Part 2: Working with SDGs  N.B use Mathematics subject The Department of Basic Education (DBE) wants to phase out your subject arguing that it does not address any of the Sustainable Development Goals (SDGs) nor does it develop key competencies for sustainable development or the specific learning objectives of sustainable development goals (Domain objectives). Prepare a document for the Minister, the Honourable Angi Motshekga that provides a convincing argument that your subject will enable DBE to report on how the schooling sector contributes to the achievement of some, if not all, of the SDGs and their related competencies and objectives. • In your argument; o Provide subject content knowledge (topic (s) and associated concepts and/ or sub- topics) in a particular grade that show evidence of any one of the SDGs that aligns with your subject. o Consider to what extent your subject can lead to the development of the key competencies for sustainability (not all might be evident) in the teaching of the topic(s) identified above. You may also draw on the general aims and principles of CAPS as well as the specific aims of your subject and how it is taught and assessed to strengthen your argument. o Discuss how the chosen topic(s) and its teaching and assessment can lead to the acquisition of the three specific learning objectives, i.e. the domains (or any that it supports as it might not support all three). If any one of the domains is not explicitly evident, make suggestions on how it can be integrated in the teaching and assessment of the identified topic(s). • Quote directly from the curriculum document to provide evidence (extracts with page numbers). • If your subject does not specify subject content knowledge, for an example in languages, write an argument on the potential of your subject to address the issues raised above. Language teachers usually talk about ‘Teaching English across the curriculum’.This might be fitting in this instance, for example, a discussion on how learners’ writing, reading, listening and speaking skills can be developed whilst integrating an SDG and their related competencies and objectives. o You will need to give examples based on the skills your subject aims to develop as well as the pedagogy and assessment that is used in developing those skills. • If your subject is mathematically inclined or arts-based you can make an argument based on the context where the acquired knowledge and skills can be applied in everyday life. Give examples aligned to the specific aims of your subject. NB: The future of your subject and the security of your job depends on the strength of your argument!

Part 2: Working with SDGs 

N.B use Mathematics subject

The Department of Basic Education (DBE) wants to phase out your subject arguing that it does

not address any of the Sustainable Development Goals (SDGs) nor does it develop key

competencies for sustainable development or the specific learning objectives of sustainable

development goals (Domain objectives).

Prepare a document for the Minister, the Honourable Angi Motshekga that provides a convincing

argument that your subject will enable DBE to report on how the schooling sector contributes to

the achievement of some, if not all, of the SDGs and their related competencies and objectives.

• In your argument;

o Provide subject content knowledge (topic (s) and associated concepts and/ or sub-

topics) in a particular grade that show evidence of any one of the SDGs that aligns

with your subject.

o Consider to what extent your subject can lead to the development of the key

competencies for sustainability (not all might be evident) in the teaching of the

topic(s) identified above. You may also draw on the general aims and principles of

CAPS as well as the specific aims of your subject and how it is taught and assessed

to strengthen your argument.

o Discuss how the chosen topic(s) and its teaching and assessment can lead to the

acquisition of the three specific learning objectives, i.e. the domains (or any that it

supports as it might not support all three). If any one of the domains is not explicitly

evident, make suggestions on how it can be integrated in the teaching and

assessment of the identified topic(s).

• Quote directly from the curriculum document to provide evidence (extracts with page

numbers).

• If your subject does not specify subject content knowledge, for an example in languages,

write an argument on the potential of your subject to address the issues raised above.

Language teachers usually talk about ‘Teaching English across the curriculum’.This might be fitting in this instance, for example, a discussion on how learners’ writing,

reading, listening and speaking skills can be developed whilst integrating an SDG and their

related competencies and objectives.

o You will need to give examples based on the skills your subject aims to develop as

well as the pedagogy and assessment that is used in developing those skills.

• If your subject is mathematically inclined or arts-based you can make an argument based

on the context where the acquired knowledge and skills can be applied in everyday life.

Give examples aligned to the specific aims of your subject.

NB: The future of your subject and the security of your job depends on the strength of your

argument!