48499153
Zama Nsele
CSP4801 Assignment Number : 03
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I (full names): ZAMA NSELE
Student number: Module: CSP4801
Declare that…
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I understand what plagiarism entails and am aware of the University’s policy in this regard.
I declare that this assignment is my own, original work. Where I used someone else’s work, whether a printed source, the internet, or any
other source, I give the proper acknowledgement and include a complete reference list.
I did not use another current or previous student’s work, submitting it as my own.
I did not allow and will not allow anyone to copy my work with the intention of submitting it as his or her own work.
Signature Z. Nsele
Date:09/04/2022
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Hairdressing, Beauty, and Nail Technology
This qualification recognises the basic skills, knowledge and values acquired by
learners to operate within the personal care industry. The aim of the qualification
is to develop learners who, after completion, will be skilled efficiently to prepare for
entry into the industry. In Grades 8 and 9 the Personal Care: hairdressing, beauty,
and nail care technology the learner will study:
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The personal care industry.
Maintaining a clean, safe, and sanitised working environment.
Professional conduct.
Communication with clients.
Receiving and attending to clients and solve complaints.
Time management.
Offering a service to paying clients
Retail and entrepreneurship
Under this subject, a learner will be able to:
• Explain the role of all role players and stakeholders in the industry.
• Analyse an income statement.
• Identify the requirements of outlets in terms of their service levels and
product offering according to their target market.
• Receive stock and explain requirements for the dispatch of stock.
• Explain the concept and methods of merchandising products on shelves
along with the importance of displaying prices and methods of ticketing
displays.
• Explain why businesses promote, how to reach targeted markets and how
to display promotional items.
• Explain how to record sales, accept, and record payment and cash up and
deposit takings.
Digital Technology
Digital Technology is the use of computers, applications, and internet technologies
to enable users to communicate, create, store, distribute and manage information
as well as to solve real life problems using appropriate tools and techniques.
Topics to be studied in Digital Technology include:
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System Technologies.
Keyboarding – Typing Tutor.
Word Processing.
Spreadsheets.
Digital Citizenship.
Computational Thinking.
Coding – Block-based coding tools should be used such as Scratch, Micro:
Bit or similar.
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Marketisation of education
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CAPS, the Curriculum and Assessment Policy Statement, is a revision of the
previous NCS (National Curriculum Statement). CAPS gives teachers detailed
guidelines of what to teach and assessed on a grade –by-grade and subject-bysubject basis. The Main aim of CAPS is to lessen the administrative burden on
teachers and ensure consistency and guidance for teachers when teaching. The
teaching and learning of the subjects have specific aims, skills, focus of content
areas and weighting of content areas. What were called Learning Outcomes and
Assessment Standards in the NCS are now called Content and Skills in CAPS. In
CAPS Numeracy is now called Mathematics and Literacy is called Language. A
learning area is now referred to as a subject. CAPS provides detailed week –byweek planning for teachers to follow. It gives clear guidance in terms of pacing and
progression. It also gives clear guidance of assessment requirements. The
challenges faced in the implementation of the National Curriculum Statement
included overload and administrative burden; lack of clarity on what and how to
teach and to assess, as well as learner underperformance in international and local
assessments.
CAPS curriculum is too content heavy. Too much content into a curriculum mean
that children will not have the time to create a solid foundation of the concepts
taught. Content heavy curricula cause children to gain a very superficial knowledge
of the course work, and this does not allow for the building of a solid foundation.
The other thing that is happening is that because teachers are struggling to
complete the immense amount of content in class, it is being set as homework
tasks. Children are already overburdened with homework and this extra work just
increases the amount of home studies needed to be completed after school.
Research is showing that homework is detrimental to a child’s development for
reasons [Michelle Issacs 2:2018]. This curriculum is quickly wearing our children
down. They are not engaging in enough free play or simple ‘ME-Time’ and this
causes serious emotional and social developmental delays. They are tired and this
causes them to underachieve, which causes the adults in their lives to get upset,
which then causes the child to begin to opt out of the learning process, because
the burden just gets too heavy to bear.
There is no time for consolidation. The biggest issue on in the CAPS curriculum is
that most subjects jump from topic to topic, with no time for consolidation. Very few
children can cope with the hopping around of concepts. Once again it does not
allow for depth of knowledge to form, and it confuses any child that has average
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to below average processing skills. Most children need concepts to be
consolidated, and not just once. This has left children feeling overwhelmed,
anxious, and stressed as they struggle to keep up with the pace set in the
classroom.
It is too rigid. Educators complains that CAPS has taken away any professional
initiative they may have had. They are unable to slow the pace down if needed, or
recap concepts if their learners have struggled to catch on, since they need to keep
up with the schedule set in the curriculum. Educators also feel that CAPS has
sucked all the creativity out of them.
However, the pros include the following
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Need to know what needs to be taught – guidelines
Practical – provides a framework from which teachers can work
Agreement on broad common principles
Provides for equality of educational opportunity assess to knowledge for
all students
Goal is to ensure vocational and economic success for individual and
nation
Easier to transfer between schools
Less expensive
Fill political agendas
Less teacher education with the teacher as a facilitator
Curriculum focusses on basic skills
Teach to the test
Focuses on observable behaviors, artifacts, and objective results
Easy to assess
Claims to be the whole curriculum – research based
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Referencing
• Aamodt, S., & Wang, S. (2008). Welcome to your brain: Why you lose your
car keys but never forget how to drive and other puzzles of everyday life.
• New York, NY: Bloomsbury. Aber, J. L., Brown, J. L., & Jones, S. M. (2003).
• Developmental trajectories toward violence in middle childhood: Course,
demographic differences, and response to school-based intervention.
Developmental Psychology, 39, 324–348.
• Aboud, F. E., Tredoux, C., Tropp, L. R., Brown, C. S., Niens, U., Noor, N.
M., & the Una Global
• Evaluation Group. (2012). Interventions to reduce prejudice and enhance
inclusion and respect forethnic differences in early childhood: A systematic
review. Developmental Review, 32, 307–336. About.com
• Elementary Education. (2014). Scaffolding instruction strategies. Retrieved
from
http://
k6educators.about.com/od/helpfornewteachers/a/scaffoldingtech.htm
• Abrams, L. M., & Madaus, G. F. (2003). The lessons of high stakes testing.
Educational Leadership, 61(32), 31–35