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“Education is the most powerful weapon we can use to change the world.” Nelson Mandela, 16 July 2003
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hildren have the power to change the world,
but before this transformation can happen,
we should use our power as adult role models to
change their world now. Literacy and Numeracy
are the foundations on which further studies, job
satisfaction, productivity and meaningful citizenship
are based. For this reason parents, educators,
principals and every individual or organisation
which is serious about the future of our country,
should take the time to spend quality educational
time with our learners.
We at the Nelson Mandela Centre of Memory
support the Department of Basic Education’s
efforts to improve the quality of teaching. We want
to see confident and well-trained teachers who are
continually improving their capabilities. The end
goal should always be how teachers can give to
learners the best possible education to ensure the
development of the nation. We also support the
department’s goal that school principals ensure
teaching takes place as it should, and that they
work as responsible leaders.
President Jacob Zuma’s call to make education a
societal issue, was strengthened by the signing of
the NEDLAC Accord on Basic Education in 2011.
It marked the beginning of a new era in which
all role players and social partners in education
committed themselves to support the drive for
quality teaching and learning, especially in poorperforming schools.
Teachers need our encouragement, support
and assistance to be the best they can be.
For this reason the department has created
What’s Up Teach?, a teacher magazine to assist
and further motivate our teachers. We are hopeful
that the practical and interactive information
articulated in this magazine will enable the
realisation of the goals that have been set for our
schooling system.
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by Achmat Dangor, Chief Executive of the Nelson Mandela Centre of Memory (at the Nelson Mandela Foundation)
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3
learn because they come to school fearful of being bullied.
Unfortunately, there’s no single solution that will stop or
prevent bullying. What’s Up Teach? interviews two school
principals to find out what they have done to reduce bullying
in their schools. You can also put an end to bullying!
The quality of an education system cannot exceed the
quality of its teachers. What’s Up Teach? speaks to three
teachers who are passionate about teaching. For them,
teaching is indeed a noble calling. Read what they have
to say, and shift any negative perceptions you might have
about teaching.
Message from the
Minister of Basic Education
Editorial by
eneral, Mr
e Director-G
th
The magazine will be used as a tool to enhance the
Dear Teacher
performance of our teachers. It is also aimed at generating
an enthusiastic dialogue between teachers, the DBE and
T
the broader education community.
enhancing teaching and learning. During a recent meeting
Another purpose of the magazine is to communicate
at the Department’s Head Office in Pretoria, I said to
critical pedagogical and support information to teachers in
my senior management team that we were taking it for
a creative and interactive manner.
he aim of the Department of Basic Education (DBE)
is to support and develop teachers with a view to
granted that many teachers, albeit qualified, are aware of
the minimum actions that need to be performed in every
I have repeatedly stated that the quality of an education
classroom.
system cannot exceed the quality of its teachers. The DBE
has consistently shown its commitment to ensuring that the
I therefore tasked my team to develop a fresh, innovative
teachers tasked with shaping the minds of South Africa’s
and inspiring publication to communicate with South
future leaders are of the highest calibre. Teachers have
African teachers.
the potential, and the responsibility, to inspire, motivate
and equip future generations with the foundational skills
The National Development Plan (NDP) notes that “attention
required to be productive contributors to society, both in
should be given to the continuing development of teachers
terms of the economy and the civic duty that every South
and promotion of professional standards. Moreover, it
African should fulfil.
o, What’s
S
Up Teach?
rayan What is a School Improvement Plan (SIP)? One of
the tasks of a principal is to present a proposed SIP to
teachers, heads of departments and SGB members for
their approval. Read about the role of the principal and
teachers in the implementation of the SIP.
Bobby Soob
The main focus of this exciting first edition of the
What’s Up Teach? magazine for teachers is on the National
Reading Strategy (NRS), the Annual National Assessment
(ANA), and the Workbooks. The NRS is built on six pillars
and the article explains how the teacher is key to a child’s
ability to read. In 2012, the ANA was written by more than
7 million learners in Grades 1 to 6 and Grade 9 in public
schools. What’s Up Teach? introduces the teacher to the
basics of ANA and notes our perfomance in these annual
assessments. Also read about our perfomance in Progress
in International Reading Literacy Study (PIRLS) and Trends
in International Mathematics and Science Study (TIMSS).
All school principals, districts and provincial officials are
reminded that the Workbooks are part of our learning and
teaching support programme for schools and reflect our
ongoing commitment to unlocking every learner’s learning
potential.
In Organisational Tips for Teachers we share 24 steps
for teachers to follow to effectively manage their time and
responsibilities in the classroom.
Teachers are the cornerstone of Government’s commitment
to providing quality learning and teaching to all learners at
South African public schools. What does it take to be a
good teacher? What classroom practices are associated
with committed teachers? What aspects of the curriculum
or classroom strategies would you like to receive more
information about? Contact the What’s Up Teach? team
with suggestions, letters and feedback at:
whatsupteach@dbe.gov.za.
In the next issue of What’s Up Teach? look out for tips
on the teaching of reading, there will be greater focus on
PIRLS, CAPS is explained, there is more on ANA, the
results of Matric 2012 are analysed and some of your
letters to the editor will be featured.
Enjoy the read!
Mr Bobby Soobrayan
Director-General, Department of Basic Education
emphasises that teachers must have a good knowledge of
the subjects they teach and cognitive competence in the
Enjoy your new publication.
language in which they are required to teach.” This new
magazine is an attempt to address the recommendations
Yours sincerely,
Every school teacher knows the negative impact of
learners being absent from class. What’s Up Teach?
looks at practical ways of managing absenteeism in the
classroom.
of the NDP and the goals encapsulated in The Action Plan
to 2014: Towards the Realisation of Schooling 2025, which
Mrs Angie Motshekga, MP
tabled the idea of developing a “script” for teachers as a
Minister of Basic Education
way of communicating the basic tasks teachers need to
perform in the classroom.
The safety of learners in schools is of paramount
importance. The South Africa Schools Act (1996) demands
that schools must take measures to ensure the safety of
learners at school. Are you playing it safe to prevent the
transmission of diseases at school? Check whether the
green or the red light is flashing.
We got a team together to research the content and
possible formats for the new publication. It was during
these sessions that the magazine for teachers became
Teachers can have fun too. What do you as a teacher do to
ensure good grades? Check yourself against our fun quiz
to see how many smiles or tears you score.
a reality. We envisage publishing four editions of the
magazine annually - you will therefore receive an edition
every quarter.
4
We all know that children learn best in an environment
where they feel safe and secure. Many children don’t
Credits
Readers are welcome to send letters, news and information for publication:
Editor: Mr Bobby Soobrayan
Assistant Editor: Mr Themba Kojana
Editorial Team: Ms Devigi Pillay, Mr Habib Karimula, Ms Noma
Ntsaluba, Ms Yolanda Holden, Prof Veronica McKay and
Ms Michelle Ducci
Design and Layout: Mr Baka Molebaloa
Tel:(012) 357 3000 Fax:(012) 323 0601
Address: Sol Plaatje House, 222 Struben Street, Pretoria, 0001
Private Bag X895, Pretoria, 0001
Please note that the Department of Basic Education (DBE) reserves the right of
publication. Opinions expressed in this publication do not necessarily reflect the views
and opinions of the DBE.
55
instruction involves the importance of a systemwide, supportive approach to reading instruction, the
development of the expertise of teachers, and the role
of the home and the community. All partners play a
significant role in ensuring that the conditions are right
for teachers to provide effective instruction and for
children to learn to the best of their ability.
The
National
Reading
Strategy
THE SIX KEY PILLARS
The National Reading Strategy builds on six key
pillars for successful implementation of the National
Reading Strategy.
1. Resources
– the teacher is key to a child’s
ability to read
A
major consensus of research is that the ability of
teachers to deliver good reading instruction is the most
powerful factor in determining how well children learn to
read. It is essential to recognise the critical role teachers
play in preventing reading difficulties.
The National Reading Strategy is based on the premise
that a child’s success in school and throughout life depends
largely on the ability to read. Therefore every teacher has
the profound challenge of making reading a reality for all
children. The National Reading Strategy gives impetus to
Action Plan to 2014: Towards the Realisation of Schooling
2025. Output goals 1 to 4 in the Action Plan are aimed
primarily at laying solid foundations to enhance reading,
writing and calculating skills in the early grades as well
as increasing the number of learners who have mastered
the minimum language and numeracy competencies from
Grades 1 to 9.
