principal as curriculum manager session 1...

CURRICULUM MANAGEMENT FOR EDUCATION MANAGERS WITH REFERENCE TO

SCHOOL PRINCIPALS

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SESSION 1

CURRICULUM MANAGEMENT

1

PRINCIPAL AS CURRICULUM MANAGER

Principal as

Curriculum Manager

Legislative requirements

Professional requirements

International Standards

National Standards

Management –School Policy

Management requirements

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INTRODUCTION

• Principals are often challenged by the diverse roleswhich they have to play, as managers of a school. Themanagement of the curriculum is in some instancesdelegated to Heads of Departments or DeputyPrincipals tasked with the academic programme of theschool.

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INTRODUCTION

Functionsof a

Manager

Planning

Organising

Directing

(Leading)

Controlmeasures

4

INTRODUCTION

2011

Particular sets of

strategies to sequence and pace

knowledge

CAPS

2002

Specify the knowledge component

NCS

1998

Outcomes for learning

in broad terms

Teacher to customise

teaching and learning

activities

C2005

5

INTRODUCTION

The Minister of Basic Education received many complaintsand comments regarding the implementation of the NCS:

• The overburdening of teachers with administrative tasks

• Different interpretations of the curriculum requirements

• The levels of learner underperformance in literacy and numeracy

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SCHOOL PRINCIPALS

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INTRODUCTION

The appointment of a Ministerial Task Team and a CurriculumReview process recommended the following:

• Rationalise the current NCS documents into a single set of simpleand coherent curriculum documents

• Conduct regular external annual assessment in Grades 3, 6 and 9

• Introduce the teaching of English as a subject, from Grade 1

• Reduce the overload in the intermediate phase by reducing thenumber of subjects to six

• Ensure that teacher training is strengthened

• Re-assert the role of textbooks and develop a national catalogueof textbooks.

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• Reduce teachers’ workload i.e. allow more time for teaching;• Clarify Subject Advisors’ roles nationally i.e. specify the exact

nature of in-classroom and school support they should provideto teachers.

• Portfolios by all learners as separate compilations of assessmenttasks will no longer be required.

• CTAs at Grade 9 have been discontinued with effect from 2010.• Curriculum and Assessment Policy Statement (CAPS) documents

per subject per phase were developed in 2010• The number of projects required for each learning area/subject

will be reduced to one project per year per learningarea/subject

• Teachers are required to develop a single Teacher File forplanning purposes

INTRODUCTION

8

INTRODUCTION

INFRA-

STRUCTURE

WORK BOOKS

ANA

CAPS

DBE INITIATIVES TO SUPPORT CAPS IMPLEMENTATION

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PLANNING

Planning:

• Ensure that the relevantsubject policies are in place

• Be knowledgeable on therelevant national andprovincial policies

• Be knowledgeable on theimplementation of thesepolicies

• Ensure that a school policyreferring to curriculum relatedmatters is developed

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PLANNING: LEGISLATIVE FRAMEWORK

The planning function of the principal is governed by thefollowing frameworks:

1. Legislative Framework

1.1 National Education Policy Act 27 of 1996 (Section 3 (4) (I) ):

– NEPA identifies the 7 roles of educators which stipulates the curriculumrelated activities which should be performed by teachers:

• Learning mediator

• Interpreter and designer of learning programmes and materials

• Leader, administrator and manager

• Scholar, researcher and lifelong learner

• Community, citizenship and pastoral role

• Assessor

• Learning area / subject / discipline / phase specialist11

PLANNING: LEGISLATIVE FRAMEWORK

1.2 South African Schools Act 84 of 1996 (Section 6 A)

– According to this act the Minister must determine:

(a) A national curriculum statement indicating the minimumoutcomes or standards; and

(b) A national process and procedures for the assessment oflearners achievement.

Which provides the curriculum framework in which publicschools are to function.

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SCHOOL PRINCIPALS

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PLANNING: NATIONAL CURRICULUM STATEMENT

National curriculum policies which should be referred to when planning school policy:

• Policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R - 12

• CAPS Subject policies

• National Protocol for Assessment Grades R – 12

• National policy on the conduct, administration and management of the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF)

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The following supplementary policy documents should be referredto in compiling a school policy:

1. Education White Paper 1 on Education and Training2. Education White Paper 6 on Special Needs Education: Building an

Inclusive Education and Training System

3. Admission policy for ordinary public schools as published asGovernment Notice 2432, Government Gazette, Vol. 400, No 19377of 19 October 1998.

4. The Language-in-Education Policy 19975. Norms on Roles and Responsibilities of Education Districts

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National Policy Pertaining to

Programme and Promotion

Requirements

Curriculum and Assessment Policy

Statements (CAPS) for subjects

National Protocol of Assessment

National Policy on the Conduct,

Administration and Management of the

NSC

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NATIONAL POLICY PERTAINING TO THE PROGRAMME AND PROMOTION REQUIREMENTS OF

THE NATIONAL CURRICULUM STATEMENT S R-12

The first policy which forms constitutes the National Curriculum Statement is the NationalPolicy Pertaining to the Programme and Promotion Requirements of the NCS.

This policy was promulgated in Government Gazette No. 36042 (28 December 2012) andit determines the minimum outcomes and standards, as well as the processes andprocedures for the assessment of learner achievement.

The following is covered by the policy:

• Approved subjects

• Programme requirements

• Grouping of subjects

• Time allocation

• Gr 10-12 Subject changes

• Assessment

• Concessions

• Progression / Promotion requirements

• Recording and Reporting16

NPPPR: PROGRAMME REQUIREMENTS

Foundation Phase

Intermediate Phase

Senior Phase

Home Language Home Language Home Language

First Additional Language First Additional Language First Additional Language

Mathematics Mathematics Mathematics

Life Skills• Beginning Knowledge • Creative Arts • Physical Education • Personal and Social

Well-being

Natural Sciences andTechnology

Natural Sciences

Social Sciences Social Sciences

Life Skills

• Creative Arts • Physical Education • Personal and Social Well-

being

Technology

Economic and ManagementSciences

Life Orientation

Arts and Culture

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FET Phase

Language at Home Language Level

Language at First Additional Language

Mathematics / Mathematical Literacy / Technical Mathematics (Vocational ONLY)

ACADEMIC VOCATIONAL

Not Designated Subjects Designated Subjects Technical Science / Physical ScienceCivil Technology (Spec)Mechanical Technology (Spec)Electrical Technology (Spec)Engineering Graphics and Design

Agricultural Management Practices; Agricultural TechnologyDance Studies; Design; Life OrientationComputer Applications Technology; Hospitality Studies; Tourism.

Accounting, Agricultural Sciences, Business Studies, Dramatic Arts, Economics, Engineering Graphics and Design, Geography, History, Consumer Studies, Information Technology, Life Sciences, Music, Physical Sciences, Religion studies, Visual Arts 18


SCHOOL PRINCIPALS

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• A candidate:

– May not offer Mathematics and Mathematical Literacy

– May not offer Consumer Studies and Hospitality Studies

– Learners offering Sport and Exercise Science must offer eitherPhysical Sciences or Life Sciences.


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• Along with programme requirements of NPPPRCircular S13 of 2014 should be considered whichadvises that Mathematics be offered with:

– Physical Sciences

– Agricultural Science

– Accounting

– Economics

– Geography

– Life Science


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NPPPR: GRADE 10 – 12 SUBJECT CHANGES

The duration of the National Senior Certificate is 3 years,namely Grades 10 - 12. A learner must:

• (1) offer all subjects selected for all three grades, Grades 10-12and complete the programme requirements for these gradesseparately;

• And (2) comply with the SBA requirements for Grades 10, 11and 12 and the external assessment requirements of Grade 12as contemplated in the policy document National Protocol forAssessment Grades R – 12, and the Curriculum and AssessmentPolicy Statements of the various subjects listed in Annexure B.

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1) A learner may change a maximum of two subjects in Grade 10,provided this is done by the beginning of the third term, subjectto the approval of the Principal of the school where the learneris registered.

(2) A learner may change two subjects in Grade 11, provided this isdone before 28 February subject to the approval of the Principalof the school where the learner is registered.

(3) In exceptional cases a learner may change one subject in Grade12, provided this is done before 31 January of the Grade 12-year.

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(4) Approval for changing a subject in Grade 12 must beobtained from the Head of the assessment body.

The following documents are needed:

a) a letter of motivation from the learner’s parent orguardian;

b) a letter from the Principal, either supporting orproviding reasons for not supporting the change; and

c) a letter from the subject teacher, outlining theprogramme to be followed to assist the learner incovering those aspects of the Curriculum andAssessment Policy Statements for the previous gradethat were not completed.

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Note:• Instructional leadership is needed in managing the

situation.

• A principal should be mindful of the SBA marks ofthe subject to which the change is made.

