
1.5 Unpacking OR defining TWO education concepts in own words (5)
(25)

Question 2

2.1 Long discussion type of a question based on teaching methods (10)

2.2 Discussion type of a question (9)
2.3 Short discussion type of a question (6)
(25)

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 Question 3

3.1 Discussion type of a question (comparing two concepts) (4)

3.2 Discussion type of a question (8)
3.3 List or name four scenarios (teaching resources) (4)
3.4 Short discussion type of a question (4)
3.5 List/name FOUR scenarios (5)
(25)

QUESTION 4

4.1-4.2 Discussion and short types of a questions (Lesson plan) (25)

[TOTAL MARKS: 100]

IN CONCLUSION

Thank you for your hard work during this semester. We also wish you all the best for the
examinations. As indicated in Tut Letter 101 for 2017, if you are registered for the second
semester, you will write the PST103E examination in Oct/Nov 2017 and the supplementary
examination will be written in May/Jun 2018.

GOOD LUCK IN YOUR EXAMS AND BEST WISHES FOR 2017 ACADEMIC YEAR!

Prof BA Segoe: (Module lecturer)

Room: 6-48, AJH van der Walt Building
Tel No.: (012) 429 4649 (Office)
Fax: 086 642 1617
E-mail: [email protected]

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