Human life would not be the same without language communication. Sounds and symbols are the most basic characteristics of all languages, but the system by which these are linked to form meaning is conventionalised in very different ways. Many school-going learners in South Africa are currently not being instructed in their primary language for reasons that include the perception of increased economic opportunity that English gives. Learn2Teach accesses the theories and practices, and offers guidance on the principles, of teaching and learning English as a first or additional language within the context of the multilingual South African classroom as set out in the national curriculum. Learn2Teach makes special reference to the communicative approach which supports the outcomes-based education philosophy by not only promoting basic interpersonal oral-aural skills, but also integrating the expressive and receptive skills needed to develop the cognitive academic language proficiency so necessary for speakers of other languages being schooled in English. Many practical examples and teaching strategies are suggested and teachers are encouraged to develop their own coherent philosophy based on personal experiences.

Teaching and learning in South African schools offers sound, detailed and practical direction to help new and experienced educators and student educators move with ease within the framework of teaching and learning. This title will enable them to understand the management of teaching and learning in schools, apply the relevant roles of the educator to teaching practice; ensure staff development and partnerships with parents and communities.

This title focuses on the fundamentals of supervision and how supervision can be utilised effectively. The authors are involved in the fields of education, counseling and clinical psychology. Written primarily by South African practitioners and trainers, the title is particularly relevant to the supervisors of counsellors and counsellor supervisees.

It covers a wider spectrum of barriers to learning than Engelbrecht's Inclusive Education in SA. The title covers the content of the Education White Paper 6. It familiarises the educator with the implementation of inclusive education. Each chapter is written by an expert in his or her field.

Quality Assessment In South African Schools provides a balanced view of assessment in terms of the policy statement on assessment for South African schools. The book offers guidance through recommended assessment guidelines and principles which will help teachers to design and implement sound, meaningful learner assessment strategies.

This second edition contains:

• a new chapter on blended learning
• a strong focus on remote learning throughout the book in order to mirror recent changes in teaching and learning
• new text on leadership in assessment
• open book testing as an assessment technique
• updated examples of reporting and recording

This title is intended to make it easier for undergraduate law and commerce students to gain a proper appreciation of the principles of business entities as laid down in the cases. The title will provide students who do not have ready access to the law reports with a selection of extracts from the leading English and South African cases on mainly company and partnership law. It is written for use in conjunction with standard text books on the subject.

The increasing lack of discipline in South African schools and the impact thereof is well known. In most instances, existing punitive measures do not yield the required results. Yet, schools continue to scramble to find alternative punishments that will result in a disciplined environment conducive to teaching and learning. Albert Einstein rightly said: “Insanity is doing the same thing over and over again expecting different results.”

Restorative School Discipline: The Law and Practice seeks to provide an alternative approach to discipline. However, to implement this approach, a complete mind-shift is required. This mind set requires an understanding that to discipline learners is to teach socially acceptable behaviour. The restorative approach entails moving away from an approach that merely focuses on the ill-disciplined learner to an approach that focuses on preventing disciplinary problems, changing the culture of the school and restoring the harm done to those affected by the misconduct. The restorative approach involves focusing on finding solutions to address the needs and interests of all the role-players in the school community, rather than finding suitable punishments. Thus, focusing on the best interests of every learner as well as those of educators. Restorative discipline is a value-driven approach that respects the human rights of every stakeholder and also protects, promotes and fulfils everyone’s human rights.

This book explains the restorative approach to discipline in detail. The role of every stakeholder in the implementation of this approach also receives attention. Furthermore, it highlights the social justice implications as well as the impact of discipline on the neurological functioning and development of the child.

Restorative School Discipline: The Law and Practice provides practical advice for SGB’s, educators, school social workers and other role-players, such as the Department of Basic Education, on how to implement the restorative approach to discipline. It also examines the Constitutional imperatives and the legal framework related to school discipline. This ground-breaking book will provide guidance for school administrators, practitioners and academics on this innovative school discipline practice.

Soft skills have become a game-changing competence in the modern world of work, which demands socially adept, professional leaders who are able to contribute and add value to multiple facets of an organisation. When people understand and learn to control their own behaviour, thoughts, feelings, attitudes and motives, it gives them a definite strategic advantage, both in the workplace and in society. Developing soft skills for success: a guide for modern professionals provides a foundation for cultivating excellence in emerging leaders.

Developing soft skills for success: a guide for modern professionals offers fresh, current and applicable content from a southern African perspective. It includes a range of real-life examples, scenarios and case studies as well as practical group and individual exercises to facilitate learning in an interactive, challenging and fun way.

Developing soft skills for success: a guide for modern professionals is aimed at students in higher education as well as practising professionals and managers.