• Parents’ Evenings should be used to inform parentsof dates and implications

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SCHOOL PRINCIPALS

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NPPPR: PROGRAMME (LANGUAGE POLICY)

• According to the South African Schools Act 84 of 1996 (section 6):

– The Minister may determine norms and standards forlanguage policy in public schools

– The governing body of a public school may determine thelanguage policy of the schools subject to the Constitution, thisAct and any applicable provincial law.

– No form of racial discrimination may be practised inimplementing policy determined under this section.

– A recognised Sign Language has the status of an officiallanguage for purposes of learning at a public school.

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• According to the Language in Education Policy, 1997 therights and duties of the school are that:

– The governing body must stipulate how the school willpromote multilingualism

• Incremental Implementation of African Languages:

– This is a new initiative based on the previous statement fromthe LiEP.

– This initiative seeks to have learners offer an African Languagefrom Grade 1

– This initiative has already been piloted in 2013 and is said toimplement in 2014.

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Intermediate and Senior Phase

• Schools offering an optional language on at leastSecond Additional Language level may not use the timeallocated for the subjects listed.

• Optional languages may only be offered if the schoolcan make an arrangement for the allocation ofadditional time to the allocated 27,5 hours.

• The Additional Language will be regarded as anadditional subject not to be taken into account forpromotion requirements.

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The relevant time allocation to each subject, as well as, proviso’s interms of the subject combinations should be taken intoconsideration.

• Instructional time is set per subject per grade

• Time allocated to breaks, assemblies and extramural activities isexcluded from the time allocation.

• Time must be available to support learners who experiencebarriers to learning within the instructional time.

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NPPPR: TIME ALLOCATION FOR SUBJECTS

Time allocationNotional time

(Policy)

Norm time

(CollectiveAgreement)

It is the responsibility of the principal to ensure school effectivenessthrough Educational Leadership, specifically with regard to HRManagement and time management.

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NPPPR: TIME ALLOCATION OVERVIEW

Phase Grade Time (NCS) CAPS

Foundation Phase R, 1 and 2

3

22,5

25

23, 25

25

Intermediate

Phase

4, 5 and 6 26,5 27.5

Senior Phase 7

8 and 9

26,5

27,5

27.5

FET 10, 11 and

12

27,5 27.5

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SCHOOL PRINCIPALS

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NPPR: TIME ALLOCATION IN FOUNDATION PHASE (25 HOURS)

Subjects Time Allocation

R 1-2 3

Home Language 10 hours 8/7 hours 8/7 hours

First Additional Language 2/3 hours 3/4 hours

Mathematics 7 hours 7 hours 7 hours

Life Skills

• Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-

being

6 hours

(1) (2) (2) (1)

6 hours

(1) (2) (2) (1)

7 hours

(2) (2) (2) (1)

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NPPPR: TIME ALLOCATION IN INTERMEDIATE PHASE (27.5 HOURS)


Home Language 6 hours

First Additional Language 5 hours

Mathematics 6 hours

Natural Sciences and Technology 3,5 hours

Social Sciences 3 hours

Life Skills

• Creative Arts • Physical Education • Personal and Social Well-being

4 hours

(1,5) (1) (1,5)

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NPPPR: TIME ALLOCATION IN SENIOR PHASE (27.5 HOURS)


Home Language 5 hours

First Additional Language 4 hours

Mathematics 4.5 hours

Natural Sciences 3 hours

Social Sciences 3 hours

Technology 2 hours

Economic and Management Sciences 2 hours

Life Orientation 2 hours

Arts and Culture 2 hours33

NPPPR: TIME ALLOCATION FURTHER EDUCATION AND TRAINING PHASE

(27.5 HOURS PER WEEK)


Home Language 4.5 hours

First Additional Language 4.5 hours

Mathematics or Mathematical Literacy 4.5 hours

Life Orientation 2 hours

A minimum of ANY THREE subjects 4 hours x 3

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NPPPR: PROGRESSION / PROMOTION REQUIREMENTS

The second aspect which is dealt with in the document NationalPolicy pertaining to the programme and promotion requirementsof the National Curriculum Statement, is the progressionrequirements for each Grade. The policy is governed by twoprinciples: Progression and Promotion

ProgressionNo more than 4 years per phase

PromotionGrades 10-12

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“Progression” –

• means the advancement of a learner from one grade to thenext, excluding Grade R, in spite of the learner not havingcomplied with all the promotion requirements.

• Progression can be used to prevent a learner from beingretained in a phase for a period exceeding four years asstipulated in the Admission policy, provided that theunderperformance of the learner in the previous grade isaddressed in the grade to which the learner has beenpromoted.

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SCHOOL PRINCIPALS

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“Promotion” –

• means the movement of a learner from one grade to thenext when that learner meets the minimum requiredlevel of achievement per subject in a particular grade, aswell as complying with the promotion requirements ofthat grade as contemplated in the document; Nationalpolicy pertaining to the programme and promotionrequirements of the NCS Grades R-12;

• Guidelines for determining a learner’s progress.

• Progression in Grades 10-12 does not guarantee the finalcertification of a learner in Grade 12.

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SUBJECTS Gr. R Gr. 1-3 Gr. 4-6 Gr. 7-9 Gr. 10-12

Language at HomeLanguage Level

4 (50-59)(and)

4 (50-59)(and)

4(50-59)

4(50-59)

40%

Language at First Additional Language Level

3 (40-49)

3 (40-49)

3 (40-49)

40% in TWO subjects

30% in THREE subjects provided that the SBA component is submitted in the failed subject.

Mathematics 3 (40-49)

3 (40-49)

3 (40-49)

3 (40-49)

OTHER: 3 In any TWO other subjects

3In any THREE other subjects

2In any TWO of the other subjects

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NATIONAL SENIOR CERTIFICATE

(HESA provisions for 3 different qualifications. A further requirement is 30% in FAL if that is the language of

learning and teaching at the HEI)

Higher Certificate

HL = 40% and

2 = 40%

3 = 30%

Diploma

4 = 40%

2 = 30%

Bachelor’s Degree

4 = 50% Designated

subjects

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NPPPR: CONCESSIONS

National Senior Certificate

• Immigrant candidates

• Learners with barriers to learning:

• Deaf

• Language and Communication problems

• Mathematics

National Senior Certificate withEndorsement

• Learners with special needs:

• Neurological barriers

• Hearing impairments

• Visual barriers to learning

• Physical barriers to learning

• Mild to severe intellectual barriers to learning

• Multiple barriers to learning.

• Severe behavioural and emotional barriers to learning

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NPPPR: CONCESSIONS

(1) Immigrants

(a) An immigrant candidate is:

(i) a child or a dependent of a diplomatic representative of aforeign government accredited in South Africa; or

(ii) a person who:

(aa) first enrolled at and entered a South African school in Grade7 or a more senior grade, or

(bb) having begun his or her schooling at a school in South Africa,has attended school outside South Africa for two or moreconsecutive years after Grade 3 or its equivalent and hassubsequently returned to South Africa

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NPPPR: CONCESSIONS

b) An immigrant candidate as contemplated above mayoffer only one (1) official language on at least FirstAdditional Language Level, provided it is the languageof learning and teaching, and obtain a rating of 30%level in that language, provided that another subjectfrom Group B is offered in lieu of the one officiallanguage that is not offered, provided further that theimmigrant candidate complies with the promotionrequirements as contemplated in paragraph 29(1).

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SCHOOL PRINCIPALS

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NPPPR: CONCESSIONS

c) (c) However, instead of offering another subject fromGroup B in lieu of the one official language that is notoffered, an immigrant candidate may, subject tosubparagraph (b), offer his or her home language inlieu of that one official language, subject torequirements.

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NPPPR: CONCESSIONS

d) To be classified as an immigrant candidate, such acandidate must be in possession of:

i. the relevant official documentation issued by theDepartment of Home Affairs; and

ii. the relevant official documentation issued by theschool where the learner entered the South Africanschool system for the first time.

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NPPPR: CONCESSIONS

(2) Learners who experience barriers to learning

a) The following concessions may apply to learners whoexperience the following barriers to learning:

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NPPPR: CONCESSIONS

(i) A learner who is Deaf may offer one (1) officiallanguage at First Additional Language level which isthe language of learning and teaching, provided thatanother subject from Group B is offered in lieu of theone official language that is not offered, providedfurther that such Deaf candidate complies with thepromotion requirements as contemplated inparagraph 29(1)

Note: Proposed amendments in line with South AfricanSign Language

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NPPPR: CONCESSIONS

ii. Learners with communication and languageimpairments, e.g. aphasia and dyslexia may offer onlyone (1) official language at First Additional Languagelevel which is the language of learning and teaching,provided that another subject from Group B is offeredin lieu of the one official language that is not offered,provided further that such aphasic or dyslecticcandidate complies with the promotion requirementsas contemplated in paragraph 29(1).

