1. OBE WORK Making Wednesday 19 MAY 2010
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2. 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
Focus: Adaptions to the structure and composition of the National Curriculum.

3. Principle 2: Design Down
OBE is assessment driven, with standards detailing the expected:
Taught within Context – Transformational OBE
KNOWLEDGE
SKILLS
VALUES AND ATTITUDES
KNOW
CAN DO
BE LIKE

4. Current Structure of Assessment Standards
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

5. However, often formulated to only favour either K, S or V.
Nature of the RNCS
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

6. 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.

7. 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)
KNOWLEDGE STANDARDS
SKILL STANDARDS
VALUE STANDARDS
TERM 3
A Systems and controls
The electron theory of electricity.
Types of electricity:
Static and current electricity.
Materials used in electricity: Conductors and isolators.
Sources of electricity and safety with electricity.
Generating electricity and electrical distribution
Controlling electricity: Plugs, switches and fuses.
The electric light bulb.
Electrical circuits: Closed and Open circuits.
Converting electrical energy to other forms.
The History of electricity.
The impact of electricity generation on the environment.
Coping without electricity.
Improving service delivery of electricity.
Investigates
Finds out about existing products relevant to a problem, need or opportunity, and
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)
Performs, where appropriate, scientific investigations about concepts relevant to a problem, need or opportunity using science process skills:
planning investigations;
conducting investigations;
processing and interpreting data;
evaluating and communicating findings.
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
Describes similarities in problems and solutions in own and
other societies – past, present and future.
Impact of Technology
Finds out about the background context when given a problem, need or opportunity, and lists the advantages and
disadvantages that a technological solution might bring to people and the environment
Suggests ways to improve technological products or processes to minimize negative effects on people and/or the
health of the environment.

8. SKILLS KNOWLEDGE VALUES AND ATTITUDES
TEACHER CAN NOW FORMULATES ACTIVITY STATEMENTS FROM THE
CURRICULUM STANDARDS
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.
KNOWLEDGE
VALUES AND ATTITUDES
SKILLS
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.

9. Contextual Task and Activity Planning
RNCS
Learning Programme
Work Schedule
Lesson Plans
Phase Plan
Grade Progression
Grade Plan
Scope and sequence
Daily Planning
Sequence and Pace
Contextual Task and Activity Planning NC
Details - Grade Progression, scope, sequence and pace

10. PLANNING…….. National Curriculum Task Planning
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.
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.

11. Recorded : Yes/No Activity No.: LO AS Form of Assessment:
Form of Assessment:
Grouping of Learners:
Resources:
Assessment Tool:
Text References:
Recorded : Yes/No

12. 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).

13. Thank You
THE END