Akademiese geletterdheid is noodsaaklik vir akademiese prestasie. Daar word van studente verwag om ’n verskeidenheid akademiese tekste met begrip te lees. Studente moet ook hulle eie argumente kan konstrueer en hulle kritiese denkvermoë in die vorm van ’n akademiese teks aan ’n leser illustreer. Akademiese geletterdheid beteken dat studente as onafhanklike akademiese skrywers kan funksioneer wat navorsing op ’n gestruktureerde, goed geformuleerde en logiese wyse kan weergee.

In hierdie handboek word studente nie net toegerus met kennis en vaardighede om die genre van akademiese skryfwerk te begryp nie; die samestelling van die boek kan ook meehelp dat studente onafhanklike beoefenaars van hierdie genre word.

Studente word begelei om:

• die skryf van akademiese tekste op ’n sistematiese wyse te benader;
• opdragte te ontleed en te beplan;
• relevante vakinhoud in te samel;
• vakinhoud met begrip te lees;
• navorsing, kennis en afleidings op ’n gestruktureerde wyse in goed geformuleerde taal weer te gee sodat dit ’n samehangende geheel vorm; en
• terugvoer op akademiese tekste te verwerk ten einde as akademiese skrywers te groei.

Die skrywers vertrou dat studente en dosente hierdie handboek as ’n nuttige hulpbron sal gebruik om akademiese geletterdheid te bevorder.

In today's rapidly changing world, a holistic and integrated approach to educational assessment - and its interdependence with curriculum, teaching and learning - is essential. In the delivery of 21st century knowledge and skills, educators will be challenged with issues such as what to teach, what and how learners need to learn, and how to assess their work accurately to measure richer and more meaningful learning and more complex tasks. Meaningful assessment for 21st century learning seeks to address different learning contexts and disciplines by exploring how education theory, methodologies and approaches influence assessment practices in the 21st century. Meaningful assessment for 21st century learning is aimed at the broader educational community of scholars engaged in meaningful and effective educational assessment to promote 21st century skills.

Realigning Teacher Training in the 21st Century is the product of extensive research that was conducted by UNISA academics in five provinces in South Africa. In this project, 500 primary schools were targeted and the research aimed to find out how Annual National Assessments were affecting the performance of the learners. In addition, the study explored the curriculum and its challenges in schools. The findings clearly indicated that these schools face many challenges and that there is a need to realign teacher training in South Africa so that teaching and learning address the issues uncovered by the research. This book addresses ways that this realignment can happen. Each chapter focuses on a particular aspect or challenge, relating to the subjects that were targeted in the research project. The chapters offer a theoretical approach, where appropriate, and focus on practical changes that can be implemented.

Aspects of education law provides a comprehensive description and analysis of the laws that currently inform, prescribe and influence the activities of educators and education managers, whether on the sports fields or in the boardroom, at the blackboard or behind a desk.

This fifth edition of Aspects of education law places emphasis on the legal aspects that pertain to learner misconduct in South African schools, with extended chapters on human rights and school governance, and has been thoroughly updated in terms of new legislation and case law. It includes discussions of the position of the child as legal subject, the educator’s duty of care and the administrative aspects of school management.

Aspects of education law has become an essential resource for educators, lawyers, members of governing boards and parents, and all of those who are interested in ensuring high-quality schooling in South Africa. Previous editions have been hailed as being “among the highest in the international community” and “a must for … scholars throughout the world with an interest in comparative education law” by American academics.

Everyone has the right to education. The main objective of any education system in a democratic society is to provide quality education for all learners, including those with physical, mental and socioeconomic challenges, so that they will be able to reach their full potential and contribute meaningfully to society throughout their lives. With the publication of the Education White Paper 6 in 2001, South Africa proclaimed its policy of inclusive education; however, this policy is not always clearly understood by educators. Addressing barriers to learning provides relevant and in-depth knowledge to prepare educators to teach all the learners in their class groups to the best of their ability. Addressing barriers to learning covers the complete continuum of barriers to learning as reflected in Education White Paper 6, including the most vulnerable of them: those who are economically and educationally disadvantaged; those with physical, sensory, intellectual, and/or learning impairment; those who are subjected to xenophobic behaviour and those displaying challenging behaviour who are at risk of exclusion. This latest edition also includes a new section on discrimination and sociocultural injustice towards LGBTQI (lesbian, gay, bisexual, transgender, queer, questioning and intersex) learners. Case studies offer practical examples and activities provide opportunities for hands-on experience with classroom practice and management, collaboration with all role players and mobilisation of community involvement, which is at the heart of true inclusion. Addressing barriers to learning is aimed at both prospective and current educators and other support professionals, including psychologists and therapists.