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NPPPR: CONCESSIONS

iii. Learners who have been diagnosed to have amathematical disorder such as dyscalculia may beexempted from the offering of Mathematical Literacyor Mathematics, provided that another subject fromGroup B is offered in lieu of Mathematical Literacy orMathematics, provided further that such candidatecomplies with the promotion requirements ascontemplated in paragraph 29(1).

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SCHOOL PRINCIPALS

9

NPPPR: CONCESSIONS

National Senior Certificate with Endorsement

(a) Offered and completed the internal and externalassessment requirements in not fewer than five (5)subjects selected as follows from Annexure Bcontained in this document.

i. Three (3) subjects from Group A in this document,selected as follows:

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NPPPR: CONCESSIONS

National Senior Certificate with Endorsement (30%)

(aa) One (1) official language provided that the officiallanguage is offered on at least First AdditionalLanguage level, and provided further that thelanguage is the language of learning and teaching.

(bb) Mathematics or Mathematical Literacy

(cc) Life Orientation

(dd) A minimum of any two (2) subjects selected from

Group B

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SESSION 2

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PLANNING




Requirements






NSC

52

CAPS SUBJECT POLICIES

• The second set of policy documents which forms partof the National Curriculum Statement is the CAPSsubject policies.

• Revisions have already been made to the CAPS policieswith the addition of subjects to the programme:

– South African Sign Language

– Specialisation in Technology subjects

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• CAPS 2

– Revision of Technology subjects:• Civil Technology

• Electrical Technology

• Mechanical Technology

– Introduction of 2 new Technology subjects:• Technical Science

• Technical Mathematics

– The current debate on Mathematics and Mathematicalliteracy

• Inclusion of Mathematics Paper 3 in the current curriculum

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SCHOOL PRINCIPALS

10


• Various amendments are proposed to the CAPS Subject Policies– CAPS SUBJECT POLICY DOCUMENTS:

• S4 (2013) – Editorial and Layout changes

• S5 (2013) – Life Sciences

• S6 (2013) – Tourism

• S7 (2013) – Business Studies

• S11 (2013) – Editorial and Layout Changes

• S9 (2014) – Work plans Consumer Studies, Hospitality Studies, Tourism Gr 12

• 2014 – African Languages Errata

– Changes to IT and CAT• Repeal of proposed amendments to IT and CAT

– Natural Sciences CAPS document (Grades 7-9). A task team has beenappointed to review the amendments which were made to the document

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CAPS SUBJECT POLICIESLAYOUT AND STRUCTURE OF DOCUMENTS

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SECTION 1:GENERIC POLICY

(Guidelines on how to use the document)

SECTION 2:OVERVIEW OF PHASE CONTENT,

METHODOLOGY, ASSESSMENT, RESOURCES

(Content, concepts and skills to be taught, time allocation, resources)

SECTION 3:

CURRICULUM CONTENT PER GRADE

SECTION 4:

ASSESSMENT

(Requirements for the formal assessment activities and suggested

informal)


All CAPS documents are structured on the same principle:

• Section 1: Generic policyThis provides the policy documents which constitutes the NCS, the governing principles as well as information such as the envisaged learners.

• Section 2: Overview of phase contentThis provides the rationale for the subject, teaching methodologies specific to the subject as well as the progression from content from phase to phase.

• Section 3: Curriculum content per gradeThis stipulates the content which should be covered per term, as well as different strategies recommended to teach specific content.

• Section 4: Assessment Assessment programmes for each grade is indicated. In some documents assessment methodology is prescribed.

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RNCS CAPSLearning programmes Subjects

Learning outcomes Content Area

Assessment standards Topics

Learning programmes Phase overview

Work schedule Grade overview

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• Three levels of planning are provided in the CAPSdocuments:• Phase Overview• Grade overview• Assessment programme.

• The only level of planning to be provided by the teacheris the Lesson Plan.

Lesson plans are the prerogative of the teacher anddistrict and provincial prescriptiveness is seriouslycondemned. A lesson plan is based on a Topic and is notnecessarily a day / week planner.

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The purpose of the NCS Grades R - 12 is to:

• equip learners, with the knowledge, skills and valuesnecessary for self-fulfillment, and meaningfulparticipation in society as citizens of a free country;

• provide access to higher education;

• facilitate the transition of learners from educationinstitutions to the workplace; and

• providing employers with a sufficient profile of alearner’s competences.

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SCHOOL PRINCIPALS

11




Requirements






NSC

61

NATIONAL PROTOCOL FOR ASSESSMENT

The third document which constitutes the National Curriculum Statement is theNational Protocol for Assessment. This document was promulgated inGovernment Gazette No 36042 (28 December 2013).

• The policy standardises the recording and reporting processes.• The policy provides a policy framework for:

• the management of school assessment,• school assessment records and• basic requirements for learner profiles,• teacher files,• report cards,• record sheets and• schedules for Grades 1-12

• The policy focusses on assessment policy for both• Internal assessment comprising School-Based Assessment and Practical

Assessment Tasks and• End-of-year examinations

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NPA: ASSESSMENT WEIGHTING PER GRADE

Grades School-BasedAssessment% Weighting

Final Examination % Weighting

R - 3 100% -

4 - 6 75% 25%

7 - 9 40% 60%

10 – 12 25% 75%

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NPA: ASSESSMENT WEIGHTING PER GRADE

• All assessment is internal and school-based• The only exception is the National Senior Certificate in Gr 12.• School-Based assessment is a compulsory component of the

promotion marks.• EXCEPTION:

• Grade 10 and 11 Life Orientation where the SBA componentwill comprise 100% of the total mark. SBA will be externallymoderated.

• Grade 12 Life Orientation where SBA will be 100% of the totalmark, based on internal assessment (externally moderated) aswell as a Common Assessment Task (externally set andmoderated)

• With the increased emphasis on the final examination at the endof the year internal moderation plays a key role.

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NPA: ASSESSMENT METHODOLOGY

The policy indicates that assessment is a continuously planned process of

• Collecting

• Analysing and

• Interpreting information about the performance of learners, using various forms of assessment.

Types of Assessment:

• Assessment should be both formal and informal.

• Feedback should be provided to learners after assessment to enhance the learning experience.

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NPA TYPES OF ASSESSMENT

Informal Formal

The policy document refers to two types of assessment within theNCS which focuses on providing feedback to learners throughcollection of adequate evidence of achievement by using variousforms of assessment.

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SCHOOL PRINCIPALS

12

ASSESSMENT

Informal

Daily Assessment

(Assessment FOR learning)

Not required to record

Used to improve learning

Formal

Programme of Assessment

(Assessment OF learning)

Recorded

Used for promotion / Certification

NPA: FORMAL AND INFORMAL ASSESSMENT

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NPA: INFORMAL ASSESSMENT

• Assessment for learning

• Informal assessment is the monitoring andenhancing of learners’ progress and is donethrough teacher observation and teacher-learnerinteraction.

• Informal assessment builds towards formalassessment.

• Teachers are not required to record performancein informal or daily assessment tasks.

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NPA: FORMAL ASSESSMENT

Assessment of learning

• Provides teachers with a systematic way of evaluatinghow well learners are progressing in a particular subjectin a grade.

• Formal assessment comprises assessment by means ofassessment tasks performed by the learners

• Formal assessment programmes are provided in theCAPS subject documents. These should be consideredthe minimum outcomes to be assessed.

• Formal assessment tasks are recorded for reportingpurposes.

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NPA: FORMAL ASSESSMENT

• Composition of formal assessment:

– School-Based Assessment

– Practical Assessment Task (where applicable)

– The Practical Assessment Task mark must count 25%of the end of year examination mark.

(SBA and PAT allow for the assessment of skills thatcannot be assessed in a written format.)

– Final End-of-year examination

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NPA: EXTERNAL ASSESSMENT

External assessment refers to any assessment activity,instrument or programme where the design, developmentand implementation has been initiated, directed and,coordinated by Provincial Education Departments and theDepartment of Basic Education either collectively orindividually.

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NPA: EXTERNAL ASSESSMENT

Examples of various types of external assessments:District or Provincial Assessment:• Common tasks, (i.e. Common tasks in Life Orientation especially for Grades 10

and 11) • Common tests, (i.e. Provincial Annual Assessments conducted annually or

quarterly, GPLMS or Litnum tests)• Common examinations

National Examinations:• Annual National Assessments• National Senior Certificate Examinations

International Assessments:• Trends in International Mathematics and Science Studies (TIMMS)• Progress in International Reading Literacy Studies (PIRLS)• Southern and Eastern Africa Consortium for Monitoring Education Quality

(SACMEQ)

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SCHOOL PRINCIPALS

13

NPA: RECORDING AND REPORTING

• Recording is a process in which the teacher documentsthe level of a learners performance.

