Towards accountability and control of education in South Africa...

 Ward Manager Ethekwini Port Natal  Mr. B.L. Ngwane 

 Ms. Gail Johnson        -        Mr. Gerhard Britz      -      Naming of  Nkosi Johnson Quad

 

 Mrs. Leoni Topka                                                         Mr. V.G. Naidoo

 Change Background

 

 

 

 

Leoni Topka HOD - Primary Education

Briardale Primary  -  23 April 2010

Global School Partnerships

 
 

 
on mouse over = stop - on mouse out = start.

Timeless

Life is a mystery to be explored, not a problem to be solved.

Many people have become masters in the art of problem - thinking. They get lost in a labyrinth of problems by focusing on what is wrong in their lives, rather than focusing on what they want. Problem-thinking is the opposite of goal setting. What you focus on expands. When you focus on the problem, your attention will be directed back on the causes and consequences of the problem, as well as who's to blame. A more resourceful way of dealing with problems is not to ignore them, but to look for the desired outcome or goal that is already implied within the problem.

Turning Problems Into Solutions.

Problems will always be with us. The problem is not the problem; the problem is in the way people cope. This is what destroys people, not the problem. Then when we learn to cope differently, we deal with the problems differently, and they become different.

(Virginia Satir)

 

QUALITY LEARNING AND EDUCATION FOR ALL
 If all sections of society work together - government, communities, health care workers, civil
society, business, media and other sectors - we can ensure that all learners benefit from quality
education. The achievement of Quality Education for All depends on the actions of department
officials, school principals, teachers, students, parents and community members in supporting all
education initiatives. The reality remains that education cannot only be achieved inside the
classroom, but that it begins at home and in the community. “It is important that we all adopt a
positive attitude of caring and nurturing education for our children. We all need to say - ‘your child
is my child and my child is your child’. We can achieve so much more in improving the quality of
our education and ensuring that every child has access to education by adopting this attitude”.
To drive this message and to ensure that it filters through to all members of our community the
KZN Department of Education is calling upon the various stakeholders in the community to partner
in this campaign. The Department is launching this campaign by urging the learners, educators,
parents, department officials and the public in committing themselves to the Code for Quality
Education. The Code for Quality Education describes the respective roles, responsibilities and
discipline required from all parents, learners, educators, etc. in making Quality Education for All a
reality.

on mouse over = stop - on mouse out = start.
Ten Common Principles (Elementary and Secondary School Inclusive)
The school should focus on helping young people develop the habit of using their minds well. Schools should not attempt to be comprehensive if such a claim is made at the expense of the school's central intellectual purpose. Schools should be learner centered, addressing students' social and emotional development, as well as their academic progress. The school's academic goal should be simple: that each student master a limited number of essential skills and areas of knowledge. The aphorism "Less Is More" should dominate. Curricular decisions should be guided by student interest, developmentally appropriate practice, and the aim of thorough student mastery and achievement. Students of all ages should have many opportunities to discover and construct meaning from their own experiences. The school's goals should apply to all students, while the means to these goals will vary as those students themselves vary. Teachers who know their students well can individualize instruction, without limiting their expectations of any students. Strong habits of mind are necessary for all. Teaching and learning should be personalized to the maximum feasible extent. To capitalize on this personalization, decisions about the details of the course of study, the use of students' and teachers' time and the choice of teaching materials and specific pedagogies must be unreservedly placed in the hands of the principal and staff. The governing practical metaphor of the school should be student-as-worker, rather than the more familiar metaphor of teacher-as-deliverer-of-instructional-services. Accordingly, a prominent pedagogy will be coaching and guiding, to enable students to understand how they learn and thus to teach themselves and each other as members of a community of learners. Teaching and learning should be documented and assessed with tools based on student performance of real tasks. Multiple forms of evidence, ranging from ongoing observation of the learner to completion of specific projects, should be used to better understand the learner's strengths and needs, and to plan for further assistance. Students should have opportunities to exhibit their expertise before family and community. The final diploma should be awarded upon a successful final demonstration of mastery for graduation-an "Exhibition." As the diploma is awarded when earned, the school's program proceeds with no strict age grading and with no system of credits earned" by "time spent" in class. The emphasis is on the students' demonstration that they can do important things. Families should be vital members of the school community. Close collaboration between home and school yields respect and understanding. Correspondingly, the tone of the school should explicitly and self-consciously stress values of unanxious expectation ("I won't threaten you and I expect much of you") of trust (until abused) and of decency (the values of fairness, generosity and tolerance). The principal and teachers should perceive themselves as generalists first (teachers and scholars in general education) and specialists second (experts in but one particular discipline). Staff should expect multiple obligations (teacher-counselor-manager) and a sense of commitment to the entire school. Ultimate administrative and budget targets should include substantial time for collective planning by teachers, competitive salaries for staff and an ultimate per pupil cost not to exceed that at traditional schools by more than 10 percent. To accomplish this, administrative plans may have to show the phased reduction or elimination of some services now provided students in many traditional schools. The school should demonstrate non-discriminatory and inclusive policies, practices, and pedagogies. It should model democratic practices that involve all who are directly affected by the school. The school should honor diversity and build on the strengths of its communities, deliberately and explicitly challenging all forms of inequity. 

