1. STUDY GUIDE
LBL 880
COMPILED BY: DR SAKKIE PRINSLOO
DEPARTMENT OF EDUCATION MANAGEMENT AND POLICY STUDIES
1

2. TABLE OF CONTENTS
1. INTRODUCTION
2. THE READER (STUDY MATERIAL)
3. OVERVIEW
4. HOW TO STUDY THE MODULE
4.1 Action verbs
5. THE STUDY PROGRAMME
6. ASSESSMENT
6.1 Presentation
6.2 The academic essay
6.3 The examination
2

3. 1. INTRODUCTION
Welcome to the second semester of the M Ed - Leadership. We trust that you
will find the module ‘Leadership and Management of Learning’ interesting and
stimulating.
Excellence in a school relates to the quality of its core activities, namely
teaching and learning. In view of the enormous changes that have taken place
in our education system, coupled with the high demands that are made on
education leaders, it is more important than ever before for leaders in
education to have knowledge of and insight into the management of the
internal school environment in order to facilitate effective teaching and
learning.
2. THE READER (study material)
You should have received a reader compiled from different textbooks. The
overall purpose of this module is:
TO UNDERSTAND THE RELATIONSHIP BETWEEN THE MANAGEMENT
OF THE INTERNAL SCHOOL ENVIRONMENT AND EFFECTIVE
TEACHING AND LEARNING
The following Education Management Model is a brief summary of the
leadership and management task of the principal and members of the School
Management Team (SMT) in a school. The education leader must manage
the following six management areas effectively:
• Staff management
• Management of learner affairs (curriculum and extra-curriculum)
• Management of school finance
• Management of the physical facilities
• Management of school community relationships
• Management of administrative affairs
3

4. Although the focus in this module will be on the management of effective
learning and teaching (management of the curriculum), the effective
management of all the other management areas is also important to create a
school environment in which effective teaching and learning can take place.
Prinsloo, 2005.
All actions and activities in a school revolve around the resources in school.
These include, human resources (staff, learners, parents); school finance
(money); physical resources (buildings, furniture, text books, exercise books,
educational aids, etc.), and time (tuition timetable). The effective utilisation
and development of resources in a school is dependent on the management
and leadership skills of education leaders.
The achievement of predetermined aims and objectives by means of effective
planning, the setting of aims and objectives, the implementation of policy,
decision making, delegating, coordinating and control. The first responsibility
4

5. therefore focuses on task execution. An education leader should ensure that
subordinates define tasks in accordance with predetermined standards. He or
she should also see to it that the predetermined objectives are achieved
according to a set time schedule. With this objective in view, education
leaders should use the conceptual management skills that have been
discussed to execute specific activities and prescribed procedures in the six
management areas.
In order to achieve the predetermined aims and objectives of a school,
education leaders need the support of highly motivated staff, learners and
parents. Therefore, it is essential to create and maintain harmonious relations
with staff, learners and parents by means of the following human skills:
effective leadership, motivation, communication, negotiation skills and the
skills to form effective groups and establish sound relationships in a school.
The school is a unique organisation where specific activities take place.
These activities require technical skills such as prescribed procedures,
methods and techniques in each of the six management areas.
As was stated earlier, excellence in a school relates to the quality of its core
activities, which are teaching and learning. Effective teaching and learning are
not possible unless there is a healthy internal management environment in
which optimal teaching and learning can take place. Knowledge of
conceptual, human and technical management skills is required to create a
positive organisational climate and culture in schools, to manage conflict and
stress in the school, and to encourage change. The values and culture of the
parent community should also be taken into account in the management of
the internal environment of the school.
Managing the effect of the external environment of the school requires
specific knowledge and skills from education leaders. The relationship
between educators, learners, parents and the Department of Education is
regulated by legislation and departmental policy. Education leaders should in
the first place have a thorough knowledge of education law and policies, and,
5