In today’s multicultural and inclusive classrooms, educators are faced with more challenges than ever before. Besides being interpreters and implementers of the curriculum, teachers need to understand curriculum design, curriculum approaches and models, legislation and prescribed policies. Curriculum studies in context offers sound, detailed and practical direction with reference to the CAPS, to help teachers to enhance teaching, learning and assessment.

Curriculum studies in context narrows the gap between the curriculum plan, instructional design and teaching practice. The views of Tyler, Stenhouse, Freire and various ubuntu theorists serve as a theoretical grounding for a deeper understanding of the teacher’s role as interpreter of the curriculum. Reference is made to the influence of contextual aspects, decolonisation, Africanisation and curriculum innovation.

Contents include the following:

• The theoretical framing of curriculum design
• Understanding the curriculum in context
• The role of ubuntu principles in curriculum design and innovation
• Considering policy documents during curriculum interpretation and implementation
• Practical guidance for curriculum innovation towards effective teaching, learning and assessment

Curriculum studies in context is aimed at teachers in the General Education and Training (GET) and Further Education and Training (FET) phases.

Teaching and learning is an active, social and transformative process, which can be a daunting prospect for a student teacher trying to navigate curricula, relevant legislation, discipline and the diversity of South African schools. Help, I'm A Student Teacher endeavours to enhance social and cognitive skills within a context of value-driven education.

Help, I'm A Student Teacher is about using theory and research to inform practice, on the one hand, and using experience from practice to inform theory and research, on the other. Activities in each chapter provide practical applications for the topics being discussed.

Contents include the following:

• Values versus rules
• The teaching–learning context in South Africa
• Development of facilitation skills
• Developing intellectual thinking and reasoning
• Integrating educational media in teaching and learning
• Classroom assessment
• Dimensions of a lesson plan
• Creating a disciplined learning environment
• Specific fundamental rights in the educational context

Help, I'm A Student Teacher is aimed at student teachers enrolled for programmes in the Intermediate, Senior and Further Education and Training phases as well as teachers in practice who want to refresh their knowledge and skills.

Die rol van 'n onderwyser is fundamenteel tot die verwerwing van die nodige wiskundige vaardighede en kennis wat deel uitmaak van die kind se vroee en verdere ontwikkeling. Vanaf die jaar voor toetrede tot formele skoolopleiding (Graad R) tot die einde van die Grondslagfase (Graad 3), dra onderwysers by tot die belangrikste leersiklus en le hulle leerders se grondslag vir die res van hul skoolloopbaan. Wiskunde-onderrig in die Grondslagfase bied kritieke insig tot die basiese beginsels wat internasionaal sowel as nasionaal toegepas word, met 'n indiepte-bespreking van die onderliggende konsepte en teoriee aangaande wiskunde-onderrig aan jong leerders. Die temas wat in die boek aangespreek word, is gebaseer op die KABV-dokumente wat deur die Departement van Basiese Onderwys in 2012 uitgereik is en omsluit die fisiese, sosiale en konseptuele kennis wat leerders moet verwerf en op voortbou om sodoende hul wiskundige vaardighede vir die toekoms te ontwikkel. Die inhoud sluit die volgende in: Basiese beginsels oor die verwerwing van wiskundige vaardighede en kennis; Diversiteit in die wiskunde-klaskamer; Onderrig en leer van wiskunde in Graad R; Ontwikkeling van getalbegrip; Patrone, funksies en algebra in die Grondslagfase; Onderrig en leer van ruimte en vorm; Onderrig en leer van meting; Datahantering in die Grondslagfase; Wiskunde-assessering in die leerdergesentreerde klaskamer Wiskunde-onderrig in die Grondslagfase is 'n onontbeerlike handleiding vir beginner-onderwysers en studente vir die inrig van hul klaskamers, die beplanning van lesse vir die suksesvolle oordraging van wiskunde kennis en vaardighede, asook om wiskunde met selfvertroue te onderrig. Hierdie boek sal ook aan ouers toon wat van hulle kinders in die wiskunde klas verwag word. 'n Hulpbronpakket op CD-ROM is by die boek ingesluit om onderwysers van waardevolle hulpbronmateriaal te voorsien; verder bevat elke hoofstuk ook 'n spesiale afdeling oor die gebruik van tegnologie in die klaskamer.