• Recording of learner performance is against theassessment tasks completed

• Promotion of a learner is based on the composite marksobtained in all four terms.

• Reporting is a process of communicating learnerperformance to learners, parents, schools and the otherstakeholders.

• Schools are required to provide feedback to parents onthe programme of assessment using a formal reportingtool such as a report card.

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NPA: RECORDING AND REPORTING

According to the National policy pertaining to the programme and promotion requirements:

• Grade 4 to 9• Teachers must record learners’ results in marks and report

them as percentages.• The percentage obtained will determine which rating code will

be allocated.

• Grade 10 to 12• Teachers or examiners must record learners’ results in marks

and report them as percentages.• The percentage obtained will determine which rating code on

the scale of achievement will be allocated to learners.74

NPA: MANAGEMENT OF SCHOOL ASSESSMENT RECORDS

The National Protocol on assessment indicates that thefollowing documents should form part of the assessmentpractices:• RECORD SHEETS• REPORT CARDS• SCHEDULES• LEARNER PROFILES

The management, maintenance and the safety of the learner profiles, schedules and report cards is the responsibility of the SMT.

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SESSION 3

76

SCHOOL ASSESSMENT PLAN

SCHOOL ASSESSMENT

• Policy reflecting assessment practices

• National policies:

• National Policy on the Programme and Promotion Requirements

• National Protocol on Assessment

• National policy on the conduct, administration and management of the National Senior Certificate

Assessment Policy

• How to implement policy?

• CAPS weighting in subjects and terms

Assessment Plan

• When to implement policy?• School Calendar

• School Time table

• Term planner

AssessmentProgramme

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SCHOOL ASSESSMENT PLAN

• Portfolio project: Use the CAPS documents provided for theIntermediate Phase (Annexure A to F) to compile a schoolassessment plan for TERM 1 Grade 4

• Refer to the School Calendar (Annexure G) to compile anAssessment plan for TERM 1 Grade 4

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SCHOOL PRINCIPALS

14

SESSION 4

SETTING OF SBA ASSESSMENT TASKS THE EXAMPLE OF EXAMINATION PAPERS AND COMPILATION OF

THE MARKING AND MODERATION POLICIES

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AIMS OF THIS SESSION

At the end of this presentation everyone in the function ascurriculum manager will be knowledgeable about:

– Role of the Principal in managing the examination process

– The requirements of the End of year examinations

– Moderation of examination papers

– Compilation of policies: marking policy, moderation policy and marking management plan

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ROLE OF PRINCIPAL IN EXAMINATIONS

Legislation:

• National Policy on the Conduct, Administration and Managementof the National Senior Certificate (CAM)

• National Policy on Assessment

provides guidelines on the requirements of assessment specificallyexaminations.

A principal should ensure the development of:

1. A marking policy

2. A marking management plan

3. A moderation policy

4. Feedback guidelines to staff, learners and parents

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END-OF-YEAR EXAMINATIONS

The purpose of the end-of-year examination is to providereliable, valid and fair measures of the achievements oflearners in the subjects offered from Grade 4 onwards.

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IDENTIFIED PROBLEM AREAS

ISSUE EXPLANATION

Language as a barrier Most learners cannot express themselves

Interpretation of questions

Literally from vernacular to English

Teacher content knowledge

Performance on specific topics poor – whole centres

Lack of basic knowledge Background knowledge, content that should have been mastered in lower grades, e.g. basic calculations such as calculating %Basic calculations

Lack of higher order thinking

Learners cannot answer high level questions

Understanding of verbs,e.g. explain, list, describe, etc.

Learners do not know how/what to answer

83SAOU: STRIVING FOR EXCELLENCE

What is assessment and why is it done?

Any action aimed at assessing a learner’s progress interms of intended learning outcomes

Always comprises an assessment form andcorresponding assessment instrument

The same skills described in setting an examinationpaper can also be used in setting any otherassessment task

FORMS OF ASSESSMENT

84


SCHOOL PRINCIPALS

15

FORMS OF ASSESSMENT

FORM INSTRUMENT

Oral Observation, check list, rubric

Demonstration Observation, check list, rubric

Written: essay, assignment, question / answers

Rubric, worksheet

Test, examination Question paper and memorandum

Project/investigation Rubrics


Examination as a form of assessment

Assessment which requires a learner to answerquestions put to him/her

A written examination comprises a question paperand memorandum as assessment instrument

EXAMINATION AS A FORM OF ASSESSMENT

86

SAOU: STRIVING FOR EXCELLENCE

Aimed at assessing achievement in terms of intended outcomes

Maintains a specific standard (level of difficulty) ito an external standard

Provides for vertical differentiation: weaker but hard working candidates can pass while stronger and hard working ones can excel

Covers the content specified by the curriculum

Reflects a specific weighting of the contents

Enables the candidate to decide how much time to spend on each question and to what depth to answer the question

Uses appropriate language

Makes provision for unanticipated but correct answers

Questions sequenced in a specific order

Includes different types of questions

KEY ASPECTS OF AN EXAMINATION QUESTION PAPER AND MEMORANDUM


Assessing in terms of outcomes does not mean OBE – it is a feature of all meaningful education

Outcomes/objectives always comprise a knowledge component and skills component

Skills include intellectual and motor skills

Verbs are used to specify the skill that is required

Examples:

The learner should be able to:

List (verb) the features of a successful business (knowledge);

design (verb) an electrical circuit (knowledge);

explain (verb) the working of a battery (knowledge).

PAPER AIMED AT ASSESSING ACHIEVEMENT IN TERMS OF INTENDED OUTCOMES

88


PAPER MAINTAINS A SPECIFIC STANDARD (LEVEL OF DIFFICULTY)

Use an external standard as norm – not the group

Aim at achieving a bell-curve distribution


Work according to a taxonomy

DBE taxonomy based on Bloom’s Taxonomy

Bloom’s Taxonomy

Language subjects based on Barrett’s Taxonomy

PAPER MAINTAINS A SPECIFIC STANDARD (LEVEL OF DIFFICULTY)

90


SCHOOL PRINCIPALS

16


PAPER MAINTAINS A SPECIFIC STANDARD (BARRETT)

• Critique, Appraise, Comment, AppreciateAppre-ciation

• Analyse, Appraise, Evaluate, Justify, Reason, Criticise, Judge Evaluation

• Predict, Infer, GuessInferential

Comprehension

• Classify, Regroup, Rearrange, Assemble, Collect, Categorise

Reorganisation

• Label, List, Name, Relate, Recall, Repeat, State

Literal Comprehension91


PAPER MAINTAINS A SPECIFIC STANDARD (BLOOM)

Analysis

Synthesis

Evaluation

Applying

(New)

Understanding

Memorising, reproducing learnt application

SKILLS`

K

N

O

W

L

E

D

G

E

VERBS

Interpret, project, anticipate, predict, distinguish, compare,

analyse, give your view with reasons, criticise, comment on

Explain (new context), draw a graph

Explain , describe (familiar context)

List, name, draw,

define

92


PAPER MAINTAINS A SPECIFIC STANDARD (DBE – NSC GUIDELINES)

Higher

Middle

Lower

Analysis, Evaluation and synthesis (20 %)

Comprehension and Application (50%)

Knowledge: (30%)

O

R

D

E

R


Work according to the policy documents (CAPS) and ensure that the contents are covered

Use the mark distribution or other ways of content weighting provided in Chapter 4 of the CAPS to achieve a corresponding balance in the paper

Use the CAPS to formulate questions (do not use a textbook for this purpose)

Use a number of textbooks to develop the memorandum

PAPER COVERS CONTENTS OF CURRICULUM,REFLECTS A WEIGHTING OF THE CONTENTS

94


The mark allocation in the memorandum and the total mark for aquestion must give the candidate a clear indication of the timehe/she should spend on the question and to what depth he/sheshould answer the question

To achieve this:

Avoid writing the memorandum to match the marks awardedfor the question (the memorandum must determine the finalmarks for the question); and

be consistent with the allocation of marks in terms of timerequired and/or length of answer.

PAPER INDICATES HOW MUCH TIME SHOULD BE SPENT ON A QUESTION & THE REQUIRED DEPTH


Put the questions as simple as possible – the languageshould not make it difficult for the candidate tounderstand what is being asked

Do not use terminology which the candidates might notknow the meaning of

PAPER USES APPROPRIATE LANGUAGE

96


SCHOOL PRINCIPALS

17


Make sure that the candidate can be compensated forcorrect answers that are not included in thememorandum (in the case of open ended questions,include a note in the memorandum e.g. “……or anyinterpretation that shows that the candidateunderstands the content”)

MEMORANDUM MAKES PROVISION FOR UNANTICIPATED BUT CORRECT ANSWERS


A question paper should start with questions whichmost of the candidates should be able to answer (thesame applies to sub-questions within a question)

Put questions which will take a long time to answer,towards the end of the paper

QUESTIONS ARE SEQUENCED IN A SPECIFIC ORDER

98


Use as many as possible different types of questionwithin the framework provided by policy, e.g.

