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Assessment in the teaching of Holocaust history and Theories of Race
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
The focus of this article is Holocaust education as well as the teaching and
learning of race theories, as set out in the Curriculum and Assessment Policy
Statements (CAPS) for Grade 9 Social Sciences (History), and Grade ...
A Comparative Analysis of the Zambian Senior Secondary History Examination between the Old and Revised Curriculum using Blooms Taxonomy
(South African Society for History Teaching (SASHT) under the patronage of the Department of Humanities Education in the Faculty of Education at the University of Pretoria, 2021)
The 2013 Education reform in Zambia is one of the significant changes that brought about a shift in assessment. To understand the changes that have taken place in the 2013 revised curriculum, and to determine the claims ...
Teaching History teachers during COVID-19: charting poems, pathways and agency
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2020)
In this article I argue that Emergency Remote Teaching (ERT) has necessitated and produced some transformative teaching methods, using the frameworks of Freire and hooks. However, I argue, that their
methods are incongruous ...
The potential and possibilities of oral history for skills development at undergraduate level.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2012)
Since 2003 the History Department of the University of the Free State (UFS) has been offering a third-year module on oral history. From the time of its inception this module has aimed at providing a balance between oral ...
Crossing the “chalkboard-keyboarddivide” on a shoestring budget
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
This article focusses on creative ways that history teachers can use technology in their classroom especially where resources are limited. Ideas are shared on how to make the teaching and learning process fun and how to ...
Underperformance in Social Studies in Grades 5–7 in Namibian primary schools: A case study
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2017)
This article focuses on the challenges of learners’ underperformance in Social Studies in Namibia. The study investigated the possible factors that may contribute to learners’ underperformance in Social Studies in the ...
Trainee teachers’ observation of learner-centred instruction and assessment as applied by History and Social Sciences teachers.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)
A growing body of research shows that the overall quality of teaching and learning
is improved when learners have the opportunity to become actively involved in the
learning process through which ample opportunities are ...
What should history teachers know? Assessing history students authentically at the conclusion of the PGCE year.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2014)
For many years the author has concluded a PGCE (Postgraduate Certificate in
Education) History Education course by choice with a formal written examination
(albeit an unusual one – it doesn’t have a time limit, for ...