Graphicacy as a form of communication
- Authors: Wilmot, P Dianne
- Date: 1999
- Language: English
- Type: Article
- Identifier: vital:6091 , http://hdl.handle.net/10962/d1008613
- Description: Children of today inhabit a multi-dimensional world and in order to communicate effectively in it they need the ability to utilise four forms of communication namely, oracy, literacy, numeracy and graphicacy. Communicating in graphic form requires an ability to both encode and decode spatial information using symbols which requires the utilisation and application of spatial perceptual skills and concepts. The draft Curriculum Framework for General and Further Education and Training identifies graphic literacy as one of the critical outcomes of the new South African curriculum. Spatial information about the environment is most frequently communicated in the graphic mode. Yet if graphicacy is to be recognised as an essential mode of communication and, as such, a vital element in education, then we need to seek ways of developing and introducing an explicit and critical pedagogy in our schools to foster the development of graphic and critical graphic literacy. But first, the skills and concepts integral to graphicacy need to be identified and understood. This article provides a framework for thinking about graphicacy as a form of communication in the General Education and Training (GET) band, the compulsory component of South African education (Grades 1-9).
- Full Text: false
- Date Issued: 1999
- Authors: Wilmot, P Dianne
- Date: 1999
- Language: English
- Type: Article
- Identifier: vital:6091 , http://hdl.handle.net/10962/d1008613
- Description: Children of today inhabit a multi-dimensional world and in order to communicate effectively in it they need the ability to utilise four forms of communication namely, oracy, literacy, numeracy and graphicacy. Communicating in graphic form requires an ability to both encode and decode spatial information using symbols which requires the utilisation and application of spatial perceptual skills and concepts. The draft Curriculum Framework for General and Further Education and Training identifies graphic literacy as one of the critical outcomes of the new South African curriculum. Spatial information about the environment is most frequently communicated in the graphic mode. Yet if graphicacy is to be recognised as an essential mode of communication and, as such, a vital element in education, then we need to seek ways of developing and introducing an explicit and critical pedagogy in our schools to foster the development of graphic and critical graphic literacy. But first, the skills and concepts integral to graphicacy need to be identified and understood. This article provides a framework for thinking about graphicacy as a form of communication in the General Education and Training (GET) band, the compulsory component of South African education (Grades 1-9).
- Full Text: false
- Date Issued: 1999
The development phase of a case study of outcomes-based education assessment policy in the Human and Social Sciences learning area of C2005
- Authors: Wilmot, P Dianne
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6106 , http://hdl.handle.net/10962/d1009735
- Description: The second phase, the 'development phase' (January to December 2003), of an ongoing research project on policy implementation with specific reference to Grade 9 of the Human and Social Sciences (HSS) learning area of C2005 is described. More specifically, a journey, in which nine History and Geography teachers at two independent schools and one university lecturer, working collaboratively as an HSS research team, navigated their way through the national curriculum and assessment policy arena, pushed the boundaries of their own practice as reflexive practitioners, and implemented the first national application of the new General Education and Training Certificate (GETC), is outlined. The article consists of three sections. The first outlines and offers critical commentary on the national policy context in which the research was located, and in which all South African educators currently work. Drawing on national and international literature, it illuminates a number of issues pertinent to national policy enactment. The second section describes the Development Phase. It outlines two areas of curriculum innovation at the two schools, namely enquiry-based learning and the development of a learning process 'map', before honing in on Grade 9 CASS. Section three describes the implementation at the two schools of the HSS Common Tasks for Assessment (CTA) in October/November 2003. The conclusion synthesises the narrative.
- Full Text:
- Date Issued: 2005
- Authors: Wilmot, P Dianne
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6106 , http://hdl.handle.net/10962/d1009735
- Description: The second phase, the 'development phase' (January to December 2003), of an ongoing research project on policy implementation with specific reference to Grade 9 of the Human and Social Sciences (HSS) learning area of C2005 is described. More specifically, a journey, in which nine History and Geography teachers at two independent schools and one university lecturer, working collaboratively as an HSS research team, navigated their way through the national curriculum and assessment policy arena, pushed the boundaries of their own practice as reflexive practitioners, and implemented the first national application of the new General Education and Training Certificate (GETC), is outlined. The article consists of three sections. The first outlines and offers critical commentary on the national policy context in which the research was located, and in which all South African educators currently work. Drawing on national and international literature, it illuminates a number of issues pertinent to national policy enactment. The second section describes the Development Phase. It outlines two areas of curriculum innovation at the two schools, namely enquiry-based learning and the development of a learning process 'map', before honing in on Grade 9 CASS. Section three describes the implementation at the two schools of the HSS Common Tasks for Assessment (CTA) in October/November 2003. The conclusion synthesises the narrative.
- Full Text:
- Date Issued: 2005
The inception phase of a case study of outcomes - based education assessment policy in the Human and Social Sciences Learning Area of C2005
- Authors: Wilmot, P Dianne
- Date: 2003
- Language: English
- Type: Article
- Identifier: vital:6107 , http://hdl.handle.net/10962/d1009736
- Description: This article describes the Inception Phase (January to December 2002) of an ongoing research project focused on the Grade 9 Learning Area of Human and Social Sciences of Curriculum 2005. The case study involves a dynamic interaction between a university lecturer, playing the role of 'outside facilitator', and the History and Geography teachers at two independent schools. The article describes how teachers in a given context respond to outcomes-based education assessment policy, and the tools and processes they use to develop the deep understanding inferred by policy (Republic of South Africa, 2000) to implement change in a meaningful way. The article consists of three sections. The first contextualises significant events which foregrounded and provided the impetus for the research project. It provides an overview of the theory informing the research and the goals of the research. The second analyses in narrative form the various stages of the Inception Phase. It describes a process of curriculum development which has involved the development of criterion- referenced assessment rubrics, a Learner and Curriculum Profile, and an audit of current assessment practices in History and Geography at the two schools. The article illuminates the time and effort necessary for creative and systemic curriculum innovation. The final section synthesizes the information gathered.
- Full Text:
- Date Issued: 2003
- Authors: Wilmot, P Dianne
- Date: 2003
- Language: English
- Type: Article
- Identifier: vital:6107 , http://hdl.handle.net/10962/d1009736
- Description: This article describes the Inception Phase (January to December 2002) of an ongoing research project focused on the Grade 9 Learning Area of Human and Social Sciences of Curriculum 2005. The case study involves a dynamic interaction between a university lecturer, playing the role of 'outside facilitator', and the History and Geography teachers at two independent schools. The article describes how teachers in a given context respond to outcomes-based education assessment policy, and the tools and processes they use to develop the deep understanding inferred by policy (Republic of South Africa, 2000) to implement change in a meaningful way. The article consists of three sections. The first contextualises significant events which foregrounded and provided the impetus for the research project. It provides an overview of the theory informing the research and the goals of the research. The second analyses in narrative form the various stages of the Inception Phase. It describes a process of curriculum development which has involved the development of criterion- referenced assessment rubrics, a Learner and Curriculum Profile, and an audit of current assessment practices in History and Geography at the two schools. The article illuminates the time and effort necessary for creative and systemic curriculum innovation. The final section synthesizes the information gathered.
- Full Text:
- Date Issued: 2003
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