Behavior Management Means Preventing Problems Before They Start:

Intelligently-planned and strategically-implemented classroom rules will make your teaching job easier from Day One. By taking into account your personality and anticipating any problems that might crop up, you can maximize your chances for an orderly and learning-centered elementary classroom.

Strategize, Get Inspired, and Write Your Rules:

Long before your shiny new students file into the classroom, you need to spend time planning and organizing your discipline strategies and class rules.
  • Consider your Educational Philosophy and how it can be expressed through your rules.
  • Gather sample rules that have worked for other teachers and use them as guiding examples.
  • Be aware of the top Teaching Mistakes To Avoid. Then avoid them.

Organize Your Classroom:

You've finalized your rules and visualized how you want to run your classroom. Now get ready and set for the arrival of your students.
  • Ask yourself this question: Do I believe in giving material rewards and prizes for learning and good behavior? Perhaps no-cost rewards would be as effective with less maintenance. Head to the store if necessary.
  • Physically organize your classroom to support your plan. This step should include posting your rules in plain sight, putting together any tools (such as a card system) that will correspond to your plan, and creating an upbeat, organized feel to your classroom.

Communicate Your Discipline Plan To Students:

The rubber really hits the road on the first day of school when you introduce the rules to your new students and begin enforcing your behavioral vision.
  • Save your vocal chords and implement nonverbal ways to quiet your students.

Getting Parental Support and Cooperation:

  • Communicate with parents proactively from the start. On the first day of school, send home a copy of your detailed rules. Include a small cut-off section at the bottom for parents and their child to sign and return to school, indicating their agreement to the rules. It's a good idea to offer an incentive to the students for returning the forms so that you can maximize your chances of getting them back. Save the signed agreements in case there are any problems later on.
  • The best way I've found to communicate with parents is through weekly newsletters that also offer time to practice language arts skills.

Enforcement And Long-Term Issues:

A disciplined classroom requires daily maintenance and monthly reflection. Don't be afraid to proactively address problem areas as soon as they're apparent.
  • Consistency is key. Children have an almost primal sense of teachers playing favorites or letting little infractions slide. Be nearly robotic in your approach and deliberate with all your actions.
  • Unfortunately, even the best-designed discipline plans are not one-size-fits-all. Solve larger discipline problems with behavior contracts.
  • Some school years are more challenging than others. Consider creating a fresh start in extreme situations.

"Don't Smile Until Christmas":

In summary, be deliberate and consistent with your classroom rules and their enforcement. It is better to start off strict in the beginning and, if you like, you can loosen up as the year goes on and the students' good habits are already in place.

With proper planning and the right outlook, you can look forward to an organized and productive school year with your students. The feeling of accomplishment will make all of the effort worth it.

 
Teaching Rule #1: Classrooms Need Rules.

When designing your classroom rules, keep in mind that your rules must be:

  • Clear
  • Comprehensive
  • Enforceable

And then comes the most important part... you must be consistent in enforcing them all the time, with every student, using predictable and delineated consequences.

Some teachers suggest writing the class rules with your students, using their input to create "buy-in" and cooperation. Consider the benefits, though, of strong, teacher-determined rules that are not viewed as negotiable by the people who must follow them. Weigh the pros and cons before deciding which method to employ.

State your rules in the positive (no "don'ts") and expect the best from your students. They will rise to the high expectations you set starting from the first minute of the first day of the school year.

Classroom Rules

  1. Everyone deserves respect.
  2. Come to class prepared.
  3. Do your best.
  4. Have a winning attitude.
  5. Have fun and learn!

Variations

The most important thing is to spend time before the school year starts determining which rules fit your voice, personality, and objectives.

 

2010

Mrs. Leoni Topka - (Departmental appointed) Head of Department seconded to:

Addington Primary School - Durban

 

Special Education Specialist

 

Graduate of 

Henley Management College (UK)(SA)

and holder of:

The GIMT Post-Graduate Diploma in School Management

About Us

History and BEE Credentials

The history of the school is characterized by key milestones that have defined its evolution:
  • Founded in 1993 by Prof. Andy Andrews, ex-dean of the Wits Business School.
  • GIMT introduced Outcomes Based Action Learning into the SA market and originally offered the Henley MBA until new legislation prevented providers from running programmes that were not their own.
  • In 1996 GIMT was taken over by Educor, owned by the Naspers Group and became part of a listed company.
  • Due to the success of the Henley model worldwide, GIMT developed its own registered and accredited management and leadership programmes based on the Henley system.
  • In 2007 GIMT was acquired by ExecuPrime Investments, a black-owned investment company resulting in GIMT becoming a wholly black-owned business school in SA.