It is not unusual for even seasoned educators to express some bewilderment about teaching in today's fast-paced, technological, outcome-oriented environment. The overwhelming quantity of media messages bombarding learners has led them to develop a significant level of scepticism towards any information that they receive, and the old methods of teaching no longer seem to be effective. An educator's guide to effective classroom management provides clear and concise discussions of classroom management aspects within a present-day South African context to give educators an opportunity to question and enhance their approach to teaching and reduce the bureaucracy of their classrooms. An educator's guide to effective classroom management provides valuable knowledge, practical ideas and advice on the development of a personal classroom management plan to suit individual styles of teaching and thus promote successful learning. It is student centred and interactive, including practical activities and mind maps for clarity as well as opportunities for self-assessment. Contents include the following: The millennial learner; Self-management for the educator; Classroom management tasks; Planning in the classroom; Leadership in the classroom; Laws and constitutional provisions regulating classroom management and administration, learner discipline and safety. An educator's guide to effective classroom management is aimed at pre-service education students as well as already practising educators who wish to improve their classroom practice.

Since 1994, there have been few attempts to address the theoretical and practical foundations of effective management in early childhood education (ECE) and the Foundation Phase in South African schools, yet the survival and success of ECE centres and schools depends on the ability of education managers to meet the needs of the children/learners, educators, parents and the community. Management in early childhood education provides a comprehensive overview of the management of ECE centres for children from birth to nine years old. This book is a resource and reference guide which includes amongst others Internet sources and templates such as inventories, financial planning, parents' newsletters and agendas of staff meetings. It focuses especially on the South African context by referring to appropriate examples and scenarios of real-life situations in this country as well as the newly introduced Curriculum Assessment Policy Statements (CAPS). It also offers practical applications for the many theoretical frameworks in South African schools. All the chapters in this third edition have been updated, and each one begins with learning outcomes and key terms. Management in early childhood education is aimed at student teachers, educators, administrators and child caregivers.

The world is in an environmental crisis dominated by environmental issues and risks such as loss of biodiversity, pollution, deforestation, urbanisation and many others. For many commentators, the solution lies in the provision of adequate education, including environmental education. Environmental education and education for sustainability - some South African perspectives perceptively addresses topics such as a number of environmental issues and risks of which learners need to be made aware; the history of environmental education, both internationally and in South Africa; the ways in which our deeply held value assumptions and even our religious convictions affect our attitudes towards environmental issues and environmental education; the meaning of "education for sustainability"; curriculum development and the teaching and learning of environmental education; environmental education in the non-formal sector; environmental education and training in industry; an introduction to research in environmental education.

Bringing educational leadership and management together in the context of change is an enormous task for those educational managers, specifically school principals, who work and lead in our schools. Dealing with strategic, learner and financial management, school governance and instructional leadership, as well as managing and bringing about change and improvement in the school, can be challenging. School leadership in a changing context is about finding coherence between leadership dimensions, perspectives, approaches, practices and vision in a school-based management setting. This title deals with the school leader's discovering his or her unique identity in the changing policy environment, learning how leadership can relate meaningfully to the complexity of context and understanding how educational leadership can lead to educational outcomes. School leadership in a changing context is aimed at senior undergraduate BEd students, BEd Hons students, MEd in Education Management students, as well as ACE in leadership students.

This substantially revised text provides a comprehensive, highly accessible, and student friendly introduction to the principles, concepts, and methods currently used in educational research. This text provides a balanced combination of quantitative and qualitative methods and enables students to master skills in reading, understanding, critiquing, and conducting research. Many examples and article excerpts are used throughout the text to demonstrate and highlight best practices in educational research. Evidence-based inquiry is emphasized in two ways: (1) Introductory chapters focus on the added importance of data driven decision-making, (2) Methodological chapters provide explicit guidelines for conducting empirical studies.

The different perspectives of organisational theory in education. Considers the general characteristics of schools as organisations and the impact of organisational culture and relationships on school effectiveness. Aimed at post graduate students in the fields of educational management, leadership and organisational theory in education, as well as leaders and managers at all levels in the education system. Contents include the following: The education system in relation to its environment; dimensions of organisational health in the school; organisational development and the quality of working life in schools; a framework for the management of diversity; management strategies for the caring role of the principal.

Everyone has the right to education. The main objective of any education system in a democratic society is to provide quality education for all learners so that they will be able to reach their full potential and contribute meaningfully to and participate in that society throughout their lives. With the publication of the Education White Paper 6 in 2001, South Africa proclaimed its policy of inclusive education; however this policy is not always clearly understood by educators. Addressing barriers to learning provides relevant and in-depth knowledge to better prepare educators to teach all the learners in their class groups. Addressing barriers to learning covers the complete continuum of learners as reflected in the Education White Paper 6, and includes the most vulnerable of them: those who are economically and educationally disadvantaged, those with physical, sensory, intellectual, and/or learning impairment as well as those displaying challenging behaviour who are at risk of exclusion. Case studies offer practical examples and activities provide hands-on experience regarding classroom practice and management, collaboration with all role players and mobilisation of community involvement, which is at the heart of true inclusion. Addressing barriers to learning is aimed at both prospective and current educators.