The underpinning principles of the National Reading Strategy
• Reading instruction should be based on the
evidence of sound research that has been
verified by classroom practice. The research is
clear in showing that effective reading instruction
compensates for risk factors that might otherwise
prevent children from becoming successful readers.
• Early success in reading is critical for children.
Reading success is the foundation for achievement
throughout the school years. There is a critical
window of opportunity from the ages of four to seven
for children to learn to read. Research findings on
early reading difficulties show that children who
continue to experience reading difficulties in Grade
3 seldom catch up later. It therefore makes sense to
detect problems early in order to avoid the escalation
of problems later.
• The teacher is the key to a child’s success to read.
A major consensus of research is that the ability of
teachers to deliver good reading instruction is the
most powerful factor in determining how well children
learn to read.
• In order to succeed in the classroom, teachers
need the co-operation and support of instructional
leaders who value and provide ongoing
professional development. Effective early reading
6 6
There is no doubt that a good learning and textrich environment in schools encourages children to
perform better. Teachers need adequate resources
for the teaching of reading. The DBE has therefore
embarked on several interventions to provide
teachers across the system with the resources they
need to carry out this pivotal task. These are the 100
Storybook Project, the Drop All and Read Campaign,
the Reading Toolkit Project, the Systematic Method
for Reading Success (SMRS) Project, Early Grade
Reading Assessment (EGRA), the Foundations for
Learning Campaign, the Foundation Phase National
Catalogue and the Workbooks.
2. Teaching practice and methodology
The Curriculum and Assessment Policy Statement
(CAPS) is based on the premise that is advanced
by the International Reading Association (IRA) that:
“There is no single method or single combination
of methods that can successfully teach all children
to read. Therefore teachers must have a strong
knowledge of multiple methods for teaching reading
and a strong knowledge of the children in their
care so they can create the appropriate balance of
methods needed for the children they teach.”
The knowledge and skills that children need in order
to read with fluency and comprehension include:
oral language; prior knowledge and experience;
concepts about print; phonemic awareness; lettersound relationships; vocabulary; semantics and
syntax; meta-cognition; and higher-order thinking
skills. These are not isolated concepts taught in
a lock-step sequence rather they are interrelated
components that support and build on each other.
3. Teacher training, development and support
Ongoing teacher training, development and support
is a key pillar of the National Reading Strategy.
The Department of Basic Education in its efforts to
enhance the pedagogic and didactic capacity of all
teachers in reading, language and mathematics has
developed a Reading Handbook, Teaching Reading
in the Early Grades (2008) as well as a DVD, Getting
Literacy and Numeracy Teaching Right in the
Foundation Phase.
However, although the Department has the
responsibility of initiating teacher development
programmes, it is critical that teachers understand
that the biggest part of their development is their own
responsibility. Immediate short-term interventions
are currently targeted at providing teachers with
the tools and the opportunities to improve their
classroom practice.
of informing intervention strategies. It will also
enable the elevation of schools with best practice to
best performer school status, especially when such
schools perform despite their disadvantages. In all
these reading projects and plans, the Department
will ensure that its strategies, pedagogy and support
materials are modern and at the cutting edge.
While the Department will conduct some of its own
research, it will also partner with universities and
other specialist reading organisations to strengthen
its reading campaigns with teachers, principals,
district officials and parent communities.
4. Monitoring learner assessment
The essential focus of the National Reading
Strategy is to enable learners to read fluently and
with comprehension. Monitoring learners’ progress
through School Based Assessments (SBA) and
Annual National Assessment (ANA) is a critical
part of the Reading Strategy. Learner improvement
depends on teachers being able to assess the
reading level of each and every learner. Teachers
need to be able to measure whether their teaching
methodologies in the classroom have resulted in
improved reading by the learners.
Coordination, sustainability and monitoring
The different tiers of the system will be strengthened,
from the Chief Directors at National level to
Curriculum Coordinators at Provincial and District
levels and finally to School Management Teams
(SMTs), teachers and the various contributions from
external sources to promote overall coherence and
alignment. This process is illustrated in the diagram
below.
5. Management of the teaching of reading
Good management and leadership are essential
for successful teaching and learning. The principal
needs to show a relentless determination in pursuing
the National Reading Strategy. The principal is
responsible for the reading programme in the
school, for ensuring that staff members are trained,
analysing learners’ results and involving parents
in the reading programme. It is the principal’s
responsibility to ensure that every learner learns to
read, and that steps are taken to promote reading.
The allocation of time to read and the effective use
of that time needs to be managed.
Evaluation, monitoring and support interventions
will be implemented at all levels of the system to
track, record and sustain the gains that the strategy
is making to improve the quality of education over
its life span (2008 – 2015) and beyond to assist
in strengthening the capacity of teachers to raise
standards of achievement and rates of progression
for learners across all phases and schooling contexts
in pursuit of the demands of the twenty-first century.
6. Research, partnerships and advocacy
An analytical and critical analysis of the Annual
National Assessment (ANA) will show why schools
perform the way they do – the “ground truth” of
school and learner performance will enable the
profiling of both best and worst practice as a means
LITERACY AND
NUMERACY CHAMPIONS:
Minister, Deputy Minister,
MECs,
HoDs
Are You
Experiencing
Challenges
In Teaching
Reading?
Let’s
Help Each other
SCHOOLS:
Teachers are the key
resource
Principal as
Accountable
Leader
PROJECT
MANAGEMENT
TEAM:
Project Manager
Branch C(lead)
Delivery Unit
PROVINCIAL
COORDINATION:
District Directors
District Literacy &
Numeracy Coordinator
District Officials
Literacy & Numeracy
Coaches
7
7
PARTNERS:
Reference
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Teacher Unions,
Business
NGOs
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register
and class
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Analyse and
follow up on the
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Make sure you have
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Ensure you have your
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17
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learners
receive the
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workbooks in
the correct
language.
Give feedback to your learners so that
they learn from their mistakes. Also tell
them where they did well.
13
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Get to know all
your learners.
15
Understand and
interpret the
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Use them to focus
on areas that
need special
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9
Set, mark and
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Where necessary,
group learners
according to ability.
12
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To all school principals, district and provincial officials and education stakeholders
PIRLS has
been a
hot topic
recently!
THE WORKBOOK PROGRAMME FOR SCHOOLS
2013
An initiative of the Department of Basic Education
The Department of Basic Education wishes to remind all school principals, teachers, School Governing Bodies,
district and provincial officials and parents that the Department will be delivering workbooks for learners for the
2013 school year before the end of 2012.
This is part of the Department’s ongoing commitment to unlocking every child’s learning potential. It is important
that every education stakeholder understands what workbooks will be delivered, in what languages and how these
workbooks should be used.
How did South Africa perform?
Trends in benchmarks reached: PIRLS 2006 to PIRLS 2011
Did not
achieve
The Department has also developed textbooks for FET Maths and Physical Science with the Shuttleworth
Foundation.
Grade
Dipukutšhomo tše di tšweleditšwe go thuša bana ba Afrika-Borwa
ka tlase ga boetapele bja Tona ya Thuto ya Motheo, Mdi Angie
Motshekga, le Motlatša-Tona wa Thuto ya Motheo, Mna Enver
Surty.
Re hutša gore barutiši ba tla holega ka dipuku tše mošomong wa
bona wa tšatši ka tšatši wa go ruta, le go kgonthiša gore barutwana
ba kgona go fetša lenanethuto. Re hlokometše gore re hlahle barutiši
ditirong ka moka ka go tsenya maswao a ditaetši ao a laetšago seo
morutwana a swanetšego go se dira.
Mna Enver Surty,
Motlatša-Tona ya Thuto
ya Motheo
Re tloga re hutša gore bana ba tla ipshina ka go dira mešomo ye e
lego ka mo dipukwaneng tše ge ba dutše ba gola, ba ithuta, le gore
wena, morutiši, o tla ipshina le bona mo lethabong la go ithuta.