Short objective questions (multiple answer etc)

Paragraph questions

Essay questions

and among these, variations in terms of skills requirede.g. “present data in the form of a graph”, “interpretdata”, “express own view and explain why”, etc.

PAPER INCLUDES DIFFERENT TYPES OF QUESTIONS


The following documents apply until end 2011:

The National Curriculum Statements (NCSs) for the respective subjects

The Subject Assessment Guidelines for the subjects

PAPER COMPLIES WITH POLICY REQUIREMENTS

100


STEPS IN THE SETTING OF A QUESTION PAPER

1. Consult policy documents

2. Decide on approximate marks – content weighting and question types

3. Compile questions and memorandum

4. Put question paper together: fine-tune; check

5. Internal moderator

6. Amend in terms of comments

7. External moderator

8. Amend in terms of comments

9. Language edit and translate

101

MODERATION OF ASSESSMENT

• Moderation refers to the process that ensures that theassessment tasks are fair, valid and reliable.

• Moderation should be implemented at school, districtand, if necessary provincial levels.

• Comprehensive and appropriate moderation practicesmust be in place for the quality assurance of all subjectassessments.

• In Grades 7, 8 & 9 the formal School-based assessment(including the practical assessment tasks) should bemoderated by the relevant subject specialist(s) atdistrict level and if necessary at provincial level inconsultation with the moderators at school. 102


SCHOOL PRINCIPALS

18

MODERATION OF ASSESSMENT

Moderation serves the following purposes:

1. It should ascertain whether the subject content and skills havebeen taught and assessed. (sufficiently covered)

2. It should ensure that the correct balance of cognitive demandsis reflected in the assessment.

3. It should ensure that the assessments and marking are of anacceptable standard and consistency.

4. It should identify areas in which the teacher may need furtherdevelopment and should lead to support for such development.

5. It should reflect the scope covered by the teacher in line withthe term’s requirement.

Moderation is therefore an ongoing process and not a once-offevent at the end of the year. There is no national moderation in theSenior Phase.

103

MODERATION OF EXAM PAPERS

The DBE has defined a taxonomy for question papers based on Bloom’s taxonomy

Higher Order:

Analysis, evaluation and synthesis

(20% of question paper)

Middle Order:

Comprehension and Application


Lower order:

Knowledge


104

MODERATION OF EXAM PAPERS

105 106

107

SESSION 5

108

PLANNING ACCORDING TO OUTCOMES


SCHOOL PRINCIPALS

19

AIMS OF THIS SESSION

• At the end of this presentation everyone in the function as curriculum manager will be knowledgeable about:

– International standards for quality education

– National standards for quality education

– Management within the school policy

– Management requirements

109

PLANNING

• The National Development Plan indicates that:“The curriculum will need to be tailored to theneeds of South African society. This will requireprincipals and management teams to fulfil theirroles as leaders in implementing the curriculum.”

110

PLANNING

• The primary goal of the South Africaneducation authorities is to establish a qualityeducation system.

• This will be driven by international andnational educational objectives.

111

PLANNING

• It is therefore necessary that the principal beknowledgeable about these objectives so thatschool policy objectives can be formulated whichare consistent with the national objectives.

112

PLANNING

• Proactive planning is one of the aspects which influences school management teams in the allocation of resources.

– Human resources,

– Textbooks and workbooks,

– The matching of objectives and resources is an additional focal point.

113

PLANNING

• The DBE utilises the system of IQMS as anappraisal system in South Africa.

• The addition of the requirements of SACE as tothe professional accountability of teachers,linked to professional development, becomes anadditional driving force.

114


SCHOOL PRINCIPALS

20

INTERNATIONAL OBJECTIVES

• One of the international objectives which is setby all organisations, is quality education for all.

• Minimum norms and standards for educationare outlined in the National CurriculumStatements and policies of a country

115


– In South Africa the internal efficiency is measuredthrough national and international standardisedtests and research initiatives.

116


UNESCO measured efficiency by the following key indicators:

• Policies and strategies for resource efficiency

• Monitoring and evaluation of system efficiency

• Priorities for action

• Cognitive development: reading, writing, numeracy

• Creative and emotional development and the promotionof attitudes and values necessary for effective life in thecommunity.

• Core curriculum

• Rate of net enrolment

• Rate of repetition

117


International Authorities

UNESCO

Education for All

UNICEF

Global Education First Initiative

AFRICAN UNION

MilleniumDevelopment

Goals

OECD

PISA

SACMEQ

IEA

TIMMS

PIRLS

118

INTERNATIONAL OBJECTIVES: UNESCO

1• Early childhood care and education

2

• Ensuring that by 2015 all children have access to, and complete, free and compulsory primary education of good quality.

3

• Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes

4• Achieving a 50% improvement in levels of adult literacy by 2015

5• Achieving gender equality in education by 2015

6

• Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable

119

NATIONAL INITIATIVES

National Development Plan

Delivery Agreement of the Minister of Basic Education

Schooling 2025

Action Plan 2014 (SEEMINGLY AMENDED TO ACTION PLAN 2019 – NOT YET RELEASED)

ISPFTED (Integrated Strategic PlanningFramework for Teacher Education andDevelopment) 120


SCHOOL PRINCIPALS

21

NATIONAL INITIATIVES (ACTION PLAN 2014) (SEEMINGLY AMENDED TO ACTION PLAN 2019 – NOT YET RELEASED)

Output goals focusing on minimum quality standardsIncrease the number of learners in Gr 3 – master the minimum language andnumeracy competencies (2014: 60% for both subjects)

Increase the number of learners in Gr 6 – master the minimum language andmathematics competencies (2014: 60% for both subjects)

Increase the number of learners in Gr 9 – master the minimum language andmathematics competencies

Increase the number of Gr 12 learners who become eligible for Bachelorsprogramme (2014: 175 000)

Increase the number of Gr 12 learners who pass mathematics (2014: 180 000)

Increase the number of Gr 12 learners who pass physical science (2014: 170 000)121

NATIONAL INITIATIVES (ACTION PLAN 2014)

Output goals focusing on access and progression

Ensure that all children remain enrolled until they turn 15 (2014: 99%)

Improving access to ECD

Improving the grade promotion of learners through the Grades 1-9 phases of school2014: Aged 9 (completed Grade 3) 65%2014: Aged 12 (completed Grade 6) 52%

122

NATIONAL INITIATIVES (ACTION PLAN 2014)

TeachersImprove the professionalism, teaching skills, subject knowledge and computer literacy of teachers throughout their entire careers.

SMTEnsure that the basic annual management processes take placeacross all schools in the country in a way that contributes towards afunctional school environment

District OfficesImprove the frequency and quality of the monitoring and supportservices provided to schools by district offices, partly through betteruse of e-Education.

123

NATIONAL INITIATIVES: INTERVENTIONS (ISPFTED)

124

NATIONAL INITIATIVES: INDEPENDENT PROGRESS REPORTS

ANA

(NEEDU Report)

NSC

(Umalusi Report)

125

NATIONAL INITIATIVES – PROGRESS REPORT ANA

ANA as a form of systemic evaluation aims to:• Measure and improve learner performance (specifically in

Languages and Mathematics). The results should be used tomeasure and monitor improvement, identify critical areas forimprovement and plan resource provisioning;

• Help Provincial departments and district offices to make informeddecisions on specific interventions for schools which performpoorly;

• Inform government as well as the general public on the country’sliteracy levels and to enable learners to make informed decisionson choosing subjects and careers;

126


SCHOOL PRINCIPALS

22


ANA as a form of systemic evaluation aims to:

• Inform teachers on the foundational skills required for learning atthe beginning of the school year and inform learning and teachingmethodologies, design of assessment programmes andassessment strategies to obtain success;

• Inform parents on the learners’ level of achievement in a schooland encourage greater parental involvement in decision-makingthrough school governing bodies;

• Enable governing bodies to draw up meaningful school-basedintervention programmes; and to

• Identify the shortcomings in teacher training and to developfocused in-service training programmes 127


REASONS OFFERED FOR UNSATISFACTORY RESULTS• Schools’ failure to use ANA diagnostically to identify

areas of weakness and the inability to develop school-based interventions.

• The high value departmental officials place oncompliance with bureaucratic procedures and filling inof forms rather than enhancing quality teaching.

• The increased focus on universalisation of Gr R.• The status of departmental workbooks may increase

limited exposure to content.

