On-site Curriculum Support to Schools and Teachers

ecdoe.gov.za

On-site Curriculum Support to Schools and Teachers

Province of the

EASTERN CAPE

DEPARTMENT OF EDUCATION

CHIEF DIRECTORATE: CURRICULUM MANAGEMENT

On-site Curriculum Support to Schools

and Teachers

Provincial Curriculum Guidelines (PCG)

PCG 05/2006: On-site school support - organising and

conducting support programmes for schools and teachers

PCG 08/2007: On-site curriculum support: Districts,

schools and classrooms

The DFID funded Imbewu Programme of the ECED sponsored the printing and

distribution of this document to all schools in the province in October 2007.


FOREWORD

The Chief Directorate: Curriculum Management consists of four Directorates,

namely, Curriculum ECD & GET Programmes, Curriculum FET & ABET

Programmes, Tele-Collaborative Learning & Technology Education and

Assessment & Examinations. This Chief Directorate therefore constitutes the

core business of the Department, that is, teaching, learning and assessment.

In order to ensure the effective and efficient implementation and delivery of

curriculum and assessment services in the province, the Chief Directorate has

put in place systems, structures, policies and procedures to carry out its

mandate. The management systems of the Chief Directorate are operationalised

through the following structures: The Executive Committee (EXCO), which

consists of Senior Management at the Provincial Head Office, the Management

Committee (MANCOM), which consists of Senior and Middle Management at

Head Office, and the Provincial Curriculum Co-ordinating Committee

(PCCC), which, together with the MANCOM, includes the 23 District Curriculum

Chief Education Specialists and provides an oversight function in respect of

curriculum implementation throughout the province.

Using the above structures and in consultation with provincial curriculum

personnel, the Chief Directorate has developed a series of Provincial Curriculum

Guidelines (PCGs) which provide the necessary policy frameworks within which

all curriculum and assessment personnel at Head Office and Districts operate.

This booklet contains PCG01 to PCG11.

Over the years the Chief Directorate has been challenged in its service delivery,

mainly through the lack of adequate human and financial resources. It is here

that the IMBEWU II programme has played a significant supporting role, funding

critical activities of the Chief Directorate. The hosting of provincial forums for

curriculum personnel by IMBEWU enabled the Chief Directorate to consult

stakeholders in the compilation of the Provincial Curriculum Guideline

documents. Moreover, the mass printing of documents was also possible

because of IMBEWU funding. Hence, the Chief Directorate acknowledges the

significant role played by the DFID sponsored IMBEWU programme in enabling

the delivery of critical curriculum services in our province.

S.P GOVENDER

CHIEF DIRECTOR: CURRICULUM MANAGEMENT

28 SEPTEMBER 2007


TABLE OF CONTENTS

No.

PCG 01

Constitution of the Provincial Curriculum Co-ordinating Committee (PCCC)

1

PCG 02

Organising and Conducting Workshops

2

PCG 03

Guidelines for Phase Committees and Learning Area / Subject Committees

3

PCG 04

Role Functions and Responsibilities of Curriculum Personnel

4

PCG 05

ON-SITE SCHOOL SUPPORT

Organising and Conducting Support Programmes for Schools and Teachers

5

PCG 06

CONSTITUTION of the Inter-District Assessment and

Examinations Committee

6

PCG 07

Management and Operations Framework for the Assessment and

Examinations Directorate

7

PCG 08

On-Site Curriculum Support: Districts, Schools and Classrooms

8

PCG 09

Script Control Manual

9

PCG 10

Management of Computerized CASS Mark Sheets

10

PCG 11

Provincial Continuous Assessment Policy – Grades 10-12

11


Province of the Eastern Cape

DEPARTMENT OF EDUCATION

ISEBE LEZEMFUNDO

DEPARTEMENT VAN ONDERWYS

Private Bag X0032, BISHO, 5605, SOUTH AFRICA

CHIEF DIRECTORATE: CURRICULUM MANAGEMENT

Provincial Curriculum Guidelines

(PCG 05/2006)

ON-SITE SCHOOL SUPPORT

Organising and Conducting Support

Programmes for Schools

and Teachers

Siyasebenzisana • Working Together • Samewerking

1


Province of the Eastern Cape

DEPARTMENT OF EDUCATION

ISEBE LEZEMFUNDO

DEPARTEMENT VAN ONDERWYS

Private Bag X0032, BISHO, 5605, SOUTH AFRICA

Chief Directorate: Curriculum Management

Siyasebenzisana • Working Together • Samewerking

Provincial Curriculum Guidelines: (PCG 05/2006)

ON-SITE SCHOOL SUPPORT

Organising and Conducting

Support Programmes for Schools and Teachers

A. Preamble

1. Provincial Curriculum Guideline 05/2006: Organising and Conducting

Support Programmes for Schools and Teachers (herein referred to as PCG

5/2006) is intended to formalise the nature, purpose, planning, organisation

and implementation of school support visits by curriculum personnel of the

Eastern Cape Department of Education.