Re kganyogela lena, barutiši, le barutwana ba lena, katlego, ka
tšhomišo ya dipukutšhomo tše.
Grade R
Mphato
wa
Leina:
Klase:
ISBN 978-1-4315-0119-9
SEPEDI HOME LANGUAGE
GRADE 6 - TERMS 3&4
ISBN 978-1-4315-0119-9
THIS BOOK MAY
NOT BE SOLD.
6
SEPEDI LELEME LA GAE
Rainbow Workbooks di bopa karolo ya mohlwaela wa tsenogare
woo maikemišetšo wa yona e lego go kaonafatša mošomo wa
barutwana ba Afrika-Borwa bao ba lego mephatong ye tshela ya
mathomo. Projeke ye, bjalo ka ge e le ye nngwe ya dinepokgolo tša
Dithulaganyo tša go Diragatša tša Mmušo, e kgonne go diragala
ka thekgo ya mašeleng a go tšwa, ka ntle le go kgokgona go
Sešegotlotlo sa Bosetšhaba. Se se kgontšhitše Kgoro go dira
dipukutšhomo tše, ka maleme ka moka a semmušo, ka ntle ga gore
Kgoro e lefe.
SEPEDI LELEME LA GAE - Mphato wa 6 Puku ya 2
Mdi Angie Motshekga,
Tona ya Thuto ya Motheo
Foundation
Phase
Grades 1-3
Kotara ya 3&4
Intermediate
Phase
Grades 4-6
Dibuka tsena tsa tshebetso di etseditswe bana ba Afrika Borwa
tlasa boetapele ba Letona la Thuto ya Motheo, Mof. Angie
Motshekga, mmoho le Motlatsa Letona la Thuto ya Motheo , Mong.
Enver Surty.
Re tshepa hore, matitjhere a tla fumana dibuka tsa tshebetso di
le bohlokwa mosebetsing wa bona wa letsatsi le letsatsi, le ho etsa
bonnete ba hore baithuti ba bona ba etsa kharikhulamo yohle. Re
nkile boikarabelo ba ho tataisa titjhere mosebetsing ka enngwe le
enngwe ya mesebetsi, ka ho kenyelletsa motshwao a bontshang hore
na seo barutwana ba tshwanelang ho se etsa ke sefe.
Mong. Enver Surty,
Motlatsi wa Letona la
Thuto ya Motheo
Re a kgolwa hore bana ba tla natefelwa ke ho sebetsa ka buka ena
ha ba ntse ba hola le ho ithuta, le hore wena titjhere, o tla natefelwa
mmoho le bana.
Re le lakalletsa katleho ho sebediseng dibuka tsena tsa tshebetso.
Kereiti
ya
Lebitso:
ISBN 978-1-4315-0120-5
SESOTHO HOME LANGUAGE
GRADE 6 - TERMS 3&4
ISBN 978-1-4315-0120-5
THIS BOOK MAY
NOT BE SOLD.
Tlelase:
6
SESOTHO PUO YA LAPENG
Dibuka tsa tshebetso tsa Rainbow di bopa karolo ya Lefapha la
Thuto ya Motheo, ya thuso e reretsweng ho netefatsa tshebetso
ya baithuti ba Afrika borwa dikereiting tse qalang tse tsheletseng.
Jwale ka enngwe ya dintlha tsa bohlokwa tsa Moralo wa Tshebetso
ya Mmuso, projeke ena e etsahetse ka tshehetso ya letlole la
Polokelo la Setjhaba . Sena se entse hore Lefapha le etse dibuka
tsena tsa tshebetso ka dipuo tsohle tsa semmuso, ntle le tefello ya
letho.
SESOTHO PUO YA LAPENG - Kereiti ya 6 Buka ya 2
Mofumahadi Angie
Motshekga, letona la
Lafapha la Thuto ya
Motheo,
Kotara 3&4
Workbooks to be supplied
by the Department
One integrated (language,
maths and life skills) book
per term in all 11 official
languages
Home languages
Book 1 and Book 2
Supplementary materials
supplied by the Department
Grade R resource packs for
each grade R classroom in all
11 languages
What textbooks will be
required
Textbooks to
be supplied by
Department
No textbooks required
Textbooks not essential
for Grade 1
Maths
In all official languages
Book 1 and Book 2
Life skills
In all official languages
Book 1 and Book 2
First Additional Language
English and Afrikaans
Home languages
Book 1 and Book 2
Textbooks not essential
for Grade 1 – 3
Textbooks not essential
for Grade 1
All Textbooks required
except for Natural
Science and Technology
Siyavula Maths and
Physical Science
Grades 10-12
supplied in 2012
Siyavula Maths and
Physical Science
Caps aligned for
Grade 11 will be
supplied in 2013
Textbooks available
on DBE website:
Life Science and
Maths Literacy
Alert! Principals, teachers, learners and parents should make sure that learners in Grades 10 (CAPS aligned) and Grades 11
and 12 return the Siyavula Maths and Physical Science textbooks that were distributed by the Department in 2012.
The Department will only be distributing Siyavula Maths and Physical Science CAPS aligned textbooks for Grade 11 in 2013.
Alert! Workbooks (Book 1) are being delivered directly to schools during November 2012. Principals are urged to check that the
workbooks are:
•
•
•
In sufficient numbers;
In the correct languages; and
Not damaged.
After checking against the master list above, principals should report errors in deliveries to:
Call Centre: 086 100 4357 – or Free SMS 39864
The service provider will rectify errors directly with schools.
Workbook 2 will be delivered in January 2013.
12
43
57
34
14
2006
47
53
36
17
LOW
Focus on
and retrieve
explicitly
stated
information
?
S
L
R
I
P
s
i
What
INTERMEDIATE
Make straight
forward
inferences
HIGH
Interpret and
integrate ideas
and information
4
5
ADVANCED
Examine &
evaluate content,
language and
textual elements
of top
e characteristics
l
were th
in Internationa l What
s
es
gr
ro
P
e
iona
arners?
for th
IRLS stands cy Study, which is an internat ren’s performing le
they were
Reading Literaassess and compare child
homes where ung age, and
om
fr
e
to
m
• They ca
study used y.
g literacy at a yo
uced to readinreading. The home provided
od
tr
in
reading literac
de
es.
liked
arners at Gra
their parents in effective literacy practic
ve assessed le2006 and 2011.
ha
ce
s
ie
an
tr
id
un
gu
co
ct
,
01
dire
ion and
Other
rent. We
ints in time: 20
primary educate some
epr
ed
nd
4 in three po approach was a little diffe ePIRLS
te
• They had atsome sentences and writ ol. With
South Africa’sde 5 learners, and used the pr
ss
se
ted scho
as
could read
to
t,
ra
sessmen
time they starwe can anticipate
as
e
assessed G
lt
th
cu
ffi
by
di
ds
ss
or
le
w
PIRLS
n of Grade R
test, which is a de 4.
the introductiowill perform better in future
learners in Gra
that learners
assessments.
ise academic
?
ss
se
as
ols that emphas
S
ho
L
sc
IR
P
do well.
ed
es
nd
o
d
te
ts
at
What
e studen to page 26
n • They
ag
he
ur
w
co
on
en
si
d
en
mpreh
ategy on
success an
es learners’ co
provement Str
lop this
PIRLS assess
The School Im in helping schools to deve
ul
ef
reading:
could be us
d
culture.
an
e;
perienc
ent?
• for literary ex
gainst achievem
a
ts
n
u
n.
o
io
c
at
t
a
rm
h
fo
W
in
d use
• to acquire an
the PIRLS
alnutrition
are reported on0 (although • Hunger and m
lts
su
re
t
en
em
00
of 0–1,
The achiev
een 300
has a range
ion
scale, which mance typically ranges betw.
Sleep deprivat
•
e)
or
rf
nc
of refere
student pe
s
500 as a point
ading resource
and 700, with
• Lack of re
P
Textbooks not essential
for Grade 1
Maths
In English and Afrikaans only
Book 1 and Book 2
First Additional Language
English and Afrikaans
Siyavula Natural Science and A Teacher’s Guide will also be
Technology
available.