 Head of Department Dirkie Uys-Bluff

(promotion)

Foundation Phase.

 

previously

 

HOD at Briardale Primary

(promotion)

 Newlands - West

Principal Mr. R. Singh

School Website:

 Briardale Primary Newlands West


Leoni Topka HOD
  

Been there done that!

Link to: Addington Primary Durban

 
                                   My Favourite AdsMy Favourite AdsMy Favourite AdsMy Favourite AdsMy Favourite Ads                             Addington Primary Durban

 

 

 

 Leoni Topka - HOD - Addington Primary

Link to: Briardale Primary Durban

 Inbox: leonitopka@gmail.com

 

This site focuses on the policy and practices contained in the Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System.

Inclusion is more than just physical access to schools! It is including learners on all levels: social inclusion, curriculum accessibility and emotional inclusion.

At the beginning of 1997, the National Commission on Special Needs in Education and Training (NCSNET) and National Committee for Education Support Services (NCESS) were appointed to investigate and make recommendations on all aspects of special needs and support services in South Africa.
The Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System outlines how the system should transform itself to accommodate the full range of learning needs and establish a caring and humane society.

What is Inclusive Education?
Many definitions of inclusive education have evolved throughout the world. It ranges from extending the scope of ordinary schools so that they can include a greater diversity of children (Clark et al.,1995) to a set of principles which ensures that the student with a disability is viewed as a valued and needed member of the community in every respect (Uditsky, 1993, p88). Some definitions focus on human interaction, Forest and Pearpoint (1992) see inclusion as a way of dealing with difference, while Ballard, 1995; Clark et al., 1995; Rouse and Florian, !996, adopt an institutional perspective and focus on organisational arrangements and school improvement.

The following two South African definitions of Inclusive Education are the perspectives of the reference committees and consultative bodies who were commissioned to investigate the future of Special Education.
Inclusive Education is defined as a learning environment that promotes the full personal, academic and professional development of all learners irrespective of race, class, gender, disability, religion, culture, sexual preference, learning styles and language. [NCSNET/ NCESS 1998]
In the Education White Paper 6 on Special Needs Education:Building an Inclusive Education and Training System(2001), Inclusive Education is about:

  • Acknowledging that all children and youth can learn and that all children and youth need support
     
  • Accepting and respecting that all learners are different in some way and have different learning needs which are equally valued and an ordinary part of our human experience.
     
  • Enabling education structures, systems and learning methodologies to meet the needs of all learners.
     
  • Acknowledging and respecting differences in learners whether due to age, gender, ethnicity, language, class, disability or HIV status.
     
  • Changing attitudes, behaviour, teaching methodologies, curricula and the environment to meet the needs of all learners.
     
  • Maximising the participation of all learners in the culture and the curricula of educational institutions and uncovering and minimising barriers to learning.
     
  • Empowering learners by developing their individual strengths and enabling them to participate critically in the process of learning.
     
  • Acknowledging that learning also occurs in the home and community, and within formal and informal modes and structures.

The inclusion of learners with special education needs or learning barriers into mainstream classes, is part of a universal human rights movement.
It has therefore become imperative for all countries to create equal oportunities for all learners to learn and succeed.
Inclusive Education addresses the educational needs of all learners in a non-threatening, supportive learning environment, this includes learners who were formally disadvantaged and excluded from education because of barriers to learning.

What are these barriers to learning?
Barriers to learning and learning needs could be either permanent, recently acquired, fluctuating or circumstantial!
The following are some of the barriers to learning:

  • Physical, mental, sensory, neurological and developmental impairments
  • Psycho-social disturbances
  • Differences in intellectual ability
  • Particular life experiences
  • Socio-economic deprivation
  • Negative attitudes to and stereotyping of differences
  • An inflexible curriculum
  • Inappropriate languages or language and teaching
  • Inappropriate communication
  • Inaccessible and unsafe built environments
  • Inappropriate and inadequate support services
  • Inadequate policies and legislation
  • The non-recognition and non-involvement of parents
  • Inadequately and inappropriately trained education managers and educators

Approximately 15% of the total number of learners who are experiencing barriers to learning are catered for in Special Schools and the rest are in mainstream classes.
It is within that context that we should move swiftly towards an inclusive paradigm in the South African Education System, in order to cater for the needs of ALL learners.

Mainstream educators have to contend with large class sizes (e.g., 50-80 children in some classrooms), limited educational resources, language diversity, and the dire effects of HIV/AIDS on families, teachers, and the children themselves. Teachers must find ways to include children with disabilities in mainstream classrooms, despite these systemic constraints. While the values of inclusive education are embraced in light of a progressive constitution (Republic of South Africa, 1996), the pragmatic questions often trump the principle of inclusion. How do we include children with disabilities within these constraints? How can we support teachers to become effective in inclusive settings?

       

 

Towards accountability and control of education in South Africa...

