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xxxxxxxxxxxc. PROGRAMMES THAT WORKED IN THE 2018 ACADEMIC YEAR HARRY GWALA/UGU UMGUNGUNDLOVU. OUTLINE OF THE PRESENTATION. The presentation will focus on the following: PREPARATION OF THE SYSTEM FOR THE 2018 ACADEMIC YEAR
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xxxxxxxxxxxc PROGRAMMES THAT WORKED IN THE 2018 ACADEMIC YEAR HARRY GWALA/UGU UMGUNGUNDLOVU
OUTLINE OF THE PRESENTATION The presentation will focus on the following: • PREPARATION OF THE SYSTEM FOR THE 2018 ACADEMIC YEAR • CURRICULUM DELIVERY: CAPACITATION OF PRIMARY SCHOOL TEACHERS AND SUBJECT SPECIALISTS • CURRICULUM DELIVERY: SUPPORTING TEACHERS IN SECONDARY SCHOOLS • TEACHER DEVELOPMENT • ASSESSMENT, EXAMINATIONS AND QUALITY ASSURANCE • WHY SOME PROGRAMMES DID NOT DELIVER ADEQUATELY • THE 2019 ACADEMIC IMPROVEMENT STRATEGY • THE IMPLEMENTATION FRAMEWORK OF THE STRATEGY
WHAT WORKED PREPARATION OF THE SYSTEM FOR CURRICULUM IMPLEMENTATION IN THE 2018 ACADEMIC YEAR
THE PROVINCE MAPPED THE 2018 ACADEMIC IMPROVEMENT PLAN • After the analysis of the performance gaps in the 2017 National Senior Certificate results the province developed the provincial academic improvement plan • The activities of the plan were informed by the comments made by the Markers and Moderators during marking • The plan was also informed by the strengths and weaknesses of the 2017 Academic Improvement plan • The plan was presented to the Head of Department for discussion at Top Management • It was then presented to officials from the twelve districts as a proposal for academic improvement in 2018 • District Directors and their teams used the plan to develop District Improvement Plans and Subject Advisors used it to develop Subject Improvement Plans • Schools Management Teams used District Improvement Plans to develop School Improvement Plans and Subject Improvement Plans
FOCUS AREAS OF THE 2018 ACADEMIC IMPROVEMENT PLAN • Focus area 1: Total school functionality and productivity • Focus area 2: Effective teaching/learning and provision of supporting resources • Focus area 3: Radical programmes for inclusivity and support • Focus area 4: Tracking and analysing learner attainment • Focus area 5: High impact school monitoring, support and interventions • Focus area 6: Improvement of teacher quality and output • Focus area 7: Promotion of the culture of reading with comprehension • Focus area 8: Compliance and consequence management • Focus area 9: Accountability as an organisational culture • Focus area 10: Stakeholder consultation, engagement and management
PROVISION OF LTSM IN PREPARATION FOR THE 2018 ACADEMIC YEAR • Orders were placed for schools using EMIS learner enrolment data • As at 30 November 2017 100% deliveries were finalised • To mitigate risk of shortages brought about by cases of unverified learner enrolments, the Department of Education issued each school with its schedule of quantities of ordered stationery in October 2017 • Cases of large disparities between learner numbers and stationery ordered were to be reported in November 2017 • The 49 Cases of shortages were reported and stationery was identified and delivered to these schools in the first week of the 2018 school year • The Department found challenges when 43 schools reported large shortages only after opening in January 2018 • The Department identified stock and deliveries commenced from 24 January 2017 and were finalised by 06 February 2018
GETTING TEACHERS AND SUBJECT ADVISORS READY FOR CURRICULUM DELIVERY • Discussion of the NSC results and Moderators reports with subject teachers • Formation of clusters for curriculum coordination • Discussion of the examination guidelines for 2018 • Guidance on assessment and categorisation of questions • Discussion of the annual teaching plan • The common testing guidelines including: • The scope of each term’s test • The test time table • A need for quality marking and reliable School Based Assessment Marks (SBA)
THE DEPARTMENT OF EDUCATION AND LEGISLATURE CONDUCTED SCHOOL FUNCTIONALITY VISITS The province conducted school functionality visits as follows: At the beginning of term one in January 2018 provincial and district officials visited schools to evaluate the state of readiness and functioning At the beginning of term two the officials from districts visited schools to ensure that the “first day/first hour/first lesson philosophy” was followed The officials visited schools at the beginning of term three to: • Ensure that curriculum coverage has been achieved • Ensure that learning takes place on day 1 • Ensure that recommendations of the previous visit were implemented • Check the performance of learners in all grades • Check reports on the frequency of school visits
WHAT WORKED CAPACITATION OF TEACHERS AND SUBJECT SPECIALIST EARLY CHILDHOOD DEVELOPMENT (ECD) & GENERAL EDUCATION AND TRAINING (GET)
THE GET TEACHERS WERE SUPPORTED IN CURRICULUM COVERAGE AND LANGUAGE TEACHING • The following are GET programmes which were run in the 2018 academic year • Primary reading programme which benefited 424 primary schools in 8 districts • Early grade reading for 524 schools and which will extended to other 100 schools • Capacitating of 270 grade 4 teachers with a certificate in Language Teaching • Trained 9930 grade 1 and grade 2 teachers in the monitoring of the syllabus coverage “Tracking instrument” • Trained 449 grade 4 – 6 teachers in the monitoring of the syllabus coverage “Tracking instrument” • Trained 620 Senior Phase teachers in the monitoring of the syllabus coverage “Tracking instrument”
WORKSHOPS AND PRACTICAL SESSIONS FOR GET TEACHERS • The following are GET programmes that were run in term one of the 2018 academic year • Workshop on quality assessment tasks attended by 1947 teachers followed by on site support provided to 285 schools • Department of Education provided exemplar assessment tasks to 2142 teachers • Moderation of term 1 learners work in 123 schools as a way of quality assuring curriculum alignment • Department of Education provided 955 exemplar lesson plan to the Senior Phase teachers • Department of Education distributed the curriculum coverage tool 1947 teachers and 285 schools • There were practical working sessions in which teachers in 12 districts were setting assessment tasks which were collated and distributed to schools • Department of Education distributed exemplars for all the terms to help teachers in improving quality of assessment