In English and Technology
Book 1 and Book 2
Senior Phase Maths
Grades 6-9
In English and Afrikaans only
Book 1 and Book 2
FET
No workbooks
Supplementary guides Mind
Textbooks for all subjects
Grades 10-12
the Gap for Grade 12 only
required except for Maths
available in English and
and Physical Science
Afrikaans on website and
delivered:
• Geography
• Life Sciences
• Economics
• Accounting
In the near future Mind the
Gap study guides will be
developed for
• Maths
• Physical Science
• Agricultural Science
• English First Additional
Language
Grade 10
2011
elp to benchmark
How does PIRLS h nts?
me
learning achieve
ners
from
5 lear
57% of Grade ols reached the
at
th
d
un
fo
ho
sc
It was
frikaans LOLT
that 43%
English and A l benchmark. This meanshieve that
low internationain these schools did not ac d retrieve
of the learners could therefore not find an quired to
level and theyom the texts they were re
information fr
read.
in 2011?
PIRLS introduced
e
pr
e
th
as
w
hy
W
arners who
•
Bullying
the most
rs can make
he
ac
te
at
th
g!
PIRLS shows
proving readin
nce towards im
re
ffe
di
nt
ca
ifi
sign
Grade 4 le
ed to assess tablishing literacy and
uc
od
tr
in
as
w
It
process of es
eading to
are still in the om “learning to read” to “r learning
r
fr
are moving acquiring literacy skills fo
learn” – i.e. iculum.
across the curr
2011?
PIRLS
in
s
ie
re.
countr
ingapo
rming
S
o
f
d
r
n
e
a
p
he top
Finland
were t
ration,
e
h
d
ic
e
h
F
W
ussian
SAR, R
g
n
o
K
Hong
13
Playing it safe: preventing the
transmission of diseases in school
enting
ines for prev d if
el
id
u
g
e
id
v
bloo
S pro
ECAUTION ses through contact with
R
P
L
A
S
R
E
ea
er dis
The UNIV
HIV and oth
f
o
n
o
si
is
sm
n
the tra
ns.
d at school.
re
al precautio
ju
rs
in
e
iv
is
n
e
u
n
e
eo
som
with th
lies
hool comp
c
s
r
u
o
y
t
a
Check th
cquired Immune Deficiency Syndrome (AIDS) is a communicable
disease that is caused by the Human Immunodeficiency Virus
(HIV). HIV and AIDS is one of the critical challenges facing all South
Africans. With increasing infection rates, learners and teachers with
HIV and AIDS will become part of the population of schools. The
National Policy on HIV/AIDS for Learners and Teachers in Public
Schools (August 1999) clearly stipulates that even though the risk
of HIV transmission as a result of contact play and contact sport
is generally insignificant, strict adherence to universal precautions
in case of open wounds, sores, breaks in skin, grazes, open skin
lesions or mucous membranes is essential. No learner or teacher
may participate in contact play or sport with an open wound. If
bleeding occurs during contact play or contact sport the injured
player must be removed from the playground immediately and
treated appropriately. The player may only resume play if the wound
is completely and securely covered.
A
Creating a safe, inviting and inspiring classroom environment is
critical for effective teaching and learning. The appearance and
physical layout of your classroom says volumes about your teaching
style, your level of organisation and the values you hold. A classroom
that incorporates a variety of stimuli ignites the curiosity of learners
and encourages them to take risks with their learning. Use colour,
sound, light, novel activities, bulletin boards and a variety of materials
to stimulate your learners. Remember always that Routine, Ritual
and Rules are equally important and allow for all learners to share
the learning space and materials in a fair and equitable manner and
ensure that the classroom is kept neat and tidy.
The safety of learners in schools is of paramount importance. The
South Africa Schools Act (1996) demands that schools must take
measures to ensure the safety of learners at school and during
any school activity; ensuring, where reasonably practicable, that
learners are under the supervision of a teacher at all times. This
would include their safety during break-time. Teachers must take
turns to be on duty during breaks to ensure that learners are not
bullied, hurt or abscond from school.
14
d sports
n
a
f
f
a
t
s
,
s
r
e
n
r
a
In my school all le
coaches
in first aid
ns
aid kits
are trained
l precautio
use of first
e
th
in
e universa
d
e
th
f
o
e
c
n
are train
a
ort
on the imp
are trained
the following:
n
ai
nt
co
at
th
s
it
k
d
ast two firstdisaiposable latex gloves
le
at
as
h
l
oo
h
sc
y
f
M
r handling
r gloves fo
ium pairs o
2 med
ld rubbe
2 large and
of househo
s
ir
a
p
m
iu
2 med
2 large and
plasters
waterproof
t
disinfectan
scissors
l
cotton woo
gauze tape
tissues
itation
uth resusc
water
o
r
fo
-m
o
rs
-t
e
th
in
u
o
conta
piece for m
tion mouth
a resuscita
eye wear
nd mouth
protective
ver nose a
o
c
to
k
s
a
face m
protective
rubber gloves
Latex or houleseinholedvery classroom
are availab
orts event
pervisor
at every sp
yground su
la
p
e
th
y
b
are carried
accessible at
e
ar
t
en
pm
ui
eq
ng
ni
propriate clea
First aid kits anduapnd supervisor
all times
gro
for the play
vents
cks the
ngs
at sports e
school che
school outi
t
g
a
n
h
ri
lt
u
a
d
e
s
h
r
in vehicle
issing
sponsible fo
items are m
r who is re
e
o
b
n
t
m
a
e
th
m
s
ff
a sta
and ensure
e their own
each week
d to manag
e
first aid kits
in
a
tr
re
a
and staff
all learners
tect others
juries to pro
bleeding/in
e instructed
ar
ls
oo
h
sc
y
ar
im
pr
ary and
Learners inuprche-thpreimblood or wounds of oothseersbleeds, cuts and
ch as n
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15
SCHOOL CALENDAR
FOR PUBLIC SCHOOLS
SCHOOL CALENDAR FOR THE 2013 ACADEMIC YEAR: [INLAND]
Public and School Holidays 2013
1 January
21 March
22 March
29 March
1 April
27 April
1 May
16 June
17 June
9 August
24 September
16 December
25 December
26 December
New Year’s Day
Human Rights Day
School Holiday (Coastal)
Good Friday
Family Day
Freedom Day
Workers’ Day
Youth Day
Public Holiday
Women’s Day
Heritage Day
Day of Reconciliation
Christmas Day
Day of Goodwill
January 2013
S
M
6
13
20
27
7
14
21
28
T
1
8
15
22
29
W
2
9
16
23
30
T
3
10
17
24
31
F
4
11
18
25
February 2013
S
5
12
19
26
S
M
3
10
17
24
4
11
18
25
April 2013
S
7
14
21
28
M
1
8
15
22
29
T
2
9
16
23
30
W
3
10
17
24
T
4
11
18
25
F
5
12
19
26
S
6
13
20
27
July 2013
M T W T F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
October 2013
T W T F
1 2 3 4
7 8 9 10 11
14 15 16 17 18
21 22 23 24 25
28 29 30 31
M
6
13
20
27
W
March 2013
T
F
1
5 6 7 8
12 13 14 15
19 20 21 22
26 27 28
S
2
9
16
23
S
M
T
W
T
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
May 2013
S
S
T
S
5
12
19
26
S
M
T
5
12
19
26
6
13
20
27
7
14
21
28
W
1
8
15
22
29
T
2
9
16
23
30
SCHOOL CALENDAR FOR THE 2013 ACADEMIC YEAR: [COASTAL]
January 2013
F
1
8
15
22
29
S
2
9
16
23
30
F
3
10
17
24
31
S
4
11
18
25
S
M
T
W
T
F
2
9
16
23
30
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
S
1
8
15
22
29
S
1
8
15
22
29
September 2013
M T W T F S
2 3 4 5 6 7
9 10 11 12 13 14
16 17 18 19 20 21
23 24 25 26 27 28
30
November 2013
M T W T F
1
4 5 6 7 8
11 12 13 14 15
18 19 20 21 22
25 26 27 28 29
S
2
9
16
23
30
S
1
8
15
22
29
December 2013
M T W T F
2 3 4 5 6
9 10 11 12 13
16 17 18 19 20
23 24 25 26 27
30 31
3
10
17
24
6
13
20
27
7
14
21
28
M
T
1
8
15
22
29
W
2
9
16
23
30
T
3
10
17
24
31
February 2013
F
4
11
18
25
S
5
12
19
26
S
M
3
10
17
24
4
11
18
25
April 2013
S
3
10
17
24
31
S
M
June 2013
August 2013
T W T F
1 2
4 5 6 7 8 9
11 12 13 14 15 16
18 19 20 21 22 23
25 26 27 28 29 30
S
S
S
7
14
21
28
GROUP 1: INLAND PROVINCES: FREE STATE, GAUTENG, LIMPOPO, MPUMALANGA AND NORTH
WEST
S
7
14
21
28
M
1
8
15
22
29
T
2
9
16
23
30
W
3
10
17
24
T
4
11
18
25
F
5
12
19
26
S
6
13
20
27
July 2013
M T W T F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
October 2013
T W T F
1 2 3 4
7 8 9 10 11