2. The document gives substance to Role Function 4: To provide teachers with

on-site support as described in PCG 04/2005: Role Functions and

Responsibilities of Curriculum Personnel.

3. The primary target audience of PCG 05/2006 is provincial and district

curriculum personnel. The recipients of school support are, by implication,

all teachers in Eastern Cape schools.

4. The Work plans and Work plan agreements of all curriculum personnel

should reflect aspects of PCG 05/2006.

5. The content of PCG 05/2006 is the result of input obtained from all

provincial curriculum personnel through a consultative process held at the

Education Leadership Institute from 14 -16 February 2006. The final draft

document was then distributed to all relevant stakeholders including

Teacher Unions for comment and input.

6. The stipulations of PCG 05/2006 contained herein are binding on all

curriculum personnel employed in the Eastern Cape Department of

Education.

2


B. Background

Conducting school support visits is an ongoing developmental process. It involves

supporting teachers in a transparent manner at school and classroom level. During

a school support visit, the teaching and learning process is supported and

mechanisms to improve teaching strategies are shared. It is also an essential

component for ensuring effective curriculum implementation at classroom level.

C. Principles of school support

The following guiding principles of school support underpin the development of

PCG 05/2006:

School support:

• ensures teacher development and support

• Involves transparent and democratic processes

• minimises subjectivity through transparency and open discussion

with teachers

• emphasises teacher’s feedback and reflection as a critical factor

• recognises good practice as well as areas in need of improvement

• encourages continuous teacher development

D. Purpose of school support

The purpose of conducting school support visits is to:

• provide support to teachers for continuous growth and development

• identify successes and challenges in the implementation of the National

Curriculum Statement (NCS)

• ensure quality school-based curriculum development that will culminate in

quality teaching and learning

• contribute to the process of evaluating a teacher’s performance and to

promote accountability.

A core function of curriculum personnel is to visit schools and support teachers

on a regular basis. In recent years the NCS training workshops became the

primary focus of curriculum personnel and this has led to a significant lack of

school support programmes. PCG 05/2006 has been developed to guide

curriculum personnel in providing on-site support to teachers.

3


E. Intervention strategies for school support

The purpose of school visits can be achieved by using a variety of intervention

strategies. The table below identifies some of these strategies:

Strategy Description Recommended for…

Demonstration

lesson

Co-operative

planning

Team teaching

Mediating

reflection

(post lesson

focus group

discussions)

Whole-school

workshop

Lesson

observation

A curriculum official or a teacher, who has mastered a

particular skill, delivers a lesson for other teachers in the

school to observe. A lesson-debriefing instrument is

developed to guide observations. At the end of the

lesson, or at the end of the school day, the curriculum

official engages with teachers in a mini-workshop or

directed discussion about the lesson.

A particular lesson or activity is co-planned with the

curriculum official. In this way, opportunities are created

for planning processes to be modelled and reinforced. It

builds confidence in teachers as the risk of

implementing a new innovation is shared with the

curriculum official. Co-planning is particularly effective if

it is followed by a team teaching demonstration lesson.

This approach works best when a process of cooperative

planning has preceded the teaching of the

lesson. During the planning stage, specific roles are

allocated. Team teaching works best when the same

lesson is taught to more than one class. In this way, it is

possible to teach – reflect – revise and then teach again.

An approach used for a group of teachers in a school

who have a particular issue or challenge with regard to

classroom practice, for example, managing a large

class. The curriculum official encourages

experimentation and enquiry. Reflections are recorded

and shared in a focus group discussion. Effective

strategies to deal with the issue are identified and

implemented.

In some cases school support visits may take the form

of a workshop with the whole staff of the school. For

example, the development of an assessment policy for

the school.

The curriculum official observes a few lessons in the

school. The instrument for observation is agreed in

advance and teachers are clear about what will be

discussed afterwards.

…a group of teachers

who are all trying to

master the same new skill

or method.

…a group of teachers

who are trying to

implement a new way of

planning to best support

the lesson.

…a group of new or

inexperienced teachers

trying out new teaching

methods and techniques

or teachers focusing on

specialized areas and

aspects of a particular

subject/learning area

…a group of teachers

who share a common

issue or challenge about

classroom practice.

…a school that wishes to

develop its own teaching

and learning policies and

strategies.

… curriculum officials,

subject heads etc. to

monitor the

implementation of new

skills or teaching

methods, as well as

observing the NCS being

implemented

4


F. District curriculum school-based planning

All school visits should be implemented within the context of a broader district-based

Curriculum School Support Plan (CSSP). It is the responsibility of the District CES

Curriculum to co-ordinate the development and ongoing maintenance of the plan.