6. in the second place, the management skills needed to direct the actions of
educators, learners and parents by means of their conceptual and human
skills.
Professional conduct of educators is based not only on professional ethics
(SACE‘s Code of Ethics), but also on specialised knowledge of, respect for
and sensitivity to the fundamental rights of all the stakeholders in education.
Professional ethics should govern the type of conduct that is expected and
considered exemplary within the teaching profession. SACE as well as the
trade unions should play a positive role to encourage effective teaching and
learning in every school in South Africa.
The module consists of the following study units:
• Management skills to ensure effective task execution in a school
• Management skills to ensure the creation and maintenance of
harmonious relationships with staff, learners and parents
• Curriculum management
• Managing the instructional programme
• Cultivating a culture of teaching and learning
• The organisational climate and culture of the school
• Conflict in organisations
• Organisational change
The focus in this module will therefore be on understanding the relationships
that exist between effective teaching and learning and the way in which the
principal manages the internal school environment. Rest assured that you will
never be expected to know every detail of the given study material. What is of
greater importance is to understand the relationships between each of the
above topics on the one hand, and effective teaching and learning on the
other.
3. OVERVIEW
6

7. Study unit 1: Management skills to ensure effective task execution in a
school
Study unit 2: Management skills to ensure the creation and maintenance
of harmonious relationships with staff and learners
In these first two study units the emphasis will fall on the fact that all actions
and activities in a school revolve around people, namely staff, learners and
parents. These actions and activities, divided into six identified management
areas (management of staff affairs, learner affairs, school finance, physical
facilities, administrative affairs and school community relationships), are
directed at the realisation of the mission of the school, which is to ensure
effective teaching and learning.
It may therefore be stated that the following summarises the basic
responsibilities of any educational leader:
• The achievement of predetermined aims and objectives by means of
effective planning, the making or implementation of policy, decision
making, organising, delegating, coordinating and control. The first
responsibility thus focuses on the task. For the purpose of this module
we will focus on the management area of learner affairs and
specifically on the management of curricular affairs. In other words, we
are concerned with the extent to which a leader fulfils his or her task of
achieving a particular set of objectives. An educational leader should
ensure that subordinates define tasks in accordance with
predetermined standards. He or she should also see to it that the
predetermined objectives are achieved according to a set time
schedule.
• The creation and maintenance of harmonious relationships with staff,
learners and parents by means of effective leadership and motivation,
communication, negotiations skills and the skills necessary to form
7

8. effective groups and to establish sound relationships in a school.
However, the successful execution of a task is dependent on the
leader’s ability to direct the action of people so that they willingly
achieve the set objectives of the school. The leader has the
responsibility of reinforcing sound relationships in the school, built on
respect and trust.
Thus we can say that true leadership is characterised by adaptability and
flexibility. A good leader is a person who can maintain good human relations,
but who is also able to enforce the performance of the formal activities of a
school when the situation demands it (Prinsloo, 2003:138).
Study unit 3: Curriculum management
If the school’s key purpose is to ‘provide effective learning’, the primary task in
managing the curriculum at school level is to influence the environment within
which this learning takes place. This would normally encompass the following:
• What is learned (and taught), i.e. curriculum content
• The form in which the learning content is presented, i.e. curriculum
design
• How the learning content is learned (and taught), i.e. methodologies,
pedagogy
• The circumstances under which the above can be effectively achieved
(e.g. developing an appropriate culture, utilising resources efficiently,
creating structures, etc.)
• Assessing how effective learning is, i.e. evaluation
Emphasis is placed on the roles of
• the principal as curriculum leader;
• the senior curriculum managers as curriculum facilitators;
• educators as learners within collegial or peer groups;
• educators as interpreters of the curriculum;
8