14 15 16 17 18
21 22 23 24 25
28 29 30 31
M
6
13
20
27
W
March 2013
T
F
1
5 6 7 8
12 13 14 15
19 20 21 22
26 27 28
S
2
9
16
23
S
M
T
W
T
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
May 2013
S
S
T
S
5
12
19
26
S
M
T
5
12
19
26
6
13
20
27
7
14
21
28
W
1
8
15
22
29
T
2
9
16
23
30
F
1
8
15
22
29
S
2
9
16
23
30
S
1
8
15
22
29
June 2013
F
3
10
17
24
31
S
4
11
18
25
S
M
T
W
T
F
2
9
16
23
30
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
August 2013
T W T F
1 2
4 5 6 7 8 9
11 12 13 14 15 16
18 19 20 21 22 23
25 26 27 28 29 30
S
3
10
17
24
31
S
1
8
15
22
29
September 2013
M T W T F S
2 3 4 5 6 7
9 10 11 12 13 14
16 17 18 19 20 21
23 24 25 26 27 28
30
November 2013
M T W T F
1
4 5 6 7 8
11 12 13 14 15
18 19 20 21 22
25 26 27 28 29
S
2
9
16
23
30
S
1
8
15
22
29
December 2013
M T W T F
2 3 4 5 6
9 10 11 12 13
16 17 18 19 20
23 24 25 26 27
30 31
S
S
3
10
17
24
M
S
7
14
21
28
GROUP 2: COASTAL PROVINCES: EASTERN CAPE, KWAZULU-NATAL, NORTHERN CAPE AND
WESTERN CAPE
Term
Duration
No. of
weeks
No. of days
No. of public
holidays
Actual no. of
school days
Term
Duration
No. of weeks
No. of days
1
(7) 9 Jan – 20 March
11
(53) 51
0
(53) 51
1
(14) 16 Jan – 28 March
11
(54) 52
No. of public Actual no. of
holidays
school days
1+ 1
(52) 50
2
9 April – 21 June
11
54
2
52
2
8 April – 21 June
11
55
2
53
3
15 July – 20 Sept
10
50
1
49
3
15 July – 20 Sept
10
50
1
49
4
1 Oct – 04 (06) Dec
1 Oct – 04 (06) Dec
10
(49) 47
0
(49) 47
42
(208) 204
4+1
(203) 199
TOTAL
16
10
(49) 47
0
(49) 47
4
42
(206) 202
3
(203) 199
TOTAL
17
Put an END to
W
e all know that children learn best in an environment where they feel safe and secure. Many children don’t learn
because they come to school fearful of being bullied. Unfortunately, there’s no single solution that will stop or
prevent bullying. What’s
bullying in their schools.
Up-Teach?
interviewed two school principals to find out what they have done to reduce
Mr Smith explained what he did to prevent
bullying at his school:
Involve parents According to Mr Smith,
parents need to feel confident that their children will be
protected from bullying at school. And the parents of
children who bully need to know that the school does not
tolerate bullying.
Involve learners “All children,” says Mr
Smith, “need to understand that we do not tolerate
bullying. In our school,we made sure that both the victims
and the bullies knew that we would not tolerate bullying.
We also needed to empower children who see their peers
being bullied so that they can report the incidents.”
Use the curriculum Mr Smith explains:
What is bullying?
It is the repeated behaviour by an individual or group
that intentionally hurts another individual or group
either physically or emotionally. Often bullying is
motivated by some or other prejudice against particular
groups or by actual or perceived differences between
children. Emotional bullying can be hard to identify
and can be very damaging to children.
Mrs Moima told us that she had received a number of complaints from parents
that their children were being bullied.
“We decided to be proactive,” says Mrs Moima.
“We held a workshop and we spoke about what issues could result in bullying,
and we developed strategies to prevent bullying. We needed to change the
culture to one where pupils treat one another and the school staff with respect.”
Not an easy task! We asked Mrs Moima what they did.
We held a poster competition
“
“The workbooks have given us a number of opportunities
to speak about tolerating differences in matters like
religion, race and disability, as well as tolerating children
who come from different family situations. Many of the
worksheets directly promote kindness, care, cooperation
and friendship. We included values wherever we could to
show that prejudice is unacceptable. We also introduced
conflict resolution and anger management skills training.”
internet cafe. Mr Smith
engaged with the wider
community to get them
to also contribute to
preventing bullying that
might be happening
outside the school.
Make it easy
for pupils
to report
bullying
“Learners need to
feel confident that
they will be listened to and that we as adults will act on
bullying,” says Mr Smith. “So we sent our learners a
clear message that they could report bullying that was
happening outside school, including bullying on the
internet, Facebook or other such sites – and that we
would take action wherever necessary.”
Increase adult visibility Mr Smith’s
school increased supervision at places around the
school where most bullying behaviour occurred, such as
the toilets and the playground.
What about the
bully?
“Our staff were trained in how
to resolve problems, and where to get support if they
could not deal with a particular instance of bullying. They
learned how to recognise bullying behaviours and to
come up with strategies to deal with the problem,”
Our two school principals suggested the
following:
Staff training
• Intervene immediately to stop the bullying.
• Phone the parents of both the bully and
the victim as soon as possible. If possible,
involve the parents in designing a plan of
action.
• Have discussions with bullies and victims.
• Have discussions with the parents of
bullies and victims.
• Use role-play activities to teach nonaggressive behaviour to prevent bullying.
• Use role-play to teach victims to be more
assertive.
• Remind the bully about school and
classroom rules.
• Reassure the victim that everything
possible will be done to prevent any
further bullying.
• Make learners aware of the school’s
non-zero tolerance of bullying.
• Continue to monitor the behaviour of the
bully and the safety of the victim.
• If the situation doesn’t change make a
referral to the child line: 0800 055 555.
Work with the wider community
Bullying that takes place at the school is often carried
outside school to sports clubs and even to the local
STOP
Groups of learners designed posters on good values in the school, to show the importance
of respect for staff and other pupils. The children set up a jury to judge the posters.
This actually became an advocacy campaign that helped to permeate the values of respect and care throughout the whole school environment.
“
Mrs Moima tells us they introduced the following school rules specifically to deal with bullying:
1
1.
Don’t bully other children.
2
2.
Try to help pupils who are being bullied.
3.
3
Include children who might be left out.
4.
4
Encourage the practice of ubuntu and caring in the school.
They also introduced ways of dealing with aggressive behaviour:
1
Bullies had to apologise.
They had to forfeit their breaks and do some ‘community service’.
22.
Bullying incidents were discussed with the teacher, principal
33.
and parents.
18
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21
G
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The Veteran
Rosaline Makan was an teacher for 47 years, before
her retirement at the end of 2011. Makan embodies
the characteristics often associated with teachers, but
she was more than just a teacher. So much so that
she became a living legend in the communities where
she taught.
“After my marriage in 1970 I joined my husband at
Ganskraal Primary School where he was a school
principal, with the intention of staying for not longer
than 3 years,” recalled Makan. “With responsibilities
increasing, like in any other rural area, I became so
rooted into the farming community that the 3 years
extended to 23 years!”
Makan was deeply involved in community work,
ranging from staging plays, organising church bazaars
and cultural events, campaigning for the Cancer
Association of South Africa, and participating in
municipal and community activities.