 Managing the Transition Towards an Inclusive Education

The Inclusional Classroom

Promoting Learning

Inclusion is the preferred method of placement for students with special needs whenever possible. It is clear that students with disabilities must be educated in regular education settings to the maximum extent appropriate in light of their needs, and prohibit their exclusion unless education there cannot be achieved satisfactorily even with appropriate supplementary aids and services.

The Successful Inclusive Classroom

Keys to success include:                                                                                                                       

  • Students need to be active - not passive learners.

  • Children should be encouraged to make choices as often as possible, a good teacher will allow students some time to flounder as some of the most powerful learning stems from taking risks and learning from mistakes.

  • Parental involvement is crucial.

  • Students with disabilities must be free to learn at their own pace and have accommodations and alternative assessment strategies in place to meet their unique needs.

  • Students need to experience success, learning goals need to be specific, attainable and measurable and have some challenge to them.

What is the Teacher's Role?

The teacher facilitates the learning by encouraging, prompting, interacting, and probing with good questioning techniques, such as How do you know it's right - can you show me how?. The teacher provides 3-4 activities that address the multiple learning styles and enables students make choices. For instance, in a spelling activity a student may choose to cut and paste the letters from newspapers or use magnetic letters to manipulate the words or use colored shaving cream to print the words. The teacher will have mini-conferences with students. The teacher will provide many learning manipulatives and opportunities for small group learning. Parent volunteers are helping with counting, reading, assisting with unfinished tasks, journals, reviewing basic concepts such as math facts and sight words.

What Does the Classroom Look Like?

The classroom is a beehive of activity. Students should be engaged in problem solving actiities. John Dewey once said, the only time we think is when we're given a problem. The classroom that is child centered is based on learning centers. There will be a language centre with learning goals, perhaps a media centre with opportunity to listen to taped stories or create a multimedia presentation on the computer. There will be a music centre and a math centre with many manipulatives. The goals are always clearly stated prior to students engaging in learning activities. The teacher will ask students for reminders about the acceptable noise level, learning goals, and what completed tasks look like. The teacher again, facilitates the learning throughout the centres and focuses on some specific centres. Activities at the centres take into consideration multiple intelligences and learning styles. The learning centres begin with whole class instructions and end with whole class discussions on the learning that took place.

What does Assessment Look Like?

Observation is key. Knowing what to look for is critical. Does the child give up easily? Does the child persevere? Is the child able to show how he got the task right? The teacher targets a few learning goals per day and a few students per day to observe for goal attainment. Formal/informal interviews will help the assessment process. How closely does the individual remain on task? Why or why not? How does the student feel about the activity? What are their thinking processes?

In Summary:

Successful learning centers require good classroom management and well known rules and procedures. A productive learning environment will take time to implement. The teacher may have to call the whole class together regularly in the beginning to ensure that all rules and expectations are being adhered to. Remember, think big but start small. Introduce a couple of centers per week.

       

INTEGRATED QUALITY MANAGEMENT SYSTEM (IQMS) FOR SCHOOL-BASED EDUCATORS

(This policy speaks to the needs of the South African education system) and what it was meant for the provision of quality education and the development of a sound learning environment where everyone benefits.

The Principal

Has the overall responsibility to ensure that the IQMS is implemented uniformly and effectively at the school.
Must ensure that every educator is provided with a copy of this document and other relevant IQMS documentation.
Together with SMT/SDT members responsible for advocacy and training at school level.
Must organise a workshop on the IQMS where individuals will have the opportunity to clarify areas of concern.
After advocacy and training the principal will facilitate the establishment of the (Staff Development Team) SDT in a democratic manner.
Ensures that all documentation sent to the District/local office is correct and delivered in time.
Responsible for internal moderation of evaluation results in order to ensure fairness and consistency.

The Educator

Must undertake self-evaluation of his/her performance.
Identifies his/her personal support group. Development Support Group (DSG).
Develops a Personal Growth Plan (PGP) and finalizes it together with the DSG.
Must co-operate with the DSG.
Must co-operate with the External WSE Team in line with the protocol when the school is being evaluated.
Attends INSET and other programmes in terms of areas identified for development.
Engages in feedback and discussion.

School Management Teams (SMT)

SMTs inform educators of the INSET and other programmes that will be offered and make the necessary arrangements for educators to attend.
Assist with the broad planning and implementation of IQMS.
Ensures that school self-evaluation is done in terms of the WSE policy and in collaboration with the SDT.

   Our Schools understanding of IQMS 

 

 

Teachers are not just here to do this job in the classroom to do a job that is prescribed for them. They're here to be professionals in which they participate in the business of trying to work out what is best for the school, what is best for the kids and how education should be practiced.
Dr David Frost, Cambridge University (8/05/2006)


Creativity and Innovation
in Education
 Moving beyond best practice ...

Teachers are implementers of policy reforms and initiatives determined beyond the classroom.

Innovation and creativity doesnt have to be a lessening of standards.

Need to bring together a range of professional knowledges in partnerships where all are seen to be equal.