128


FOLLOW UP STRATEGIES ENVISAGED BY THE AUTHORITIES TO ADDRESS SHORTCOMINGSThrough the process of Annual National Assessment DBE aims to:• Expose teachers to best practices in assessment;• Target interventions to schools that need them most;• Give schools the opportunity to pride themselves in

their own improvement; and to• Give parents better information on the education of

their children.

129


The expectation is that monitoring of curriculum coveragein 2014 will intensify and whole school evaluation inschools will focus on:• Improving the quality of assessment tasks;• Giving more written work to learners;• Optimal use of learning and teaching time;• Instilling and maintaining a culture of discipline;• Ensuring regular attendance of teachers and learners;

and the• Compulsory use of DBE workbooks.

130

131 132


SCHOOL PRINCIPALS

23

NATIONAL INITIATIVES – PROGRESS REPORT NEEDU

Won’t

TIME MANAGEMENT• Frequent teacher and learner absenteeism• Sick leave of teachers• Late coming to:

• School• Class by learners and teachers

• Non scheduled activities during school time133

The NEEDU report made the following recommendations to schoolmanagement teams which would enable them to direct the curriculumdelivery at school level:

• “Principals are responsible for maintaining efficient time managementpractices in school” (NEEDU, 2013: 72)

• A second recommendation is that principals should work more closelywith their SMTs and SGBs to ensure that:

– Late arrivals of both teachers and learners in the morning are limited

– Days lost to extra-curricular activities are restricted and that plans are putin place to ensure that teaching time is maintained.

– A zero tolerance policy with respect to teachers not teaching when theyshould be, should be implemented.


134

Subject Knowledge

Curriculum knowledge

Pedagogical Content

Knowledge

Educator Competence

The lack of knowledge or the “can’t” component to teachers failure to achieve results, is embodied in the lack of knowledge:

Can’t


135


NEEDU ascribes the lack of performance in the Foundation Phase to the following aspects:

1. Teacher knowledge:1. Subject (disciplinary) knowledgeThis constitutes the teacher’s knowledge of a subject, phase or grade.

2. Curriculum knowledgeKnowledge of different curricula especially the requirements of CAPS

3. Pedagogical content knowledgeForms of representation of key concepts in the curriculum, which renders them comprehensible to learners.

136


NEEDU ascribes the lack of performance in the Foundation Phase to the following aspects:

2. Educator competenceKnowledge of the different kinds of strategies which areeffective in teaching certain topics, classroomcompetence is the practical ability to deploy thesestrategies with learners as to effect good learning

137

PEDAGOGICAL CONTENT KNOWLEDGE

It includes an understanding of what makes the learningof specific topics easy or difficult:• Concepts and preconceptions of different age groups

(by implication the Social Curriculum)• Teachers’ subject knowledge and general instructional

methods are related to the school context.


138


SCHOOL PRINCIPALS

24

Curriculum• Central point of planning

Textbook

• Select appropriate texts which are supplementary to the curriculum

Resources

• Used for enrichment, support and homework

• Beware of restrictiveness in resources

• Departmental workbooks


139

EDUCATOR COMPETENCE

This is the practical ability to deploy strategies which areeffective in teaching certain grades or subjects withlearners as to effect learning (NEEDU, 2013:28)

Recent changes to the curriculum have caused confusionabout what educator competence is. Teachers areuncertain as to the planning and implementationstrategies which should be followed


140


The NEEDU report on both the lack of knowledge andeducator competence, appeals to principals to considerthe following recommendations:

• The Language of Learning and Teaching offered in theschool should be carefully considered.

• The proficiency of learners and teachers in both theLOLT and the FAL should be improved.

141


The NEEDU report on both the lack of knowledge andeducator competence, appeals to principals to considerthe following recommendations:

• Schools should set norms for reading in the subjectpolicy. The SMT should monitor learner readingsystemically against the norms.

• SMTs should monitor learner writing throughout theschool, as is stipulated in the school policy.

• SMTs should structure and lead systemic learningopportunities for teacher empowerment.

142

SESSION 6

143

ANALYSIS OF SCHOOL PERFORMANCE IN LEARNER

ASSESSMENTS

ANALYSIS OF PERFORMANCE

• Portfolio project:1. Complete the ANA Mathematics paper included in

Annexure I.2. Annexure J refers to the memorandum for the question

paper. Use this memorandum to mark the paper3. Annexure K contains the guidelines for easy ANA

capturing. Compile a recording sheet4. Annexure L Use the ANA Diagnostic report to analyse the

results

144


SCHOOL PRINCIPALS

25

COMPILING A SCHOOL IMPROVEMENT PLAN

• Portfolio project:

Complete the Annual Academic Performance Report(Annexure M) by using the information gained from theanalysis of the Grade 6 Mathematics paper.

145

SESSION 7

146

ORGANISING

ORGANISING

Organising:

• Create systems andstructures whichwill enable theimplementation ofrelevant policies atschool level

147

AIMS OF THIS WORKSHOP

To provide clarity on the organising function of theprincipal with regard to the compilation of the followingdocuments

Create systems and structures which will enable theimplementation of relevant policies at school level

1. School policy with reference to curriculum relatedmatters

2. Subject policies

3. Time table

148

The NEEDU report quotes Parker & Day (1997) who add to the definition of the roles of principals by indicating that a principal is responsible for:

1. Defining and communicating a clear mission and set ofobjectives for the school, the central focus of whichshould be learning.

2. Creating an instructional climate, which includes theoptimal use of time for teaching and learning, anddeveloping the school as a space where learning ismade exciting and where teachers and learners feelsupported.

PRACTICAL IMPLEMENTATION

149

The NEEDU report quotes Parker & Day (1997) who add to the definition of the roles of principals by indicating that a principal is responsible for:

3. Managing the curriculum and instruction. This involvesestablishing a division of labour among school leadersand distributing the various curriculum managementtasks

4. Monitoring learning programmes through tests andother instruments.

5. Identifying areas which require professional support toteachers.


150


SCHOOL PRINCIPALS

26


REQUIRED POLICIESCertain management instruments are recommended to improve quality education:• School Improvement Plan• School Timetable• Attendance registers:

• Daily teacher attendance registers• IQMS instruments

• Appraisals for each teacher• Teachers’ personal growth plan• School Summary score sheet• Internal moderation sheet

• Annual report

151

PRACTICAL IMPLEMENTATION: SCHOOL POLICY PRIMARY SCHOOLS

School Policy

(ACADEMIC POLICY AS PART OF SCHOOL POLICY)

Subject Policy

Additional activities

LTSM

Homework

Time Allocation

School Calendar

Formal school day

Time allocation

for subjects

Assessment

School Assessment

Policy

Examinations;

Timetables

Concessions

Markingpolicy

Promotion and

Progression

Inclusive Education

Admission and accommodation

Institutional Level support

team

Curriculum adaptation

Adapted assessment

Language

Language in Education

Policy

IncrementalIntroduction of

African Language

Language Acrossthe Curriculum

152

PRACTICAL IMPLEMENTATION: SCHOOL POLICY SECONDARY SCHOOLS

School Policy

(ACADEMIC POLICY AS PART OF SCHOOL POLICY)

Subject Policy

Subject choices

Subject changes

Additional activities

LTSM Homework

Time Allocation

School Calendar

Formal school day

Time allocation

for subjects

Assessment

School Assessment

Policy

Examinations;

Timetables

Concessions

Markingpolicy

Promotion and

Progression

Inclusive Education

Admission and accommodation

Institutional Level support

team

Curriculum adaptation

Adapted assessment

Language

Language in Education

Policy

IncrementalIntroduction of

African Language

Language Acrossthe Curriculum

153

SUBJECT POLICY

• The subject policy must

– Be developed with the departmental policy as point of departure and framework.

– Form part of school policy and be in line with school policy on other related aspects.

– Approved by the principal and then be regarded as school policy.

154

SUBJECT POLICY

• Guidelines for development of the subject policy which should be taken into consideration: – Purpose of the policy– Utilization of the policy as well as availability– List national and provincial documents on which the

policy is based.– Indication of how the subject / phase policy ties in with

school policy.– Purpose of the subject– Teaching approaches to be followed in the subject– LTSM– Assessment– Subject curriculum– Related organisational aspects

155

LTSM

It is the responsibility of the school to provide the resources.

• Each learner should have:

– a textbook

– Workbook

– Subject specific equipment

• The teacher should have:

– A variety of textbooks for reference

– Policies,

– Relevant legislation

– Codes of professional bodies

– Access to a computer and the internet.

156


SCHOOL PRINCIPALS

27

LTSM

Procurement and deployment of LTSM have to be included in policy:

– Workbooks and utilisation in class. Refer to Circulars on theworkbooks, as well as teachers’ utilisation of these resources inthe classroom.