Like many of her peers, Makan was limited in the
career options available to her, but she has no regrets
about committing her life to educating and assisting
others.
s
ing Student
s father ’s footstep
Government’s The Teach
of
e
on
st
er
is following in hi
rn
ya
co
en
e
e
gw
th
th
N
is
e
le
ld
ar
di
ng
achi
-year-o
Mzwan
eachers
ity learning and te
teaching. The 21
al
in
qu
er
g
in
re
id
ca
ov
a
ch
pr
hi
ng
w
to
and pursui
commitment
bursary scheme,
hools.
Funza Lushaka
African public sc
h
e
ut
th
So
of
t
le to the
at
en
rs
pi
ne
ci
ar
re
to all le
attract young peop
to
BE
D
e
th
by
d
e
stem has capabl
Motshekga, was establishe
the education sy
ation, Mrs Angie
re
uc
su
Ed
en
c
d
si
an
Ba
on
n
of
si
io
profes
The Minister
ity of an educat
re subject areas.
ed that the qual
at
st
e
ly
Th
ed
at
.
rs
pe
teachers in the co
re
he
ac
te
has
its
of
ity
ceed the qual
w in his
ly
system cannot ex
) has consistent
lt inspired to follo
fe
BE
I
(D
r.
n
he
io
at
ac
te
uc
a
Ed
her
sic
was
becoming a teac
achers tasked “My father
Department of Ba
ur his legacy by
suring that the te
no
en
ho
to
t
to
am
d
en
I
an
itm
s
re
e
m
ar
ep
he
m
ers
. “W
footst
shown its co
Africa’s future lead
plained Ngwenya
h
ex
ut
,”
So
on
of
ed
rs
ds
ss
in
he
m
pa
ac
od te
when he
with shaping the
is a need for go
e
er
th
,
ga
an
.
al
re
un
lib
of yo g
from, Mpum
of the highest ca
change the lives
to
l
ia
nt
te
po
e
of shaping as they have th
the responsibility
rry
ca
ho
w
rs
he
that they people.”
It is our teac
of this country so
n
re
ild
ch
re
tu
fu
s to return
and
the children and
uth Africa needs
ar of studies, hope
So
ye
s
ird
en
th
tiz
s
ci
hi
of
in
w
nd
ki
the Ngwenya, no
graphy and
can become the
to contribute to
athematics, Geo
M
ills
h
sk
ac
e
te
th
d
an
ve
n
ha
erned
who
metow
wants: citizens
e fabric of life in to his ho
While he is conc
.
th
rs
to
ne
d
ar
an
le
g,
ol
in
ho
be
sc
ic well
English to high
, he is confident
country’s econom
ntial of teachers
te
po
g
in
rn
.
ea
e
es
the negatives
about th
their communiti
fits will outweigh
ne
be
y
ar
nd
co
years not been that the se
ofession.
wever, in recent
ho
s,
ha
on
ues associated with the pr
si
en
es
av
er
re
The prof
ca
e
th
all
in the past. With
ng is
is my calling. My
as attractive as
ern world, teachi
od
m
correct path; this
is
e
th
th
in
le
on
op
w
pe
no
g
am
un
“I feel I
e opportunity to
amorous.
available to yo
one day have th
at sound more gl
ill
th
w
I
s
d
er
re
an
ca
ts
r
en
fo
ve it any
fellow stud
often overlooked
and I wouldn’t ha
e
lif
’s
on
rs
pe
g
un
achers – a change a yo
oke to three te
sp
h?
ac
.”
Te
ay
er
w
p
r
rm
othe
What’s U
student and a fo
her, a teaching
ac
d
te
an
ng
on
vi
si
er
es
-s
of
ng
pr
lo
for the
uss their passion
teacher – to disc
around this noble
tio
tive percep ns
ga
ne
e
th
of
e
m
dispel so
calling.
T
22
“We had to make a choice between two professions
that were available at the time, namely teaching and
nursing. I chose teaching as a career. I never stopped
studying and through correspondence courses I
obtained a Matric Certificate, a Diploma in Education
(SP)(DE111) in 2004 and an Advanced Certificate in
Education (ACE) in Mathematics, Languages and
Curriculum Leadership through the University of Cape
Town in 2010, explained Makan.”
Makan’s dedication to the profession was recognised
at the 2011 National Teaching Awards – a DBE initiative
– where she was a finalist in the Lifetime Achievement
category.
Makan is adamant that the idea of quitting teaching
never crossed her mind, even when teachers were
being offered generous severance packages.
“I enjoyed transferring knowledge that will open doors
for children. It was fulfilling to see the eyes of learners
light up when they suddenly understood something
new and were able to apply their newly found skills,”
she explained.
The Former Teacher
For Teacher A, who wishes to remain anonymous,
the decision to leave the teaching profession was not
an easy choice to make. After spending 14 years at a
small school in the Northern Cape eventually working
his way up to become principal of the school, his exit
from the profession was for family reasons.
23
“
Teachers are the
cornerstone of
Government’s
commitment to
providing quality
learning and teaching
to all learners at
South African public
schools.
”
“My wife relocated to Johannesburg and reluctantly I
had to seek alternative employment. Fortunately for
me I was able to secure a position with the DBE so
I could continue to contribute to education in South
Africa,” said Teacher A. “It was never my intention to
leave the classroom, but it just worked out that way.
For me, my years as a teacher were the best years for
me professionally.”
Teacher A explained that he grew up in a period where
teachers had a special status within the community as
respectable, upstanding professionals.
“It was regarded as a very respectable career path; a
teacher was someone that the rest of the community
could look up to. Teaching is not, and never should
be, just about money. If I can be honest, I think a bit
of passion and love for the profession has been lost,
but in my work I constantly come into contact with
professionals who have the right energy for the job.”
Teacher A believes that improved teacher development
is one way to attract the right calibre of young people
to the profession. He feels, that with strong leadership
and continuous professional development, the
profession will be restored to its deserved status in no
time.
How will you know what to do
We have used icons in the language books to
guide you on what to do at various times. You will
see that the workbooks for each language, for
FAL and for Life Skills use icons depending on
the grade. The icons tell us whether an activity is
a speaking, reading or writing activity.
Many of our readers will be familiar with the Department’s Rainbow Workbook Series.
W
hy were they introduced?
Each and every child should have her or his own
workbooks. They should be allowed to take them
home and they must write in their workbooks.
The workbook package was introduced in 2011 to assist
teachers and learners directly in the classroom. The
workbooks are provided for free and are intended to:
•
•
•
•
•
•
ensure that schools that lacked learning resources and
photocopying facilities would be supported through the provision
of worksheets;
provide a variety of activities to reinforce literacy/language and
mathematical skills;
introduce learners to the language and concepts required for
learning and understanding their other subjects;
assist teachers to focus on the skills that learners should be
acquiring in each grade as outlined in the curriculum;
help teachers to monitor learners’ performance in key activities
and prepare learners for the formats used in various standardised
assessments; and
all the workbooks have cut-out activities which are included to
enrich your teaching. They are usually fun activities that support
the learning outcomes.
The workbook package
The Department’s Rainbow workbook package includes
the following books which are produced in two volumes:
• learners’ workbooks in mother tongue language (that
is, in all the eleven official languages) for Grades 1
to 6;
• Numeracy/Mathematics workbooks in all the official
languages for Grades 1 to 3 and in English and
Afrikaans for Grades 4 to 9;
• Lifeskills workbooks for Grades 1 to 3 in all official
languages; and
• English First Additional Language (FAL) workbooks
for Grades 1 to 6. (Afrikaans, Sepedi and IsiZulu
versions are available for free download on the DBE
website www.education.gov.za)
The language and mathematics workbooks comprise 128 worksheets published in two
volumes of 64 worksheets each for terms 1 and 2 and terms 3 and 4.
This means there are:
4 worksheets per week;
8 weeks per term;
2 terms per volume; and
2 volumes per grade.
24
The maths
worksheets
are colour
coded to
show:
Grade R Workbooks
In 2013 the Grade R learners’ workbooks
were released. Each learner should receive
one Grade R workbook per term. The Grade
R workbooks integrate Literacy, Numeracy
and Life Skills using fun and engaging
ways to capture young learners’ interest
and attention. The Grade R workbooks
are available in all languages along with
relevant resources, posters and big books.