9. • parents as curriculum supporters;
• schools as curriculum management sites; and
• departmental officials and agencies as curriculum advisory services.
In the section about the role of senior curriculum managers it is clear that a
prescriptive curriculum – which may be perceived as being equivalent to a
syllabus or timetable (see the previous chapter) - to demand that educators
and learners will do the same in each classroom in each school. In fact, of
course, that some schools do it better than others. Even if physical resources
were identical in each of the schools, the competence and motivation of
educators would still vary and it is here that the influence of senior curriculum
managers can be most evident. There is a substantial body of evidence to
indicate that the most effective schools – schools that are high-achieving,
highly regarded and adaptable – are those that have found ways of involving
educators in decisions and hence in the ownership of them (Duffy 1988:95).
, the role of the most senior staff in a school is critical. Even in implementing
a centrally prescribed curriculum, their actions will have a major influence on
whether that curriculum is effective at school level. This role in curriculum
management to display six main, each of which will be discussed:
• Having a view of the whole curriculum
• Having accountability for consistently high standards
• Developing an appropriate culture
• Managing the structures
• Having operational roles
• Managing the involvement of staff in curriculum management
In the section about the role of curriculum middle managers we will focus on
the role of the head of the department to ensure effective teaching and
learning. Emphasis will be placed on
• the job specification of the curriculum middle manager;
• interpersonal skills; and
• the concepts of ‘role’ and ‘role set’.
9

10. A very important question to answer here is whether any in-service training or
development of heads of departments should take place. If so, who will be
responsible for such training or development?
The next section has to do with the role of the subject leader or subject
head. In the South African education system the subject leader or subject
head is not part of the formal hierarchy of a school. In bigger secondary
schools and even in bigger primary schools the subject leaders play a major
role in subject guidance.
Managing monitoring of the curriculum. Effective monitoring offers an
answer to the question ‘Are we getting there?’ and is a questioning activity. It
also asks, ‘Do we do what we say we do or what we have planned to do?’
Monitoring allows managers to assess how well the institutions are
performing, whether targets/objectives are being worked towards or not. It
allows you to see where you are not progressing towards targets or
standards. It shows where the institution needs to improve and can ‘prevent
procedures becoming obsolete and insufficient’. Finally, monitoring should be
part of a cycle of ‘continuous improvement’.
In Educator Professionalism and Development, the focus is on those
concepts of professionalism in teaching. It suggests that training and
development are key features of professionalism, and crucial to the
effectiveness of the curriculum changes that are required. Finally it looks at
the implications for managing the steps towards creating this change and
increasing educator professionalism.
Please see ”Educators’ professional and labour ethics (2004)”.
Study unit 4: Managing the instructional programme
10

11. The instructional leadership task of the principal is discussed in this section.
The core activities of a school – its main purpose – are those of teaching and
learning, and while all the various management functions of the education
leader have a bearing on this, it is argued that it is his or her instructional
leadership task that has the most direct effect on these core activities.
In the section about ‘Managing the learning environment’ the importance of a
positive learning environment is stressed to enable learners to access or ‘tune
in to’ learning. Within the school, an environment which gives security and
encouragement to learners, which is configured for their learning needs and
contains a range of types of stimuli, provides a consistent thread across the
examples of good practice. In these environments, the learner feels
respected, and feels that his or her needs have been assessed and
acknowledged. However, if the learning is also to be relevant within the wider
culture and workplace, the classroom walls need to be permeable, so that
learning can be accessed from outside – ‘outsiders’ can come in and ‘insiders’
go out.
Study unit 5: Cultivating a culture of teaching and learning
In this section the creation and maintenance of a sound culture of teaching
and learning are discussed. The main aspects of school management that
contribute to the creation of a healthy culture of teaching and learning can be
summarised as follows:
• Utilising the elements of organisational culture in the school to create a
sound culture of learning and teaching
• Managing the instructional programme to maximise effective teaching
and learning
• Effective managing of the school’s resources in order to supplement
and enhance teaching and learning activities
• Getting parents to participate as partners by means of a management
programme for parent involvement that suits the circumstances of the
school
• Working together to create a positive climate
11