– Selection of textbooks

– Retrieval and monitoring of textbooks

157

LTSM

As part of the Minister of Basic Education’s interventionstrategy mention is made of the CAW (Curriculum, Assessmentand Workbook) process.

• LTSM plays a key role in the implementation of the National Curriculum Statements.

• The Minister announced a national textbook catalogue with a maximum of 8 titles in each subject.

• Additionally workbooks have been developed

• Study guides

158

LTSM

The National policy for an equitable provision of anenabling school physical teaching and learningenvironment provides the basis for the provisioning ofLTSM.

– The policy states that “Equity in the provision of an enablingphysical teaching and learning environment is therefore aconstitutional right and not just a desirable state.” (2010: 2.6.1)

– The policy lists the following as necessities in the teaching andlearning environment: E-education, libraries, science laboratories,ICT’s and textbooks.

– The policy indicates that “Without adaptations to norms andstandards for provision of these elements, there is a clear risk offailure to attain the intended benefits of such curricula andpedagogical reforms” (2010: 2.11.1)

159

LTSM

The only guideline documents with regard to workbooksare the following circulars from the Department of BasicEducation:

• Circular S7 (2012)

– “Curriculum Advisors, District Directors and Schoolofficials are hereby informed that the utilisation ofworkbooks in everyday lessons is mandatory.Monitoring of utilisation by District, PDEs and DBEofficials will be a regular occurrence.”

160

LTSM

The formulation of School policy on LTSM should consider the following factors:

• Criteria for selection

• Procurement processes

• Distribution

• Storage

• Retrieval system?

161

TEACHER FILE

• Compilation of the Teacher File;• The teacher file is a complete record of teaching and

assessment• Annual teaching plan• Assessment plan• Formal assessment tasks and memoranda• Indication of textbooks and resources used• Record sheet of learners marks for each formal assessment

task• Intervention that is planned

• The file should be available for monitoring and moderation purposes

• Failure to maintain a file with assessment tasks constitutes an act of misconduct

162


SCHOOL PRINCIPALS

28

LESSON PLANS

• Starting point – Header and Content

Identify all content that needs to be covered

Identify time available (not according to period / double period)

Identify all possible ways this content can be assessed in an exam

Identify tasks/activities linked to previous bullet (from textbook or other source)

Decide what teaching content and activities will be addressed in each week and period

Decide what assessment tasks will be used – both formal and informal

163

SCHOOL LANGUAGE POLICY

• Language policy:

– Language in Education Policy (should be reflected in School Policy):

• Choice of Language of learning and Teaching (SGB)

• Choice of First Additional Language (SGB)

• Incremental Implementation of African Language

164

ADDITIONAL NORMS

• Additional norms to develop and monitor:

– Language across the curriculum

– Reading norms to be established and measured

– Writing norms

– Handwriting norms

– Improvement of FAL proficiency of all teachers and learners

165

SESSION 8

166

ORGANISING: TIME ALLOCATION AND TIME

MANAGEMENT

• Different approaches to timetabling

– Duration of cycles (e.g. 5 day or 6 day cycle )

– Lengths of periods not uniform (e.g. 30 or 45minute periods)

• Subjects have to get the required time needed asindicated in the CAPS policy documents

• Insufficient time for subjects has seriousimplications for curriculum coverage

TIME ALLOCATION

167

• Sufficient time should be allocated to providefor reading, writing, calculation and assessmentactivities

• Additional time should be allocated forremedial work to provide for learners thatrequire extra support

TIME ALLOCATION

168


SCHOOL PRINCIPALS

29

• No time allocated for remedial work

• As a result there is no time allocated for learners thatrequire extra support

• Impacts negatively on learning outcomes and learnerperformance

TIME ALLOCATION

169

TIME MANAGEMENT

The duties and responsibilities of the principal include the following aspects:• Manages the process in compliance with applicable legislation and

regulations.– SASA– PAM– CAPS policy requirements on time allocation– Requirements of the school

• Takes note of specific factors within the school - (e.g. the time it takes learnersto move from class “a” to class “b”.)

• Decides on the length of periods (30; 40; 45; 60 min) and the number ofperiods per day.

• Sees to an equitable distribution of workload between the various post levelsand within a post level.

• Takes the qualification of teachers into consideration.• Teach if necessary (PAM 4.2)

170

TIME MANAGEMENT

The principal:

• Involves the SMT in early discussions.• Ensures that the SMT agrees with the motivation for using a

specific teacher in a particular subject or class.• Finds a way for staff members to express their needs– (e.g. a

subject or grade he/she would like to teach.)• Communicates with the staff.• Considers team teaching.• Considers using external teachers• Constitutes and manages PLCs in a school• Makes use of a timetabling programme for which various

software is available.

171

TIME MANAGEMENT

PERSONNEL ADMINISTRATION MEASURES (PAM)

Workload of educators (school based) (3.1)• Each post level within a school has different duties and

responsibilities.• The allocation of subjects, timetable and resultant scheduled

teaching time to be determined by the principal inconsultation with teaching staff (3.2).

• The time allocated for teaching in respect of different postlevels will differ according to the size of the school (3.3) .

The division of workload should be reasonable and transparent.

172

TIME MANAGEMENT

An Educator:

• Must be able to account for 1800 actual working hours perannum

• Should be at school during the formal school day – no less that 7hours per day - except for

Special reasons

Prior permission of Principal

• May be required by the employer to attend programmes forprofessional development (a maximum of 80 hours per annum)outside the formal school day or during holidays. The employerhas to give notice ONE term in advance. (Chapter A Par 3)

173

TIME MANAGEMENT

The following outlines the scheduled teaching time per post level:

Primary school

Post level 1: Between 85% and 92%


Deputy: 60%

Principal: Between 10% and 92%

Secondary school


Post level 2: Between 85%

Deputy: 60%

Principal: Between 5% and 60%174


SCHOOL PRINCIPALS

30

TIME MANAGEMENT

Formal school day

Academics

Sport

Cultural activities

Social

Meetings

Teachertraining

175

TIME MANAGEMENT

Instructional leadership should be provided

• Teacher absence has a negative effect on curriculumdelivery

• The principal must have an alternative plan to enableteacher absence to be compensated for so thatpolicy prescriptions with regard to time allocationsare complied with

• Teacher attendance registers are compulsory andshould be kept up to date

176

SESSION 9

177

PROVIDING DIRECTION

PROVIDING DIRECTION

Directing:

• Create systems and structures which will enable the implementation of relevant policies at school level

178

INTRODUCTION

The principal as curriculum manager should focus on thefollowing aspects when directing:

• Develop vision, and outline clear aims and policies forthe school

• Guide staff

• Inspire and lead staff members

• Supervise activities in order to achieve the desiredresults

179

DIRECTING REFERENCE TO THE NEEDU REPORT

The principal function of NEEDU is to assess the state of the systemsoperations of schooling, and to make recommendations forimproving their efficiency. (2013: 9)

For principals to be able to provide direction the followinginformation from the NEEDU report is vital:

• It is widely accepted that South African schools perform wellbelow expectations given the country’s state of development andthe size of the education budget.

• Accountability is the course government has decided to adopt inattempting to improve the performance of the school system.

180


SCHOOL PRINCIPALS

31

DIRECTING REFERENCE TO THE NEEDU REPORT

The NEEDU report centres on the aspects ofunderperformance in the school system which influencethe directing function of the principal as curriculummanager:

Aspects which will be discussed in curriculum delivery are:1.1 Curriculum delivery

1.2 Time management

1.3 Lack of knowledge

1.4 Educator competence

181

DIRECTING: CURRICULUM DELIVERY

For curriculum delivery to be successful schoolleaders should:

• Organise and manage time

• Organise and manage and human and materialresources, which must culminate in teaching andlearning activities conducted by teachers inclassrooms.

182

DIRECTING: EDUCATOR COMPETENCE

• The directing focus areas for curriculum deliveryshould be:

– The formulation and implementation of a schoollanguage policy

– Curriculum planning

– Construction of school norms for tracking andstrengthening reading and writing

– Procuring and managing LTSM

– Moderation of assessment

– Analysis of test results

– Teacher professional development 183

SESSION 10

184

CONTROL MEASURES

Control measures:

• Monitor performance

• Take the necessary action to ensure desired results

185

CONTROL MEASURES: INTRODUCTION

A Control Measure is a process of monitoringperformance and taking action to ensure desiredresults.

• It maintains compliance with essentialorganizational rules and policies

• It establishes objectives and standards

• It measures actual performance

• It enables comparison of results with objectivesand standards

• It enables the necessary action to be taken.186


SCHOOL PRINCIPALS

32


The purpose of monitoring teaching practices andlearning outcomes on the part of the SMT is toidentify strengths and weaknesses in the school inorder to make best use of the strengths andminimise the weaknesses.

