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CUS3701 Exam Pack 100% pass
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CUS 3701 exam pack with questions and answers. It includes long questions, true or false, scenarios with teaching strategies, setting test questions and notes etc.
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MAY/JUNE 2021 PAPER1.1 Assessment criteria must be a well-defined standard against which a teacher's
performance can be measured. FALSE
1.2 Formulating new equations using all unknowns is an example of a question on the
creation/synthesis cognitive category. TRUE
1.3 The teacher who increases his or her wait time in response to learners provides a further
opportunity for sustained discussion in the classroom. TRUE
1.4 The greatest advantage of simulation as a teaching strategy is that it is true to life.TRUE
1.5 Cognitive guided instruction is one teaching strategy that can be used to help the
teacher understands the learner's way of thinking.FALSE
1.6 The NCS and the CAPS set the same learning outcomes for all learners. TRUE
1.7 The IQMS provides clearer and more specific guidelines regarding the minimum
requirements for the development of learning programmes. FALSE
1.8 Ghandi, Nkrumah and Tambo were activists who were involved in the decolonisation of
the curriculum.
1.9 According to Grundy's theory, the physical classroom should provide clustered desks or
tables and workspaces for peer learning.
1.10 Vygotsky pioneered an approach to curriculum development and reform that stressed
the quality of the educational process and the values that defined FALSE
OCTOBER/NOVEMBER PAPAER
1.1 The concept of “curriculum” has its origin in the Latin word currere, which means “to run”,
and is also used to refer to running tracks or chariot tracks for a race. TRUE
1.2 A syllabus will not generally indicate the relative importance of its topics or the order in
which they are to be studied. TRUE
1.3 Enacted curriculum is the curriculum as it is experienced and learned. It is also referred
to as the non-official or implicit curriculum as implemented by a teacher. TRUE
1.4 A humanistic curriculum approach refers to a pre-modern view. Spokespersons like
Tyler, Gagné and Hunkins can be associated with this approach. FALSE
1.5 The rationale of a curriculum presents the socio-political view of the learning process; it
explains the necessity for the proposed learning. TRUE
, 1.6 A technological approach to curriculum development involves the whole person; and the
centre is social activities. FALSE
1.7 Curriculum as process refers to the interaction of teachers, students and knowledge; but
excluding the set of physical resources or facts to be taught and learned. TRUE
1.8 The notion of Ubuntu embodies the concept of mutual understanding and the active
appreciation of the value of human difference. TRUE
1.9 Teachers might plan to use discovery learning where they need learners to draw on their
experiences and prior knowledge to provide solutions. TRUE
1.10 The National Curriculum and Assessment Policy Statement (CAPS) replaced
Outcomes-based Education (OBE). TRUE
SCENARIOS/STATEMENT AND WRITE THE TEACHING STRATEGY
2.1 Learners need to develop a strong base of declarative knowledge to synthesis their
knowledge into an appropriate model and recognise common solution
strategies.-PROBLEM SOLVING AS A TEACHING STRATEGY
2.2 It is two weeks before the election and you want the learners, who are 18 and who will
vote for the first time, to understand exactly how a polling station functions.-SIMULATION AS
DISCOVERY LEARNING IN ACTION
2.3 The teacher states a problem and ALL the learners in the class participate. They have to
find a solution-PROBLEM SOLVING
2.4 As a teacher, you guide learners to construct new meaning and knowledge based on
existing knowledge-SCAFFOLDING BUILDS LEARNING BRIDGES
2.5 The teacher and learners took turns leading small-group discussions based on a
reading- COOPERATIVE LEARNING
2.6 The class is divided into small groups that have to prepare and present a topic that is
unfamiliar to them. The teacher will provide support. SCAFFOLDING BUILD LEARNING
BRIDGES
2.7 As a Mathematics teacher, your main focus is to listen to the learners' mathematical
thinking and use it as a basis for instruction. COGNITIVELY GUIDED
2.8 You want to encourage your learners to be open-minded and allow them to develop
self-confidence when reasoning. ENHANCING CRITICAL THINKING
2.9 Many aspects can facilitate the learning process, including books, media or objects; but,
most importantly, technology enables communication among learners, between learner and
teacher, or through automatic feedback. M-LEARNING AS A TEACHING STRATEGY
, 2.10 Asking the learners randomly keeps everyone on their "toes" because no one knows
who is going to be asked next. DISCUSSION AS A TEACHING STRATEGY
QUESTION 2-BASED ON THE CLIMATE ARTICLE
2.1 GRADE 11
2.2 SUBJECT:GEOGRAPHY DURATION: 40MIN
QUESTION 1
1. Describe what kind of areas did our ancestor live in.(2) marks-it in level 1 in
Bloom's taxonomy
2. Define the word “ancestors”(2) marks-it in level 2 in bloom's taxonomy
3. Give a viewpoint for the following statement “Eventually there were many
people who wanted to live in the warm wet areas and there were only two
options open to them”(5)-it in level 5 in Bloom’s taxonomy
4. Identify 5 factors that influence climate(5) marks-it in level 2 of bloom’s
taxonomy
5. Explain what causes drought in South Africa(1)
Total:15 marks
QUESTION 3
The meaning attached to the concept “curriculum” will influence the
development of a curriculum in a specific context and time frame. With this
statement in mind, analyse and argue how the approaches to curriculum
development presented by Tyler, Stenhouse and Freire were used in the
development, interpretation and implementation of Curriculum 2005, and both
its revisions and the amended NCS, referred to as the Curriculum and
Assessment Policy Statement (CAPS) in South Africa.
South Africa embarked on a radical transformation of education and training between
1989 and 1994, and subsequently on reviews of curriculum. One of the most
challenging aspects of the initial transformation has been adoption of an OBE
approach that underpins the introduction of C2005 has tried to capture aspects of all
three of the approaches discussed above, but just as there were tensions between
the three different approaches of Tyler, Stenhouse and Freire, so there are tensions
between different aspects of policy. Tyler used the narrow definition, while Stenhouse
argued for a broader definition and Freire just assumed a broader definition. But that
was only their starting point. The main focus of their debates was on what should go
into a curriculum and how should be approached. The reason these different
approaches become useful tools for sharpening our understanding and interpretation
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