12. In the next section – ‘Developing a Culture of Learning and Teaching’ – it
is stated that promoting effective learning and teaching, and encouraging a
culture of learning have far-reaching implications for those involved in the
management of schools. These implications include specific aspects of staff
development, for example, examining the nature of learning and the range of
learning styles and considering what these mean for classroom educators and
their teaching styles. Moreover, the implications go further to necessitate
principals and senior management to consider strategic management,
particularly their vision and aims for the school.
A supportive and collaborative culture is particularly relevant to the
management of change, and effective learning by learners is more likely to
take place where they are treated with fairness and challenged intellectually.
In addition, the sharing and espousal of values that make learning central to
the institution is of particular importance in ensuring that the school can go
forward as a learning organisation.
Culture as process: Leadership challenges in the construction of
productive learning cultures. Leadership is a relational process that is
always exercised in an interpersonal context, and through interaction with
other people: principal and educators; educators and learners; principal and
parents and learners; educators and parents; learners and learners. The
smallest social unit in the execution of leadership is not the individual leader,
but the relation between the leader and the ones being led.
Leadership in education is not a one-man task performed by the principal of
the school or the educator in the classroom. It requires the participation and
co-operation of all parties: school authorities on all levels, colleagues,
learners, parents and local community. Leadership is a team activity.
The two dimensions of a productive learning culture are cultural values and
communication patterns. Several of the elements in this perspective relate to
cultural values: norms of inclusion, acceptance and appreciation of
12

13. individuality are towards one end. Towards the other end is collective and
shared responsibility. Sometimes one can experience a tension between
concern for the individual and concern for the whole group or organisation, but
there are basic contradictions between the two. In fact, appreciation of
individuality is an important condition for feeling included in the group. And
from that feeling of inclusion and acceptance follows also the identification
with the group and work towards common goals.
In schools and in classrooms we also need visions and dreams. As educators,
ours dreams are about what schooling can do, for children and young people,
and for people in all stages of life. Schooling can open the doors of
knowledge, build human potential and strengthen the confidence we have in
ourselves and in our culture. “I am not only teaching Maths. I am teaching
dignity and self-respect.” These words from a South African educator capture
the essence of schooling. The process of knowledge transformation and
knowledge construction, of personal growth and respect for oneself and
others, is the overarching context of leadership in education.
Study unit 6: The organisational climate and culture of schools
School leaders need to help educators create high-achieving learning
environments for all learners, where the most advanced curriculum and
instruction techniques combine to support learning. In high-achieving learning
environments educators engage learners in complex problem solving and
exploring of ideas and issues, while classroom activities draw on learners’
culture, experiences and knowledge. Such educators allow learners to
discuss, argue and analyse issues and concepts. Learners construct
knowledge rather than memorise it. In high-achieving schools, educators have
high expectations of all learners and provide an enriched curriculum.
The school climate is dynamic, experiential and concrete, embracing all of the
human interactions and teaching and learning activities in the school. A
positive school climate is much more than one where learners merely feel
good. It is concerned with the culture, the ethos, the mission and purpose of
13

14. schooling. By creating a healthy, supportive and nurturing learning
environment through effective school and classroom activities, educators can
help learners develop into well-balanced adults.
The following is stated in the section about ‘Organisational Culture and
Organisational Climate’: The concept of organisational culture has emerged
as central in the analysis of organisational behaviour and organisational
effectiveness. Organisational culture is the body of solutions to problems that
has worked consistently for a group and that is therefore taught to new
members as the correct way to perceive, think about, and feel in relation with
problems. Over time, organisational culture takes on meaning so deep that it
defines the assumptions, values, beliefs, norms, and even the perceptions of
participants in the organisation. Though culture tends to drop from the
conscious thoughts of participants over time, it continues to powerfully create
meaning for them in their work and becomes “the rules of the game”.
Studies of schools have strongly supported the belief that organisational
culture is a fundamental factor in determining the quality of educational
organisations. Culture cannot be studied directly but is inferred from observed
behaviour such as language, use of artefacts, rituals, and symbolism
commonly encountered in the workplace.
Organisational climate, which is the study of perceptions of participants of
certain intangible aspects of the environment, reflects the culture.
Study unit 7: Conflict in organisations
Whereas conflict was once thought to signal a failure of the organisation, it is
increasingly being recognised as a normal and legitimate aspect of human
social systems. Thus conflict is not only inevitable but, contrary to earlier
views, it can serve a useful function by stimulating creative solutions to
problems.
14