Innovation requires a risk-analysis and discipline.

Schools need to be at an acceptable level before the freedom to innovate.
Test things out not just pilot, and learn from trying things out on behalf of the profession.

Management of scope of innovation

Prioritising areas needing attention

Network ideas

Network people

Networked learning to build professional knowledge (innovation, creativity, quality)

Questions to assist in thinking about next practice:

1.What is the nature of the problem and practice?
2.What is happening in this area?
3.Where are the sites of good practice?
4.How can ideas and people be connected to generate ideas and develop practice?
5.Will this work in other classrooms?
6.What can be put into practice?
7.Closely monitored, evidence-based.

Developing a learning orientation within teaching as a profession and across education systems;
Building teacher capacity to problem identify, problem solve, analyse and research from within the context of their classrooms;
Building professional knowledge;
Developing next practice;

Laterally transferring new professional knowledge to other sites and teachers so that it becomes new professional practice;

  

and .... identifying and developing the most creative, innovative and ingenious teachers.

 

Some of the Factors That Make Our Jobs More Challenging:

Helicopter parents who demand (sometimes in writing!) that their
      child never be reprimanded or corrected.

Language and cultural differences that force teachers to walk
      thinner tightropes.

Legal risks that have led some teachers to take out liability
      insurance.

Crowded classroom and shrinking budgets.

A dwindling support system that we once enjoyed as kids that is
      no longer available in many neighborhoods.

 Video games and technical gadgets that shrivel our kids
      attention spans.

 The rise of disorders such as ADHD.

More time for learning and teaching

THABO MOHLALA | JOHANNESBURG, SOUTH AFRICA - May 28 2010 15:43


New director general of basic education Bobby Soobrayan recently presented a turnaround plan for South Africa's schools. In his first major interview since his appointment, he told Thabo Mohala more

Is OBE in or out: will it be revised or discarded? 
It is important to understand that through the curriculum reform process we are not changing the vision of the curriculum transformation process that started after 1994, but we are implementing changes in order to strengthen curriculum implementation.

The minister has acted on the main recommendations by [last year's] ministerial committee report, and their major focus is to relieve teachers and schools of some of the challenges experienced as a result of the current curriculum and assessment policies, and leave more time for teaching and learning. The report also recommends targeted support for teachers and schools.

Three committees have been appointed and work has already begun on a single curriculum and assessment policy, on reducing the number of learning areas [subjects], and on learning and teaching support materials.

South African learners perform disgracefully in international as well as regional numeracy and literacy tests. How are you going to improve learner performance? 
The department has undertaken a number of programmes that focus on improving learners' literacy and numeracy skills. In particular, we are focusing on the foundation phase and through the Foundations for Learning Programme, we have distributed learning and teaching packs for all grade R teachers. 

We will make available exemplar question papers to assist teachers with their preparations for the national assessments and we are distributing lesson plans in literacy and numeracy for grades one to six to teachers. 

During 2010, the distribution of workbooks for grades R to six will focus on literacy and numeracy. The use of these workbooks will focus largely on preparing learners in grades R to six for the annual national assessments. 

We have decided that performance at grades three, six and nine will be improved from the current average attainment level of between 27% and 38% to at least 60% by 2014. The assessments will be conducted in November each year so that the results are available at the beginning of the following school year to inform teaching and teacher support programmes. 

Some feel it is high time the department kicked ass in dealing with teacher underperformance. Would you agree?
Teacher performance is critical to quality education and learner achievement. A significant intervention is the establishment of the national education evaluation and development unit (Needu) this year. It will be a professional facility dedicated to purposes of monitoring, evaluation and support. Needu will play a part in identifying weaknesses in terms of teacher performance, but this will be linked to a focused teacher development strategy. The unit will report directly to the minister and will function independently of the department.

A key deliverable in June 2010 will be the National Teacher Development Plan emanating from the multi-stakeholder working groups established after the National Teacher Development Summit held in June 2009. This detailed plan will focus on teacher development over the next five years and the longer-term plan is to ensure a sustainable teacher development system. 

How will Needu materially differ from its predecessors regarding whole school evaluation? Aren't you reinventing the wheel?
Needu will function independently. We shall request Needu to advise us but we cannot prescribe to the unit. 

What will you do to address the dismal matric pass rates recorded in 2008 and 2009? 
Underperforming and poorly performing schools have been identified and provincial departments are working closely with those schools to ensure that they have turnaround strategies in place. Schools have been charged with the responsibility of holding holiday and extra classes. The department is supporting schools through the publication of study guides and past examination papers to ensure that learners are prepared through directed revision.

In the 2008 matric exam, many learners achieved good maths marks but then couldn't handle university and dropped out. What will you do to ensure an adequate standard in maths? 
The minister has set up a committee whose primary task is to develop a single and comprehensive curriculum assessment policy statement of each grade. This should provide clear guidelines on what teachers ought to teach and assess on a grade-by-grade and learning-areas basis or subject basis.