Revision
Number
Patterns
Space and shape
Measurement
Data handling
?
S
S
M
I
T
e
h
t
s
i
What
T
rends in Intern
at
(TIMSS) asse ional Mathematics and Scien
ss
ce Study
es learners
abilities. TIMS
S was previous ’ mathematical and science
ly conducted in
and 2002. In 20
1995, 1999
11 it was adm
inistered to 11
learners at 28
969 Grade 9
5 schools acro
ss South Afric
a.
The 2011 TIM
SS and PIRLS
has allowed co
cycles coincide
untries, for th
same students
e first time, to d and this
in three subjec
assess the
and science).
Researchers ca ts (language, mathematics
the relations
hip between n now analyse and explore
read
achievement in
Mathematics an ing performance and
d Science.
Provincial perfo
rmance
The three top
performing pr
ov
and science
in TIMSS 20 inces in both mathematics
11 were the
Gauteng and N
Western Cap
orthern Cape.
e,
T
were KwaZul
u-Natal, Limpo he three lowest performers
po and the E
Between the
astern Cape.
2002 and 20
Gauteng, Lim
popo, North W 11 TIMSS assessments,
es
Cape showed
the greatest im t, Free State and Eastern
provement.
Poorest schools
show most imp
ro
vement
The greatest
improvement
w
as among lear
be described as
ners who can
“the most disa
lowest initially
dvantaged” an
.
d who scored
In 2002, 10.5
%
400 points. Thi of South African learners
scored above
s
our learners sc more than doubled in 2011,
when 24% of
ored above 40
the school im
provement inte 0 points.This suggests that
rventions are
real difference
making a very
in these school
s.
25
Estimates of po
ssible
improvements
within a 4
year cycle in m
os
participating co t of the 45
untries were
one grade leve
l or 40 points.
In South Africa,
there was a
one and a half
grade level
improvement
or
This shows th 60 points.
at at Grade 9
level, improvem
en
been made - es ts have
pecially
in poorer scho
ols.
an annual plan
ed activities
clearly defin
THE SCHOOL
IMPROVEMENT PLAN
Sign
benefits
ogress
record of pr
off
success in
dicators
s
responsiblitie
clear tim
e-fram
es
reso
Mr Themba Kojana, Acting Deputy Director-General, Department of Basic Education
urc
es
WHAT IS A SCHOOL IMPROVEMENT PLAN (SIP)?
A
“One of the roles of the
principal of the school will
be to present the proposed
SIP to all of the teachers,
heads of departments and
SGB members for their
approval. The principal
should submit the school
improvement plan to the
district office.”
School Improvement Plan is a map that sets out the
changes that a school needs to make to improve its
overall performance and level of learner achievement. A
SIP is also a mechanism through which the school sets
itself targets and steps for improvement, and the public and
other stakeholders can hold the school accountable for the
achievement of such targets.
The development of a SIP is part of the self reflection
process by the school. SIP must be developed by the
school after the School’s Self Evaluation (SSE) process,
which is part of internal whole school evaluation. All nine
areas for evaluation as contained in the WSE policy need to
be considered during the self evaluation process, but only
those where serious challenges are being experienced,
need to be included in the SIP. Over and above that, the
following areas for evaluation are compulsory:
•
•
•
Quality of teaching and learning
Curriculum provision and resources
Learner achievement
The requirement to develop a SIP emanates from ELRC
Collective Agreement No.8 of 2003, as well as the policy on
Whole School Evaluation.
UNT
O ACCO
T
IN
N
E
K
T BE TA
HAT MUS ING A SIP?
W
school
VELOP erformance of the
E
E
D
H
T
IN
IS
p
erall
ance,
IP?
WHAT
$$ The ov as learner perform nual National
E OF A S
n
PURPOS a clear plan
ll
A
as we
is
relation to nal Senior
in
y
rl
la
$$ There vement on
u
o
partic
ol
A), Nati
for impro of the
ment (AN outcomes of Scho nd
s
s
e
s
s
A
ts
),
sa
all aspec
cate (NSC nt, IQMS outcome
ifi
rt
e
C
school;
sessme
based as s.
nt
a
v
le
re
ll
ort
$$ A
WSE rep
ntal
departme re taken
OPED?
E DEVEL st be
a
B
s
e
IP
ti
ri
S
o
A
ri
p
rt
mu
UST
unt as pa
WHEN M velopment of a SIP rter, when the
into acco r school
a
e
u
d
fo
wing
$$ The
fourth q
of a plan nt;
uring the nning for the follo
d
e
n
o
e
d
m
la
tive
sp
improve
ol does it e after the summa er
o
e
h
c
th
s
in
will b
icipate
. Furth
year. This IQMS are finalised after the
lders part
o
h
e
k
ta
s
r
ary
vant
scores fo
e necess final plan
b
elop and
v
y
e
a
$$ All rele ment of a plan;
d
m
to
ts
l
n
A
o
adjustme Grade 12 results. f January
develop to assist the scho a starting point;
o
f
s
d
o
a
s
n
e
rt
e
s
IP
o
a
e
ff
rele
by th
the S
e
le
s
$$ All e
b
u
a
il
t
a
s
v
u
m
ol are
must be a ar.
improve
the scho
r
e
fo
s
ie
it
of each y
and
l activ
ta
n
e
m
p
velo
$$ All de ated.
rd
A SIP?
coo in
ELOPING an all
V
E
D
IN
VOLVED
ust be
ST BE IN nt of a SIP m e the SMT,
U
M
O
H
e
W
ust involv
B.
evelopm
$$ The d e process that m embers of the SG
iv
m
s
e
lu
th
inc
bers and
staff mem
26
ASSESS
PLAN
Identity school improvement needs through a process of School Self-Evaluation (SSE). Define
the desired outcomes for school improvement and learner achievement and decide on a team
to represent the school stakeholders and to guide the process towards the achievement of the
goals.
The School Improvement Team must develop a course of action for implementation and gather
stakeholder support. It is essential to ensure buy-in from teachers and school staff who will
be directly involved in implementing the reform strategies and initiatives. Also ensure the
commitment of learners, their families and other stakeholders who may play supporting roles.
IMPLEMENT
When implementing remember that a “one size fits all strategy” seldom works. Strategies
should be personalised to meet diverse learner needs. Remember also that all teachers and
school staff must implement the plan faithfully to ensure positive outcomes. Once school staff
buy-in has been established, schools must provide the professional development and supports
to ensure that teachers and staff have the resources necessary to implement the plans.
MONITOR
The School Management Team is responsible for the monitoring of the implementation of the
plan as well as to assist where assistance is needed. Evidence must be collected for each
learner, teacher and classroom. Data should be analysed to ensure that each learner and
staff member is receiving the support that he or she needs as a result of the new improvement
strategies and initiatives.
THE ROLE OF THE TEACHERS IN THE
IMPLEMENTATION OF THE SIP
A
ll staff members have a responsibility to ensure
that what they do contributes to the achievement of
the targets as reflected in the SIP. Building staff support
is best accomplished through active participation of the
staff representatives in researching and developing the
plan. The staff representatives can support this process
by building support among the rest of the staff through
information sharing and by soliciting ideas and feedback
from colleagues.
Since the ultimate objective of school improvement
planning is to improve the level of learner achievement,
the person who has the greatest impact on learners during
the school day, the teacher, plays several critical roles in
the school improvement planning process.
Teachers should:
$$ actively participate and assume leadership roles in
establishing priorities, setting goals, and formulating
implementation strategies for the plan;
$$ work closely with school governing bodies and
parents to implement the plan;
$$ ensure that classroom strategies for improvement
address the needs of learners at all levels of learning;
$$ assess learners in a variety of ways and develop
strategies for improving the level of learner
achievement;
$$ support the evaluation of the plan by providing
up-to-date information on: learning, the school
environment, and parental feedback; and
$$ set and pursue professional development goals that
focus on the goals and strategies identified in the
plan.