The components of the CSSP should include the following:

1. Data gathering for support

• A clear indication of which curriculum personnel are responsible for which

Phase/Learning Area/Subject/Field

• Biographical data of each teacher per Phase/Learning Area/Subject/Field for

example; age, gender, qualifications, number of years teaching in the

Phase/Learning Area/Subject/Field etc.

• Data on the number of teachers per Phase/Learning Area/Subject/Field

• A structural breakdown of committees at district, circuit, cluster and school

level

• The names of the chairperson and members of each of the above committees

2. Managing school support

• An overall schedule clearly outlining dates and number of visits per curriculum

official. The schedule should be in line with the stipulated number of visits per

curriculum official as per provincial directive

• A record of actual support visits conducted by each curriculum official

• A record of teacher’s needs for the Phase/Learning Area/Subject/Field

• Indicators for further support needed, for example, where curriculum

implementation deviates from national policies and provincial guidelines

• Copies of recording and reporting instruments

• Procedures for reporting on school visits

• Procedures for the development of a final report indicating the state of

teaching and learning in the district as a result of information obtained from

school visits. The report could make provision for a system to grade schools

in terms of the nature and scale of support required. In this way, only the most

needy schools will be prioritised for more intensive support.

5


G. The role of the CES, DCES and SES in school support

Chief Education Specialist (CES)

Deputy Chief Education Specialist

(DCES)

Senior Education Specialist (SES)

and other curriculum officials

PLANNING

Facilitates the development of District CSSP

(ensures integration with overall district plan and

strategic plan of the provincial department).

Ensures linkages with Management and

Governance in the acquisition of and access to

essential teacher/school data.

Ensures all necessary data is collected per phase, is

accessible and regularly updated.

Draws up a plan of school support visits per Phase.

Plans templates for all necessary data to be

collected.

Develops monthly and weekly itineraries for

school support visits.

Engages in joint-planning with other curriculum

personnel, for example, to arrange transport.

ORGANISING

Ensures budget is available for school visits to

take place.

Ensures effective communication of programmes.

Advocates the role and importance of school visits

at principals’ meetings.

Ensures that stationery, venues, training materials are

available for school visits.

Provide guidance in the development of school visit

tools and instruments in conjunction with Curriculum

SESs.

Evaluates tools developed and ensures the tool is

appropriate to the nature of the visit.

Ensures effective communication with schools

indicating the time and purpose of the school

visit.

Prepares all tasks reflected in respect of the

visit, such as development/refinement of

recording and reporting instrument, agendas,

materials development etc.

LEADING

Holds monthly meetings with DCES, SES to

discuss feedback from school visits.

Prepares reports on school support visits and

presents to SMS, PCCC etc.

Determines the purpose of school visits and

makes decisions regarding the priortising of

schools for future support.

Holds regular meetings with SES to reflect on school

support visits conducted and to group findings for

further support.

Analyses individual school support reports of SESs

and prepares consolidated report for CES.

Visits own sample of schools.

Draws up weekly itineraries and submits to

DCECs.

Visits schools and support teachers.

Writes individual school visit reports.

Mentors, supports and guides teachers in

identified areas of need.

CONTROLLING

Monitors the number of school support visits

conducted and the findings to suggest further

action. Includes school visits in Work Plan and

Performance Management & Development

Systems (PMDS).

Reviews plan of school support visits every quarter to

determine outstanding needs; provides feedback to

CES.

Monitors implementation of changes in practice

by teachers.

6


H. Curriculum SES planning for school-based curriculum support

Curriculum officials are required to thoroughly prepare for school support visits before,

during and after the visit. In this section guidelines are provided for each of these critical

stages of a school support visit.

Determine the purpose for the visit

BEFORE THE VISIT

A clear purpose for each school visit should be determined.

The purpose should be informed by the needs analysis conducted prior to the

intended visit or informed by requests from schools/teachers.

All school visits should take place in line with the CSSP. Once-off, ad hoc visits to

schools should be avoided.

Develop reporting and recording instrument

An appropriate recording and reporting instrument should be developed by the

curriculum official in support of the purpose identified.

Annexure 1 provides a standardised instrument that can be used for school support

visits. The annexure provides for the reporting of activities during the school visit. The

recording instruments for classroom observation, audit information, needs analysis

etc. should be developed by the curriculum official in accordance with the specific

purpose of the visit and be attached to the annexure.

The recording and reporting instrument is an important piece of evidence indicating

that the visit has been conducted; it provides critical data on the teaching and

learning situation in schools to inform district planning and is critical for reporting

purposes.

Sending notices to schools

Schools should receive an official notice regarding the intended visit well in

advance.

The purpose of the school support visit should be clearly communicated as well as

the exact date and time of the intended visit.

For the purposes of transparency and openness, a copy of the recording and

reporting instrument to be used must accompany the notice to schools (if

applicable).