15. Whether organisational conflict is destructive or constructive depends to a
large extent on how it is managed. The days are over for the wily school
principal who could head off or terminate conflict with deft tricks or a swift
exercise of power. Healthy organisations – characterised by well-developed
problem-solving mechanisms and a collaborative climate – are able to identify
conflict and deal with it in a collaborative way that leaves the organisation
stronger and better developed, rather than weakened and wracked with
hostility.
Clearly, there is no one best way of managing conflict in organisations. There
are a number of ways, each suited to circumstances in a particular situation.
The basic principle in choosing a way of managing conflict, however, is to use
the approach most likely to minimise the destruction aspects (for example,
hostility) and to maximise the opportunities for organisational growth and
development (for example, to develop greater trust, to improve problem
solving). Finally, no phase in conflict management is more critical than
diagnosing the situation. It is therefore important to distinguish between
effects and causes.
Study unit 8: Organisational change
Change is an inevitable part of life. As such, we are ourselves in a continuous
process of change as our circumstances and the realities of our life constantly
change. Change represents the struggle between what exists and what is
desired. Any existing situation within a school is in equilibrium, i.e. it is the
result of driving forces and resisting forces working against each other. Any
situation of change contains driving forces (pressure to change) that tend to
alter existing circumstances, and forces resistance that tend to oppose or
undermine the change. This opposing character of resisting forces could
serve a valuable role insofar as that alternative ideas for consideration are
developed.
The school principal as an internal change agent is expected to initiate,
facilitate and implement change. This must be done by means of
15

16. • determining the outcomes of the proposed change;
• determining the procedures and methods for implementing change;
• scrutinising literature relevant to the proposed change; and
• contacting other school principals who have had experience of
proposed change.
4. HOW TO STUDY THE MODULE ‘LEADERSHIP AND
MANAGEMENT OF LEARNING IN EDUCATION’
As has been said at the beginning of the study guide, the main focus of the
module is to understand the relationship between the management of the
internal school environment and effective teaching and learning. In other
words, how should the principal and the rest of the SMT manage the school to
facilitate effective teaching and learning? The focus is not so much on the
small detail in the learning material as it is on the relationships between
effective management and for example task execution, the establishment of
sound interpersonal relationships, the instructional programme, organisational
culture, conflict and change, effective teaching and learning, etc.
The study programme will hopefully help you to focus on the outcomes of the
module. During the contact sessions the lecturer will act as a facilitator.
Concepts and the relations will be discussed. It is however also expected from
students to be well prepared in order to make a contribution to the enrichment
of the learning process.
4.1 Action verbs
These actions verbs are included in order to provide clarity of what is
expected of you as a student. Please study them and make sure that you
understand the meaning of each.
• Analyse
Identify parts or elements of a concept and describe them one by one.
EXAMPLE: Analyse the factors that could have an influence on the
culture of teaching and learning at your school.
• Compare
16