Some say the South African Democratic Teachers' Union abuses its numerical strength to disrupt learning and teaching Are you going to rein them in? 
All teacher unions have committed themselves to a social contract for achieving quality learning and teaching. The unions led the way in committing themselves to a code of conduct as part of the Quality Learning and Teaching Campaign. They are working closely with us to ensure that we uphold the non-negotiables in education, as identified by President Jacob Zuma, that teachers must be in class, on time and teaching; that parents must support their children and their teachers; and that departmental officials must support teachers and schools.

You sent in a crack team to sort out the administration of the matric exam in Mpumalanga, where 60 provincial exam officials are now getting paid to do nothing. What are you doing to do to avoid a further waste of taxpayers' money? 
The department is working closely with the Mpumalanga education department to ensure that the problems that have been experienced over the past years will not recur. The provincial education department is responsible for the redeployment of officials in the province.

There is a perception that you are centralising power -- the deployment of teams to Mpumalanga and the Eastern Cape in past years being examples. Can we expect more such steps in provinces that perform badly? 
It is the responsibility of the national department to assist provinces that are struggling to deal with specific challenges. And the National Education Policy Act compels the minister and the department to monitor and report on the implementation of education policies as well as the progress of the system and to intervene where necessary.
 

ORGANISATIONS

  • Department of Basic Education

_Form design by: Leoni Topka ... Stay tuned_

 to download: click & save

ASSESSMENT RECORDING FORMS

AL SUBS RECORDS.doc

Assess Tools NUM.doc

NUM SUBS RECORDS.doc

Quarterly LS Rec Sheet.doc

Assess Tools LIT.doc

LIT HL SUBS RECORDS.doc

Quarterly LIT AL Rec Sheet.doc

Quarterly NUM Rec Sheet.doc

Assess Tools LS.doc

LS SUBS RECORDS.doc

Quarterly LIT HL Rec Sheet.doc

Year Symbols.doc

GR 1 LIT NUM LS PLANNING FORMS

Daily Planning Master Sheet LIT GR1.doc

General Term Overview Num LS.doc

Daily Planning Master Sheet NUM LS GR1.doc

Planning Add Language.doc

General Term Overview LITERACY.doc

GR 2 LIT NUM LS PLANNING FORMS

Daily Planning Master Sheet LIT GR2.doc

General Term Overview Num LS.doc

Daily Planning Master Sheet NUM LS GR2.doc

Planning Add Language.doc

General Term Overview LITERACY.doc

GR 3 LIT NUM LS PLANNING FORMS

Daily Planning Master Sheet LIT GR3.doc

General Term Overview Num LS.doc

Daily Planning Master Sheet NUM LS GR3.doc

Planning Add Language.doc

General Term Overview LITERACY.doc

We are striving to achieve quality
education for all, inclusive of learners who are vulnerable and
experience barriers to learning.


 From January 2010, the Department of Basic Education will:


• Require only one file for administrative purposes from
teachers


• Discontinue the use of learner portfolios in all subjects/
learning areas from January 2010


• Reduce the number of projects required by learners


• Emphasise the importance of textbooks in teaching and
learning


Details of what the Department’s expectations are for teachers
and principals are spelt out in this newsletter.


The Department of Basic Education will also extend the
Foundations for Learning Programme to all primary schools
in 2010.

The Programme for Foundation and Intermediate Phase
(Grades R-6), launched in March 2008, will be implemented in all
schools, supported by teaching and learning support materials to
be distributed by the Department.


PLANNING AND DEVELOPING A SINGLE TEACHER FILE


Teachers will only develop a single teacher file in spite of the number of learning areas or subjects that they teach.
In this section, the following questions will be answered:


• What is the importance of a teacher file?


• What are the essential requirements of a teacher file?


Explanations will be given of the following:


• Annual Work Schedule


• Assessment Plan


• Formal Assessment Tasks and memoranda


• Indication of Textbook(s) and any other resources to be used


• Record sheets containing learners’ marks for each formal assessment task


• Any intervention that is planned by the teacher to assist learners especially those who are experiencing barriers to learning.


What is the importance of a teacher file?


Each teacher must keep a single teacher file for planning and moderation purposes.


What are the essential requirements of a teacher file?


The file must consist of:


• Annual work schedule


• Assessment Plan


• Formal Assessment Tasks and memoranda


• Indication of Textbook(s) and any other resources to be used


• Record sheets containing learners’ marks for each formal assessment task


• Any intervention that is planned by the teacher to assist learners especially those who are experiencing barriers to learning.


Annual Work Schedule


• The teacher should have a work schedule for each learning area or subject for the year for each grade.


• The content to be taught and learned should be organised into terms and weeks and be based on the content as listed in the
Content or Core Knowledge and Concept Frameworks, and/or presented in the textbook.


• The annual work schedule should indicate weeks, content, assessment activities, date completed and comments. It will ensure that
the content for one academic year is sufficiently covered in the time allocated per learning area or subject.