27
Ensuring G
tears you score.
z and see how many smiles or
Check yourself against this qui
ry.
ego
cat
some criteria in each
Increase your smiles by adding
ry.
ter you are doing in the catego
bet
The more smiles you tick, the
tegy to change the situation.
stra
a
ise
you to tears and dev
g
brin
t
tha
s
ect
asp
any
ut
Think abo
•
•
•
•
A Before class
2
3
4
sed, purposeful way.
I use all my teaching time in a focu
meaningful lessons or activities.
I organise the subject matter into
2
s.
opportunities to practise new skill
I provide learners with appropriate
3
n presenting lessons.
I use effective communication whe
4
king skills.
es that encourage higher-level thin
I use effective questioning techniqu
5
r
and I give them feedback about thei
I check that my learners understand
6
s.
attainment of new concepts or skill
icipate in the learning process.
I ensure that learners actively part
7
ing.
teacher-directed discussion/learn
I use a good balance of learner and
8
ally assess information.
I assist learners to access and critic
9
abilities.
of their personal strengths and cap
I encourage learners to be aware
10
t.
I motivate learners to do their bes
11
all learners.
s to cater for the learning needs of
I use a variety of teaching strategie
12
of special
exceptionalities so that the needs
I recognise and respond to learning
13
learners are met.
a different
is helpful to learners who learn in
I present my lessons in a way that
14
way.
in a positive way.
I address inappropriate behaviour
15
1
1
2
3
4
5
2
3
4
5
7
B During class
C About me
1
6
my lessons.
I always prepare
outcomes.
hievable lesson
ac
d
an
r
ea
cl
p
lo
I deve
for my lessons.
te teaching aids
ria
op
pr
ap
e
ak
m
or
I prepare, choose
r each lesson.
sources I need fo
re
e
th
ve
ha
I
re
I ensu
1
D My classroom environment
arning.
es the joy of le
at promot
ve in a way th
ha
be
d
an
el
I mod
arners.
spect for my le
re
d
an
re
ca
I show
time.
I am always on
regularly.
I attend school
learner.
I am a lifelong
28
D Grades
rning.
ment that is conducive to lea
I try to establish an environ
ourage learners to
learning environment to enc
I create a non-threatening
participate.
s.
I display relevant timetable
lls.
charts etc., on classroom wa
I display relevant posters,
and tidy.
I keep my classroom neat
der, race,
practices with regard to gen
I ensure anti-discriminatory
e.
disability, religion, and cultur
g process.
ly participate in the learnin
I ensure that learners active
ertise
ar exp
E Curricul
iculum.
the curr
h
it
w
r
.
ilia
owledge
I am fam
1
bject kn
u
s
t
n
ie
bject.
uffic
ssons.
I have s
in the su
2
la
p
x
in my le
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o
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I have th
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29
MANAGING a
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learners, backed up by your knowing who your learners
are and your noticing if any one of them is absent and if
there is any pattern to the absenteeism. Your register will
indicate whether the learner has arrived late or left early
for whatever reason.
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It is not sufficient to simply record that a learner is absent
– absenteeism needs to be reported. Three things need
to be recorded:
• The name of the absentee and period of absence;
• The status of the absence; and
• The reason for the absence.
It is good to contact the parents by letter, phone call or SMS,
to check on absence, particularly when they are frequent.
It is also important to remember that in some communities
child labour, excessive household responsibilities, or
perceptions that school attendance is less important than
the tasks given to the child may mean that absenteeism is
condoned. In these cases it is clear that the problem has
to be addressed with the parents, not the child. School
engagement with parents can have very positive effects
in reducing absenteeism. Where truancy is a problem it
is important to find out why the child is staying away from
rdi
a
/G
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Fil
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rm
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Parent/G
ian
uard
Managing absenteeism
very school teacher knows the negative impact of
learners being absent from class. Learners who are
absent, whether for a whole day or part of a day if they
arrive late, do not progress as well as their classmates
who are in class daily. In fact, they may not catch up and
their self-esteem and sense of being part of the class may
suffer. Their absence harms attempts to do group work
and group projects.
E
In South Africa we know that on any one day as many as
5 to 15 percent of learners are absent from school and the
number is even higher if we include those learners who
arrive late because of transport or other problems.
Learners who are frequently absent are likely to be more
socially isolated and may be at risk of harm during periods
of absence. Moreover, they are more likely to become
involved in unacceptable or even illegal activities such as
delinquency, vandalism, alcohol and drug abuse and risky
sexual behaviour.
The role of the teacher
The teacher essentially has a twofold role in relation
to absenteeism. Firstly, the teacher is responsible
for recording, monitoring and reporting absenteeism.
Secondly, s/he can help reduce absenteeism.
Marking the register and monitoring absenteeism
The teacher has the responsibility of keeping a daily
register of learners’ attendance. A register, of course, must
be based upon an accurate class list of all the enrolled
This information must be passed on to the school
administrator who will be able to report on absenteeism
for the whole school.
Authorised and unauthorised absences
Legitimate absence will be authorised by the parents and
the school, though with absences caused by illness many
schools have a policy requiring a note or phone call from
the parent and a doctor’s certificate for absences of more
than a day or two. Sometimes you may only be able to
record that the absence has been due to illness after the
child returns to school.
Other authorised absences may result from school
approved educational, cultural or sporting activities.
Absenteeism concerns
Some children in our schools are heads of households as
a result of their parents being ill or dying. These children
tend to be absent to carry out caring or household duties. It
is important that you identify these children so that they can
be assisted in obtaining child grants and so that they can
be helped through accessing support in the communities
where they live.
Children who live in rural areas may also be absent
because of duties at home, such as tending cattle. You
need to encourage parents to send these children to
school regularly. School transport should be arranged so
that rural children do not have to walk long distances to
school. Schools need to be aware of the impact of floods
or heavy rain that may also affect learners’ attendance.
Guardians/caregivers must inform the school by phone,
SMS or letter of a child’s absence from school. This must
be followed by a note stating the date/duration and reasons
for the learner’s absence. These letters must be filed.
Reducing absenteeism
The teacher plays a very important role in reducing
absenteeism. A good teacher knows the learners in her
or his class and notices when anybody is absent. Keeping
a record of absenteeism will help you to identify any
pattern in the absences – whether it is because of illness
or truancy.
30
school. Is it happening because of peer pressure, or is the
child not coping with learning? Once the cause is identified
an effective solution can be found.
It takes a community to raise a child
The good news is that chronic absence can be significantly
reduced when schools, communities and families join
together to monitor and promote attendance, as well as
to identify and address the factors that prevent young
learners from attending school every day.
“As a teacher, I know how the poor attendance of pupils can disrupt their own
learning and that of other pupils. Quickly these children begin to fall behind their
friends and often fail to fill in gaps in their skills or knowledge – sometimes in basics
like reading or writing. Over time these pupils can become bored and disillusioned
with education. These pupils are lost to the system, and can fall into anti-social
behaviour and crime. That is why it is vital schools tackle absenteeism.” Charles
Taylor, the United Kingdom government’s expert adviser on absenteeism in schools.
n
me
t co
no day
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Bu choo
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to
ABSENTEEISM
Grade 6B
No.
Admin No.
Date of Birth
Names
Sex
Attendance
January 2013
D
M
Y
11
1
9093
16
5
2001 Dlamini Kwanele Polany
M
2
9688
2
8
2000 Njabulo Usuf
F
3
9387
17
5
2000 Khuzwayo Mphakamisi
M
4
103307
14
2
2000 Khwela Thabiso Menzi
F
5
1998
2
5
2000 Bengu Kholeka
M
6
9507
23
9
2000 Buthelezi Kholeka
M
7
9095
30
12
2001 Charmaine Nompilo
F
8
9142
7
7
1999 Gudazi Pretty
F
9
10999
5
1
2001 Jeza Mbali
M
10
10861
9
5
2000 Josephine Lake
M
a
a
12
13
14
15
16
17
18
a
a
a
19
a
a
a
a
a
a
a
a
a
Number of GIrls
4
4
4
4
4
4
4
4
4
Number of Boys
6
6
6
6
6
6
6
6
6
Roll
10
10
10
10
10
10
10
10
10
Attendance
7
10
10
10
7
10
10
9
10
31
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Department of Basic Education
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Tel: (021) 486 7000 • Fax: (021) 461 8110
Hotline: 0800 202 933
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