17. Point out the similarities (things that are the same) and the differences
between objects, ideas or points of view. The word “contrast” could
also be used. When you compare two or more objects, you should do
so systematically – completing one aspect at a time. It is always better
do this in your own words.
EXAMPLE: Compare school climate and school culture.
• Criticise
This means that you should indicate whether you agree or disagree
with a certain statement or view. You should then describe what you
agree or disagree with about a certain statement or view.
EXAMPLE: Write critical comments about the role of professional
ethics in education.
• Define
Describe the precise meaning of something in a formal manner.
EXAMPLE: Define the concept of conflict.
• Distinguish
Point out the differences between objects, different ideas, or points of
view.
EXAMPLE: Distinguish between leadership and management.
• Essay
An extensive description of a topic is required.
EXAMPLE: Write an essay about the relationship between
organisational climate and the four psycho-social dimensions of the
school.
• Identify
Formulate the essential characteristics or aspects of a phenomenon.
EXAMPLE: Identify the prerequisites to manage resistance to change.
• Illustrate
Draw a diagram or sketch that represents a phenomenon.
EXAMPLE: Illustrate by means of a diagram how organisational climate
is created.
• Motivate
You should give an explanation of the reasons for your statements or
views. You should try and convince your reader of your view.
17

18. EXAMPLE: Motivate the rationale to adopt the situational leadership
style.
• Summarise
Give a structured overview of the key (most important) aspects of a
topic. This must always be done in your own words.
EXAMPLE: Give a summary of the meaning of participative
management.
5. THE STUDY PROGRAMME
TIME FRAME THEMES TOPICS
Saturday 7 February
2009 LEADERSHIP AND Write an essay about “Leaders and
VENUE: Room F202 MANAGEMENT OF LEARNING managers can make a difference
in schools”.
9:00 to 10:00 Visit to the Characteristics of effective
library schools Find at least four related articles in
10:15 to 12:00 Characters of effective school the library and use it with your
leaders study material to write the essay.
Effective task execution versus
the establishment of sound Due date: 7 February 2009
Break: 12:00 to 13:00 interpersonal relationships
13:00 to 15:00
Saturday 7 March 2009 CURRICULUM MANAGEMENT Write an essay about “Staff
development and professional
VENUE: Room F 202 Professional development of ethics for school effectiveness”.
educators:
Heads of departments Find at least four related articles in
10:00 to 12:00 Job descriptions the library and use it with your
Educator professionalism study material to write the essay.
Induction
Mentors
Break: 12:00 to 13:00 Educator appraisal Due date: 7 March 2009
Educator development
13:00 to 15:00
18

19. Saturday 18 April 2009
THE MANAGEMENT OF A Write an essay about “A sound
VENUE: Room F202 SOUND SCHOOL CLIMATE school climate and culture
AND CULTURE inductive to teaching and learning
10:00 to 12:00 is a prerequisite for an effective
What is school climate and school”.
culture?
The management of conflict Find at least four related articles in
Break: 12:00 to 13:00 Job satisfaction the library and use it with your
study material to write the essay.
Due date: 18 April 2009
13:00 to 15:00
Saturday 9 May 2009
THE MANAGEMENT OF Write an essay about “The role of
VENUE: Room F 202 CHANGE the principal to manage change in
a school”
10:00 to 12:00
Find at least four related articles in
the library and use it with your
study material to write the essay.
Break: 12:00 to 13:00
Due date: 9 May 2009
13:10 to 15:00
The four essays must be submitted before the commencement of the
classes. The essays will also serve as discussion documents. Every
student must be well prepared for the Saturday classes.
6. ASSESSMENT
Group presentations 20%
Essays (4x20) = 80 80%
Examination paper: Open book 5 June 100%
2009 from 9:00 to 13:00
19

20. 6.1 Presentation
Students will be asked to form small groups. Please prepare yourself
thoroughly to present your topic according to the criteria indicated below:
ASSESSMENT OF STUDENT PRESENTATION
CRITERIA Maximum Mark
Criterion 1 Presentation – logical argument 5
Criterion 2 Bridging the theory-practice gap – 10
integration
Criterion 3 Thinking skills – show the 5
relationship with effective teaching
and learning
TOTAL 20
Please do not read from the study material. Students will have 30 minutes to
present a given topic. You have to make use of transparencies or a power
point presentation.
6.2 Framework of your academic essays
1. Introduction: Give a brief introduction.
2. Research question: Ask a research question for example, can
leaders and managers make a difference in schools? or How can
leaders and managers make a difference in schools? or What
difference can leaders and managers make in schools?
3. Research objectives: To answer your research question it is
important to set yourself research objectives, for example: To
determine what difference leaders and managers can make in
schools.
20