• Any support in response to a learner who experiences barriers to learning must be included in the planning.


• All the necessary resources that the teacher identifies will be recorded as part of the lesson plan, including adapted resources.


Assessment Plan


• An assessment plan is based on the assessment requirements as set out in the National Protocol on Assessment: Recording and
Reporting.


• The teacher must have an assessment plan for the year for each grade. This plan should indicate the formal assessment tasks such
as tests and exams (and other forms of assessment selected for a learning area or subject) that will assess the knowledge and skills
for that particular learning area or subject.


• The assessment plan for each learning area or subject and grade must be reflected in the school’s formal assessment plan for the
year and be communicated to learners and parents in good time, preferably at the beginning of the school year.

Formal Assessment Tasks and Memoranda


• Formal assessment tasks should be carefully designed assessment tasks, consisting of a variety of forms of assessment, that cover
the content taught to that point.


• All tests and examinations are part of the Formal Programme of Assessment.


• All marking memoranda, grids or rubrics and checklists, etc are to be included.


• Any comments for strengthening assessment activities can be noted and used for planning for the following year.


• Any adaptation to tasks for learners who experience barriers to learning is to be recorded as part of the plan.
Textbook or other Learning and Teaching Support Materials (LTSM) selected


• The teacher’s file should indicate which textbooks are being used.


• Any other support materials selected by a teacher to support teaching and learning in the classroom should be included in the

teacher’s file.

Record sheets


The record sheets reflect the performance of the learners in the formal assessment tasks as set out in the Assessment Plan.


The following should be recorded:


• The learners’ names and their marks


• The date of the formal assessment task


• The content topic that is the focus of the task


• The maximum mark for the task


• The learning area or subject ( in the case of a teacher teaching more than one learning area or subject)

LEARNER PORTFOLIOS


Learner portfolios as separate, formal compilations of assessment tasks are no longer required but the assessment of
learners’ performance must continue!


In this section, the following questions will be answered:
• What happens to learner portfolios as a separate set of documents?


• What is assessment in the curriculum?


• How should evidence of learner performance be collected and recorded?


What happens to learner portfolios as a separate set of documents?


Learner portfolios are no longer required from January 2010.

Evidence of the learner’s work need not be kept in a “special file”
called a “portfolio”. Both formal and informal assessment tasks can be kept in work books, excercise books or other relevant subjectspecific
formats such as ledgers, cash and journal books for EMS and Accounting, as well as folders on servers or CDs for Computer
Applications Technology and Information Technology.


What is assessment in the curriculum?


Assessment in the National Curriculum Statement (Grades R-12) is an integral part of teaching and learning. There are several types of


assessment including:


• Formal assessment: Formal assessment tasks are marked and formally recorded by the teacher. The number of tasks required and
to be recorded by the teacher are specified in the National Protocol on Assessment: Recording and Reporting. These tasks make
up the Programme of Assessment. They are a core part of the teacher’s planning. Teachers should factor into their planning any
additional support needed by learners who experience learning difficulties.

Formal assessment is an essential part of teaching and learning. The evidence of learners’ performance in formal tasks provides
feedback with regards to the content, concepts and skills that have been acquired by the learner in a specific learning area or
subject. The marks of those tasks will be used for promotion and progression of learners to the next grade and to give feedback to
parents and various stakeholders in this regard. The feedback will also indicate what support is planned for learners who are not able
to master all the content, concepts and skills and need more time or reinforcement.


• Informal or daily assessment: Informal or daily assessment is made up of those tasks that are regarded as stepping stones to
monitor or assess the progress of the learner in the subject classroom and to prepare them for the formal tasks. Examples of these
tasks include class-work, home-work and verbal question and answer sessions. Informal or daily assessment tasks need not be
recorded. Teachers may let learners assess their own work to further reinforce learning. The teacher then ensures that corrections
are done. These assessments also allow more opportunities for learners to develop and practise what they have learnt and can do.
Most critically, they inform the teacher on where learners are experiencing difficulties and what early steps should be taken to assist
learners to overcome these challenges.


How should evidence of learner performance be collected and recorded?


Both formal and informal assessment tasks can be kept in work books, excercise books or other relevant subject- specific
formats. (For example ledgers, cash and journal books for EMS and Accounting, as well as folders on servers or CDs for Computer
Applications Technology and Information Technology.) Selected tasks will also be used to inform and track individual performance in
order to provide support to individual learners.


This evidence should be made available by teachers and/or learners whenever needed by the HOD, SMTs, curriculum advisors, teaching
and learning support staff, other education officials or parents.

PROJECT BASED ASSESSMENT AS PART OF
FORMAL ASSESSMENT IN GRADES 4-12


The number of projects as an assessment requirement must be reduced to one project per year per Learning Area or Subject.
In this section, the following questions will be answered:


• What is a project?


