Accelerated Christian Education (South Africa)

More documents

Recommendations

Info

HUMAN AND SOCIAL SCIENCES SOUTH AFRICAN GEOGRAPHY & HISTORY It is essential to supplement Social Studies PACEs with local history and geography content as this is not only a national curriculum requirement, but it is also recommended in the Procedures Manual Vol. 1 page 77. Students must be exposed to their own country’s heritage and culture. New SA Social Studies PACES have therefore been developed to take account of this at all Grade levels from Grade 4-9. These PACEs include the necessary projects required by the national curriculum and therefore additional work from the Project Manuals is not required. NOTE: The Educators Board desires that all students work all 4th Edition Social Studies PACEs (for their Biblical and character values) and S.A. Social Studies PACEs. However, we do realise that this is not practical for below-average students. The S.A. PACE Sequence must therefore be followed and all 4th Edition Social Studies PACEs which have been omitted from the sequence, can be worked for enrichment purposes for students who show acceleration ahead of their chronological age. SA SOCIAL STUDIES 1012 Learning About Provinces of South Africa. Learning About Freedom in South Africa. Learning About Pledges in South Africa. 1023 Learning About Provinces of South Africa. Learning About Laws of South Africa. 1045 Settlements. Basic maps. The rest of the world. 1046 Farming and food production. Resources and services. Access to food and water. The environment. 1047 History of the local area. Democracy and leadership. Christianity and Christian leaders. 1048 History of transport and travel. Modern transport. 1052 Physical structure and resources. Mining and manufacturing. 11 1053 Climate and mapwork. 1054 Population and health. 1055 Ancient civilizations. 1056 Early South African societies. 1057 Provincial heritage, government and democracy. 1067 Trade, transport and development. 1068 Climate, environmental issues and mapwork. 1069 Democracy and global population patterns. 1070 Ancient African civilizations and the history of exploration. 1071 History of science and technology. 1072 History of medicine. 1073 South African history. 1074 Industrialization. 1075 Colonialism and British control of South Africa. 1076 World War I and World War II. 1077 South African after World War II. 1078 Settlements, transportation and natural resources. 1079 Development and the sustainable use of resources. 1080 Maps and photographs.
MATHEMATICS, MATHEMATICAL LITERACY INTRODUCTION TO THE ACE MATH CURRICULUM With the swing away from drills, repetition, tables, bonds, etc. toward self-discovery and problem-solving approaches, it has once again caused consternation in certain circles as to the validity of our current Math PACEs. It should, however, be remembered that the socalled ‘New Maths’ approach originates from the 1950’s and earlier. Although it has some merit, an all out approach in this direction could prove somewhat counter-productive as in years past. One has to understand that in life the so-called pendulum always swings back and forth. Somewhere in the middle is the balance. It is a fact of life that there will always be folk who live a structured approach to life, and those who live life spontaneously. Neither approach is wrong but somewhere in-between there is a balance. Therefore, to throw away the existing PACEs which represent the structured approach would be irrational, but by the same token to embrace the ‘New’ approach totally would also be irrational. We have therefore decided to use the PACEs as they are, with the following guidelines: ABC’s of ACE Do all 12 PACEs in sequence, introducing worksheets at relevant intervals based on discovery and problem-solving. Worksheets should be available and adapted from local Maths forums in your area. There are many free worksheets available on the Internet – a particularly good source is www.edhelper.com or www.primaryworksheets.co.uk. Drills in bonds are encouraged. (+ 10-15 minutes per day). Junior Primary: (Grades 2 & 3) (now new 4 th edition) Follow sequence from PACE 13 to 36, again using worksheets at relevant intervals. The supervisor should include 10 - 15 minutes per day of group drills in mental arithmetic. Senior Primary: (Grades 4 to 7) (now new 4 th edition) Follow PACE order as laid out in the SA PACE Sequence. Worksheets on problem-solving, etc. should be done at least once a week at a designated time in a group setting. The Mathbuilder computer programme helps reinforce all the math skills at this level. Please provide timetable drills for students. High School: Follow PACE order as laid out in the SA PACE Sequence. Various textbooks can be used to supplement and reinforce principles. All SA PACEs have been developed with this in mind. 12 A mathematical set with compass, dividers, etc., is required for Geometry PACEs. Various computer programmes can also be used to reinforce mathematical procedures in PACEs that a student has difficulty with. Algebra I, Geometry and Algebra II courses are all available on video (Algebra I is also available on CD ROM), and should be viewed lesson by lesson in order for the student to obtain maximum benefit from these courses. NEW SA MATH 133 – 144 PACES This course replaced the College Math PACEs in the FET phase. It is essential that the learner has access to the Learning Channel videos for Math Higher Grade. These can be obtained from The Learning Channel – Phone (011) 214-7100. GENERAL 1. The PACEs put a tremendous amount of emphasis on repetition in order to ensure that the principles being taught, ‘stick’ well. For PACEs 1049 to 1072 we suggest that Supervisors get students to do selected examples of at least 50% of the PACE content, only if concepts are grasped. Students must complete each Checkup and Self Test in totality to ensure all principles have been covered and understood. If a student fails one of these PACEs, they should then be asked to do all the remaining activity numbers and redo the Checkups and Self Test, again in totality. It is suggested a Supervisor with mathematical knowledge select examples from these PACEs, (not necessarily even/odd numbers), that will cover all the objectives of the PACEs. Remember that at least 50% of the PACE content must be done. 2. Please ensure that students have the correct or maximum amount of time for Maths each day (as laid down in the Education Department Handbooks). We suggest that along with English, Math be concentrated on before the 1 st tea break of each day. Maths and English normally require the best concentration hours of the day, and also constitute the most time allocated in terms of the National Curriculum. If they don’t get this time, they will not have sufficient time to complete the twelve PACEs each year. 3. You will need a qualified staff member with at least MATHEMATICS I for Junior Secondary Phase, and MATHEMATICS II for Senior Secondary Phase.
Page 1 and 2: S.A. CURRICULUM GUIDE With SCOPE AN
Page 3 and 4: helps in acquiring practical skills
Page 5 and 6: 1022 Om meer te leer van woorde met
Page 7 and 8: 1074 Om te leer van idiome en spree
Page 9 and 10: 1117 Die werkwoord - oorganklik, on
Page 11: SA ENGLISH 1036 Sentences and Parag
Page 15 and 16: Geometrical Terms. The Protractor.
Page 17 and 18: SCIENCE AND BIOLOGY Up to Grade 9 S
Page 19 and 20: 1089 Difference between a Compound
Page 21 and 22: SA BUSINESS STUDIES GRADES 10, 11 A
Page 23 and 24: COMPUTYPING Computyping is an elect
Page 25 and 26: Keyboard Drill. Figure Drill. Busin
Page 27: MUSIC Elective credits for music (p

Accelerated Christian Education (South Africa)

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?