21. 4. Literature review: Use different sources to build an argument to
answer your research question or questions. Always try to write
systematically, logical and argumentative. If you make a statement
it is important to substantiate your statement from the literature. For
example: Briefly consider the following aspects of this stage in the
planning process (Allen, 1997: 7--11); Every school should
therefore have a policy that serves as a guideline for the behaviour
of staff, learners, parents and other role players (Kruger & Van
Schalkwyk, 1997:63; Van der Westhuizen, 1997:150).
5. List of references
Allen, L.A. 1997. Professional Management. New York: McGraw-Hill.
Kruger, A.G. & Van Schalkwyk, O.J. 1997. Classroom Management.
Pretoria: J. L. Van Schaik.
Van der Westhuizen, P.C. 1997. Educational management tasks. In Van
der Westhuizen, P.C. (Ed.). Effective educational management. Pretoria:
Kagiso.
Marking Scheme
Your article will be assessed according to the following assessment
criteria:
MARKING SCHEME: LBL 880
MARKING SCHEME: LBL 880
ACADEMIC ESSAY
MARKING SCHEME MAX
MARK
1. Presentation 5
Title; Technical presentation; References; Bibliography
2. Content 10
A good introduction; Research question and objectives; Theory
application; Logical and argumentative; Connection with practice
/relevance /examples; a good line of argument
3. Application and recommendations 5
Recommendations for the improvement of practice; Conclusion
21

22. 20
Lecturer:………………….. Date: …………………….Final mark
Comments:
…………………………………………………………………………..
…………………………………………………………………………
6.3 The examination
Candidates will write an open book examination paper. In other words, you
are entitled to bring your study material with you into the examination room.
The 4-hour examination paper will consist of two100-mark questions. A
scenario will be given and you will have to analyse the given situation and
answer the question or questions. Although you are entitled to bring your
study material with you to the examination room, you still have to prepare
yourself thoroughly for the examination. Please make sure that you will be
able to achieve the set outcomes given in the study programme. Your essay
will be assessed according to the following criteria:
CRITERIA MARK
%
The essay has a very appropriate title.
The given situation is well analysed and the problem is stated clearly and
explicitly.
All relevant theories have been reviewed clearly and concisely, and a very good
understanding of these theories is illustrated.
The student writes systematically, logically and argumentatively. 75 - 100
Substantive arguments are used and the application of theory is well connected
with school practice.
Relevant examples are used.
The essay has an appropriate title.
The given situation is analysed and the problem is stated.
Most relevant theories are reviewed clearly and concisely and an understanding
of these theories is illustrated.
The student writes in a less systematic, logic and argumentative way.
Not all arguments are substantiated, although the application of theory is 50 - 74
connected with school practice.
Examples are used.
The essay has a title.
The given situation is poorly analysed and the problem is poorly stated.
22

23. A few theories are reviewed, and a limited and flawed understanding of these
theories is illustrated.
There is little evidence of systematic, logic and argumentative writing.
25 - 49
Arguments are not substantiated and little or no application of theory is
connected with school practice.
Little or no examples are used.
The essay has an inappropriate title or no title at all.
The way in which the given situation was analysed illustrates very little or no
understanding of the problem.
A few theories have been reviewed and a seriously flawed and limited
understanding of these theories is illustrated.
0 - 24
There is a lack of a systematic, logical and argumentative writing style.
Little or no arguments are used and they are not motivated.
No or very little application of theory is connected with school practice.
I hope that you will enjoy this module and that you will be empowered to go
back to your schools to make a difference in the quality of the teaching and
learning.
All the best with your studies
Dr Sakkie Prinsloo
23