• The number and nature of projects in Grades 4-12


• Support from the Department of Basic Education in 2010


• Planning and managing projects at provincial level


What is a project?


• A project is only one of the various forms of assessment used to assess knowledge (content and concepts) and skills.


• The project allows learners to demonstrate their knowledge and skills in an integrated manner that is unique to each learning area
or subject.


• Projects allow for a variety of ways in which the learning styles and needs of learners can be accommodated.


The number and nature of projects in Grades 4-12


• Only one project per grade per year in applicable learning areas or subjects is to be completed by learners. Learners who
experience barriers to learning must be accommodated by allowing them additional time.


• In Grades 10-12 the Practical Assessment Task (PAT) may represent a project in the 16 subjects with PATs. Some of these subjects may
however, have a project as well.


• As far as possible, teachers can use an integrated project across learning areas to assess a range of skills and content knowledge.

Support from the Department of Basic Education in 2010


• Guidelines for each subject/ learning area (Grades 4 - 12) will be developed by the Department of Basic Education for
teachers in 2010. These guidelines will assist teachers in planning and managing the use of projects as part of their formal assessment
programme.


• The Department will develop a list of possible project types that teachers can use. These lists will be distributed to schools and
teachers in 2010. Types of projects will vary across learning areas and subjects and will also cater for varying learner competencies.
However, teachers may still set their own projects that are specific to their contexts.


• Exemplars of good projects will be made available to teachers, together with guidance on how learner diversity can be
accommodated.


Planning and managing projects at provincial level


• School management teams will ensure that projects covering different learning areas or subjects are spread across the year.


• During school support visits, Curriculum Advisors will moderate the planning of projects to be set.

THE IMPORTANCE OF TEXTBOOKS


Textbooks play a vital part in teaching and learning. Textbooks must be used by teachers and learners to enhance their
teaching and learning.


The following questions will be answered:


• Why are textbooks important in teaching and learning?


• What is the role of the textbook?


• How should teachers use textbooks?


• Why should we stress the importance of textbooks to learners and their parents?


• What is a national catalogue of textbooks?


Why are textbooks important in teaching and learning?


• The textbook is one of the most effective tools through which to deliver the curriculum and support assessment.


• The textbook can ensure curriculum content and assessment coverage, and it can also offer appropriate pacing and weighting of
content and assist teachers with lesson and year planning.


• Each learner should have a textbook for each of his/her subjects to take home, do homework, and study from or to prepare for
subsequent lessons, tests and exams.


What is the role of the textbook?


• A textbook interprets and presents the knowledge (content and concepts) and skills as listed in the National Curriculum Statement
(NCS) for all learning areas and subjects and in the Content and Core Knowledge and Concepts Frameworks.


• The concepts and content are presented in an organised, systematic and synthesized fashion. The content is sequenced and paced
in such a way as to assist the teacher with planning and teaching.


• The textbook provides examples of problems, informal daily teaching and learning activities and suggestions for formal tasks.


• In addition, good textbooks are usually written in a manner that allows adaptation of the content for learners who experience
barriers to learning. Textbooks must accommodate learner diversity and be made available in accessible format, e.g. in Braille, large
print or audio text.

How should teachers use textbooks?


• Teachers should use their textbooks to plan along with other resources and curriculum guideline documents.


• In doing so, the teacher should compare the content and activities presented in the textbook to those listed in the Content


Framework for the subject in order to identify any gaps.


• Teachers can apply information from text books when differentiating teaching and learning to accommodate a range of learner
needs.
• Teachers should use the textbook to plan their work schedule, lesson plans, daily assessment tasks as well as their formal assessment
tasks.


Why should we stress the importance of textbooks to learners and their parents?


• The importance of textbooks must be made known to learners and parents.


• They should be strongly encouraged to treat all books with respect and to understand that they remain the property of the school.


• Schools should ensure that textbooks are returned at the end of each year by learners.


What is a national catalogue of textbooks?


• In order to compile a National Catalogue of textbooks for schools, the Department of Basic Education invites publishers to submit
their textbooks. The Department scrutinizes the textbooks through a screening and quality assurance process. The Department
recommends changes to be made where necessary to ensure that the textbooks cover the curriculum. It is important that the
textbooks will engage learners in quality learning activities in order to master the subject knowledge (content and concepts) and
skills. Only textbooks that meet the criteria for good textbooks are selected and placed in the catalogue. The screening process is
repeated in cycles to ensure that textbooks are regularly updated in terms of new technology and trends as well as current content.


• A National Catalogue of Textbooks for Grades 10 -12 has been in use in schools for a number of years. Schools and teachers of Grades
10-12 will continue to use the catalogue to inform their selection of textbooks each year.


• A National Catalogue of approved textbooks for Grades R-9 will be finalized in 2010 for implementation in 2011. Textbook orders for
2011 for Grades R-9 must be based on the National Catalogue.


 For all enquiries:
Department of Basic Education
CALL CENTRE: 0800 202 933
THUTONG EDUCATION PORTAL

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