187


Various concerns have been raised in the NEEDU reportwhich could impact on the performance of the SouthAfrican Education system. It is therefore the function ofthe principal to not only direct, but also control thecurriculum management in the school.

The school principals have several main functions, suchas: to lead the school’s self assessment, collect and usethe data for planning the school development plan,implement and then monitor the plan, workingcollaboratively with teachers, staff and the schoolcommittee.

188


The NEEDU report could be considered when focusing on theControl Measures function of the principal as curriculum manager.The two key aspects which is informed by this report is:

AccountabilityTeacher

Development

189

CONTROL MEASURES: ACCOUNTABILITY

Accountability mechanisms must be directed withprofessional insight and judgment if they are to be usefulin managing curriculum delivery

In “leading for learning”, leaders of schooling are morelikely to achieve success if they are motivated more by aculture of professional accountability than by bureaucraticcompliance procedures alone. (NEEDU, 2013:15)

190


Accountability

Basic Functionality

Quality & Excellence

The Classroom as the

centerpiece of our work

191


Teacher autonomy should settle on:

• Teaching methods,• Teaching skills and methods in organising and

conducting teaching in the classroom.• Classroom discipline• Selection of resources• Selection of pedagogy• Supporting learning in school activities

192


SCHOOL PRINCIPALS

33

ACCOUNTABILITY

Teacher autonomy is impacted upon by externalconstraints:• Teaching load• Lack of time• Salary• Excessive school paperwork• External pressures• Imposed educational policies• Contrived collegiality• Lack of collegial and administrative support• Institutionalised centralised power structures

193

ACCOUNTABILITY

The role of the principal and SMT with regard to teacher autonomyis to:• Delineate the framework of minimum requirements• Protect the right of the teacher by providing a sufficient set of

objectives framed in school policy.• Allow the teacher to participate in the formulation of objectives.• Allow teachers to select appropriate methodological approaches.• Allow teachers to deviate from excessive prescriptiveness based

on defensible grounds.• Provide in-service training opportunities• Support establishment of Professional Communities of Learning• Provide opportunities to show best classroom practices

194

ACCOUNTABILITY

The discretion of the principal is based on:• Interpreting policies• Establishing disciplinary sanctioning,• Implementing and following mandated policies

195

ACCOUNTABILITY

• School policy would be able to reflect:

– Marking policies,

– Utilising diagnostic reports of standardised testing:ANA, NSC could be used to inform practices

– Moderation policies

– Monitoring policies

196

CONTROL MEASURES: MONITORING POLICIES

MONITORING POLICY

The purpose of monitoring teaching practices and learningoutcomes on the part of the SMT is to identify strengths andweaknesses in the school in order to make best use of the formerand minimise the latter.

The IQMS instruments could be used. All documents should beavailable for monitoring purposes:

• Appraisal for each teacher

• Teachers’ Personal Growth Plan

• School Summary Score Sheet

• Internal moderation sheet (reflecting differences betweenpersonal and peer appraisals.) 197

CONTROL MEASURES: TEACHING METHODOLOGIES

198

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=-rzSmfv3ybQbZM&tbnid=CGgmC65DwhxDPM:&ved=0CAcQjRw&url=http://article.sapub.org/10.5923.j.edu.20120207.20.html&ei=BZwyVKj1A8bCOaK1gZgH&bvm=bv.76802529,d.ZWU&psig=AFQjCNGfIFYXHR-hHpl9kNAySm9BveYu3A&ust=1412689256905382





SCHOOL PRINCIPALS

34


Active learning technique Practice

Think-Pair-Share Give participants a task such as a question or problem to solve, an original example to develop, etc. Have them work on this 2-5 minutes alone (think). Then have them discuss their ideas for 3-5 minutes with a partner sitting next to them (pair). Finally, ask or choose pairs to share their ideas with the group (share).

Case Study Provide a scenario for them to read. Have them discuss and analyze the case, applying concepts, data, and theory from the class. They can work as individuals or in groups or do this as a think-pair-share. Consider combining this with a brief in-class writing assignment.

Concept mapping Enable them to create visual representations of models, ideas, and the relationships between concepts. Have them draw circles around concepts and connect phrases with lines.

199


Active learning technique Practice

Debates These can be formal or informal, individual or group. Allow participants the opportunity to take a position and provide information to support that view. Consider asking participants their personal view on an issue and then make them argue the opposite position.

Games Games such as jeopardy and crossword puzzles can be adapted to course material and used for review, for assignments, or for exams.

Review session Ask each participant to identify at least one question related to the material s/he doesn't understand, and to try to answer a question raised by another participant. Encourage them to ask questions; and allow others to volunteer answers. Provide participants who ask/answer questions receive a "treat" (i.e., small candy bars, gum, and boxes of raisins. 200

CONTROL MEASURES: TEACHER DEVELOPMENT

The NEEDU report urges principals to utilize the ANAresults to inform the Control Measures function at schoollevel, through identification of teacher developmentneeds.

• To empower teachers by one or other model of buildingtheir knowledge resources must be the most importantfactor in any reform strategy for schools.

• Formal in-service training (INSET) programmes will bestrengthened in the DBE.

201

TEACHER DEVELOPMENT

Department of Basic Education

Department of Higher Education

ETDP SETAEducation, Training and Development Practices

Sector Education and Training Authority

National Skills Authority

South African Qualification

Authority

South African Council for Educators (SACE)

Educator Labour Relations Council (ELRC)

Council for Higher Education (CHE)

202

TEACHER DEVELOPMENT

DBEPersonnel

Administration Measures

SACESouth African

Council for Educators Act

ETDP SETA

Skills Development Act

Skills Development

Levy Act 203

Learnerperformancein National(ANA andNSC) and

internationaltests

Diagnosticcontent tests

IQMS self evaluation and needs

analysis

THE ROLE OF THE PRINCIPAL

The South African Government has identified Education as a key priority and Continuous Professional Development as a key strategy.

The role of the principal is to:• Conduct a needs analysis for the compilation of the School Improvement Plan• Analyse IQMS needs identified and compile a Teacher Development Plan • Budget for training programmes• Request training programmes from SAOU, ETDP SETA or PED• Provide in-service training opportunities: workshops• Support establishment of Professional Learning Communities

204


SCHOOL PRINCIPALS

35

SACE

Register

• 2013: Principal, Deputy Principal

• 2014: Head of Department

• 2015: Post Level 1

Cycle commences

• 2014: Principal, Deputy Principal

• 2015: Head of Department

• 2016: Post Level 1

205

SACE

150 Points

3 year period

Type 1

Teacher Initiated (50)

Self identified and initiated at own

cost

Type 2

School Initiated (50)

School / District / Province identified and initiated at cost of school / province

Type 3 Externally Initiated (50)

SACE endorsed service providers present endorsed

programmes206

SACE

Type 1

Teacher Initiated (50)

Reading Educational

Materials

Leading projects

Electronic Media Educational

Activities

Marking and Assessing

Attending Meetings

Improving Personal Learning

Research and development

BONUS POINTS

10 per year

207

SACE

Type 2

School Initiated (50)

School Meetings

School workshops / Development and Support sessions

(Attending or conducting

BONUS POINTS

Achieving 2 Outcomes in School Improvement Plan

10

School projects

208

SACE

Type 3 Externally Initiated (50)

Check website for PD points –uploaded by

service provider209

RESPONSIBILITY OF THE PRINCIPAL FOR THE SCHOOL

• Register school with SACE before the end of March 2014

Register

• General informationsharing session withstaff

• Overview of CPTDsystem

• Ongoing developmentand support systemsfor the school

• Support HODs -mentoring

Meeting• Combine IQMS and CPTDprocesses• Analyse needs identified indiagnostic assessment (ANA,NSC, international assessments)• Compile a TeacherDevelopment Plan• Check availability ofprogrammes• Propose CPD budget• Monitor, control and supportschool and staff development• Facilitate coaching andmentorship where necessary• Plan for time allocated toCPTD

Manage process 210


SCHOOL PRINCIPALS

36

SACE: RESPONSIBILITY OF THE PRINCIPAL FOR OWN CPTD

• Register for CPTD on self-service portal

• Complete self-evaluation

• Develop a Professional Growth Plan

Start

• Take part in activities

• Record activities in Portfolio

• Upload activities and points to system

• Complete 3 year cycle

Process

211

COMPILING A SCHOOL IMPROVEMENT PLAN

• Portfolio project:

– Compile a Teacher Development Plan

212

CONCLUSION

Good curriculum management is characterised among other things, by:

• Coherent planning and coordination,

• Effective language policies and programmes,

• Good time management,

• Procurement and deployment of books

• Promoting high levels of writing

• Using assessment to improve teaching and learning and

• Fostering professional development among teachers. (NEEDU, 2013: 52)

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principal as curriculum manager session 1...

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