1. Indigenous Cultural Background 2. Curriculum Requirements 3. Educational Transformation and Indigenous Knowledge 4. Ubuntu and Interconnectedness 5. Experiential Learning by Doing 6. School Go

Question: Match the following terms with their corresponding definitions. Indigenous A. Song, ryhmes, stories, and ways of doing and being that form part of one's cultural background B. A written document that outlines what a teacher should teach , according to policy makers requirements. C. Retrieving historically and presently marginalised narratives and an acknowledgement of indigenous knowledge systems that are repressed in the learning context. D. A teaching method that encourages children to learn by doing. E. A formal decision-making structure of the school. F. The notion that people are interconnected and no one should exist in isolation. Curriculum A. Song, ryhmes, stories, and ways of doing and being that form part of one's cultural background B. A written document that outlines what a teacher should teach , according to policy makers requirements. C. Retrieving historically and presently marginalised narratives and an acknowledgement of indigenous knowledge systems that are repressed in the learning context. D. A teaching method that encourages children to learn by doing. E. A formal decision-making structure of the school. F. The notion that people are interconnected and no one should exist in isolation. Educational transformation A. Song, ryhmes, stories, and ways of doing and being that form part of one's cultural background B. A written document that outlines what a teacher should teach , according to policy makers requirements. C. Retrieving historically and presently marginalised narratives and an acknowledgement of indigenous knowledge systems that are repressed in the learning context. D. A teaching method that encourages children to learn by doing. E. A formal decision-making structure of the school. F. The notion that people are interconnected and no one should exist in isolation. Ubuntu A. Song, ryhmes, stories, and ways of doing and being that form part of one's cultural background B. A written document that outlines what a teacher should teach , according to policy makers requirements. C. Retrieving historically and presently marginalised narratives and an acknowledgement of indigenous knowledge systems that are repressed in the learning context. D. A teaching method that encourages children to learn by doing. E. A formal decision-making structure of the school. F. The notion that people are interconnected and no one should exist in isolation. Experiential learning A. Song, ryhmes, stories, and ways of doing and being that form part of one's cultural background B. A written document that outlines what a teacher should teach , according to policy makers requirements. C. Retrieving historically and presently marginalised narratives and an acknowledgement of indigenous knowledge systems that are repressed in the learning context. D. A teaching method that encourages children to learn by doing. E. A formal decision-making structure of the school. F. The notion that people are interconnected and no one should exist in isolation. School governing body A. Song, ryhmes, stories, and ways of doing and being that form part of one's cultural background B. A written document that outlines what a teacher should teach , according to policy makers requirements. C. Retrieving historically and presently marginalised narratives and an acknowledgement of indigenous knowledge systems that are repressed in the learning context. D. A teaching method that encourages children to learn by doing. E. A formal decision-making structure of the school. F. The notion that people are interconnected and no one should exist in isolation.