SCHOOL BASED ASSESSMENT & SUBJECT GET ADVISOR SUPPORT • The other GET programmes and interventions during term one of the 2018 academic year are as follows • Department of education conducted School Based Assessment (SBA) moderation in 245 schools • Harry Gwala, Ugu and Amajuba were piloted for “Lesson Study” which involved 70 schools and 113 teachers • A private partner called “Vula” capacitated 35 GET Subject Advisors in subject content and teaching methodology • Mangosuthu University of Technology assisted 38 Subject Advisors with technology skills to solve Mathematical problems • The province participated in the “Mental Mathematics” competition fielding 433 learners • Materials development workshop was organised and 146 officials participated
CAREER GUIDANCE SUPPORT PROGRAMMES • The following are career guidance interventions of the GET band in the 2018 academic year • It is a fact that career guidance in necessary to guide learners towards correct choices of subjects in secondary schools • Grade 6 and 9 career exhibition was done planned and 20 schools participated in term 4 • A “Career Choice” information session was done for grade 9 learners in the province • The Department hosted “Career Stimulation Activities” to assist grade 7 learners to understand the world of work
EARLY CHILDHOOD DEVELOPMENT (ECD) INTERVENTIONS • The province had a number of interventions in Early Childhood Development area • The ECD specialists conducted training sessions to assist practitioners to use resources provided by the Department of Education (workbooks, big books, puzzles, blocks, shapes, counters, measurements etc.) during their lessons • The ECD specialists trained teachers on curriculum content in Numeracy, Life Skills and Home Language • The ECD specialists formed clusters of ECD centres where practitioners take further discussions on content and methodology • The ECD specialists introduced the “observation book” where teachers record their observation of the work of children • The ECD specialists did on-site visits where they dealt with challenges faced by practitioners on one to one basis • In some of the districts the ECD specialists included grade R in the foundation phase spelling BEE where children participated through recitations • The ECD specialists are introducied the “marks system” in addition to “Rubrics” and are capacitating practitioners in transferring marks to SASAMS system
WHAT WORKED SUPPORTING SCHOOLS, TEACHERS AND LEARNERS FURTHER EDUCATION AND TRAINING (FET)
EXTRA TUITION FOR GRADE 12 • The Department of Education encouraged schools to organise extra classes so as to improve the quality of syllabus coverage • The majority of schools organised extra tuition through: • Afternoon sessions • Saturday sessions • Other schools in the 12 districts organised the Easter Holiday classes focussing mainly on: • Revision of work already covered • Examination skills in gateway subjects • The Department of Education monitored and supported extra classes through visits • The Department of the Director General visited some of the centres
LESSON BROADCASTING • The Department of Education used laboratories from the University of South Africa (UNISA) to broadcast lessons in gateway subjects • This was accompanied by training as follows:
MATHEMATICS SCIENCE AND TECHNOLOGY INTERVENTIONS • The Department of Education capacitated officials as follows:
Provision of Additional Support Material • The following quantities of support material were provided to schools
FINAL CRITICAL ACTIVITIES AND INTERVENTIONS • The following final programmes unfolded in 2018 and they were part of the “Third Push” towards preparation for examinations • Compilation of revision topics for gateway subjects • Teacher capacitation on the development of assessment programmes • Workshop on the elimination of “SBA rejection” in the province • Improvement of quality SBA tasks at school level to improve predictability of performance • Preparation of intensive subject specific revision programmes • Capacitation of Circuit Managers on promotion and progression policy • Confirming syllabus coverage in schools by province and district officials • Second moderation of SBA marks, scripts, memoranda and recording
SPRINGS CLASSES AS A FINAL PUSH FOR ACADEMIC IMPROVEMENT • The Department of Education realised that the improvement was not at the targeted level • The mid-term tests indicate that the province is likely to improve by at least 4.6% • In order for the province to improve from its 2017 performance level, springs holiday classes were planned • These classes will be designed to focus on revision from three sources: • Content gaps identified in the 2017 Diagnostic Report • Content gaps identified in the March 2018 diagnosis • Content gaps identified in the June 218 diagnosis • The Department saw it necessary, during springs holidays, to pay attention to Technical Mathematics and Technical Science content gaps
SUBJECTS TARGETED FOR SPRINGS CLASSES • The springs classes targeted the following subjects with a special focus on examination skills, middle order questions and higher order questions, prevention of decline in pass % • Accounting, Business Studies and Economics • Agricultural Sciences, Life Sciences, Physical Sciences and Technical Sciences • English First Additional Language (also focus on set works, grammar section and creative writing) • Isi Zulu Home (also focus on set works and grammar section) • Geography and History • Mathematical Literacy, Mathematics Literacy and Technical Mathematics • District Directors encouraged schools to pay attention to other subjects and work towards a 100% pass in Arts, Services, Social Sciences, Technical Subjects etc.