Where possible, the curriculum official should make a courtesy telephone call to the

principal the day before the intended visit to serve as a reminder.

7


Procedures for preliminary interaction

DURING THE VISIT

On arrival, the curriculum official should report to the principal/deputy principal/HoD

of the school.

A brief meeting should be held with relevant personnel to discuss the purpose and

procedures for the visit.

Procedures for teacher interaction

As far as possible, school visits should include classroom interaction visits.

There are a number of reasons for conducting school visits. Broadly these can be

divided into two main categories, namely monitoring visits and support visits.

Curriculum visits for monitoring purposes could include:

• To conduct a needs analysis in the Phase/Learning Area/Subject/ to

determine the needs of teachers in respect of gaps in content

knowledge, teaching methodologies and assessment practices.

• To monitor and support the implementation of the NCS curriculum and

its related policies in terms of:

planning systems

classroom management and organisation

resource development and management

the implementation of lesson plans

assessment

• To initiate, support and monitor the implementation of action research

initiatives amongst teachers

• To support and monitor LTSM selection, utilisation, and management

• To support and monitor the implementation of special projects, for

example, Matric Intervention Programme (MIP), NGO initiatives etc.

• To ensure that schools have received and are using NCS policy and

other related policy documents

• To support and monitor the implementation of specific assessment and

examinations issues such as:

compliance with CASS policy

moderation of oral and other practical assessments

recording and reporting procedures in line with the National

Assessment Protocol

promotion and progression procedures and exams.

• To visit schools at the beginning of each academic year to determine

curriculum readiness and whether enabling environments have been

created for teaching and learning to commence

8


• To support and monitor the functionality and maintenance of the

following curriculum structures:

Phase/Learning Area/Subject committees

Assessment committee

LTSM committee

School Library committee etc.

Alternatively, schools can be visited to provide specific support such as:

• To conduct on-site support training workshops at either individual

school level or school cluster level on identified needs.

• To address specific needs as identified by individual schools

• To address generic aspects of teaching practice such as classroom

management, discipline, dealing with large classes, optimal utilisation

of resources, multi-level/grade teaching etc.

• To establish and support the maintenance of curriculum structures in

schools such as Learning Area/Subject/Field committees, Assessment

committee, LTSM committee, School Library committee etc.

• To address teachers needs in terms of:

Planning, assessment and classroom implementation

Resource development and management

Content knowledge development

Teaching and learning methodologies etc.

Once the curriculum official is satisfied that the purpose of the visit has been

achieved, immediate feedback should be provided to the relevant personnel

involved.

As far as possible this meeting should take place in a private space and must be

conducted professionally.

The curriculum official should remind those involved about the primary purpose of

the visit, work through the recording and reporting instrument and provide

immediate feedback and recommendations to teachers.

The interaction should not be one-sided and teachers should be given sufficient

opportunity to share and reflect on their own practice.

The interaction in the feedback meeting should be conducted in an empowering and

developmental manner, highlighting positive aspects of the teaching and learning

situation as well areas requiring improvement (Refer to Section C: Principles of

school support). Where possible, practical tips and suggestions for improvement

should be provided.

At the end of the meeting, based on the outcome, the curriculum official should

clearly negotiate further intervention procedures. As far as possible, specific dates

for follow up should be established and agreed upon before leaving the school.

9


Procedures for final interaction

Ensure that the relevant personnel sign the recording and reporting instrument

before leaving the school and provide copies, either immediately or at a later stage.

At the end of the visit, return to the principal’s office, provide feedback about the

visit, dates for further intervention (where applicable) and sign the school’s visitor

book.

AFTER THE VISIT

On returning to the office, the curriculum official should carefully analyse the

reporting and recording instrument.

Once a week the curriculum official should compile a summary of findings and

trends emerging from school visits.

These trends should then be discussed at Phase/Learning Area/subject meetings

organised by the CES/DCES – all curriculum officials should be present at this

meeting.

The team should decide upon intervention strategies in respect of the findings in

order to ensure school visits address the prioritised needs of teachers/schools.

These recommendations should then be reflected in curriculum official’s work plans

for the new academic year thus ensuring school support visits meet the needs of

teachers/schools.

I. Conclusion

The level of curriculum implementation and the quality of teaching and learning in schools

is best determined by conducting regular visits to schools and individual classrooms.

Although this may at times be a time-consuming and expensive exercise, it is important

that opportunities to support teachers at school and classroom levels are used optimally.

Hence, PCG 05/2006 provides curriculum personnel with practical guidelines and

procedures to ensure that this can be operationalised.

Whilst budget constraints and inadequate staffing are likely to pose certain challenges, it is

expected that all curriculum personnel shall embrace and action this guideline document. It

is crucial that school support visits begin to feature prominently in action plans, work plans

and weekly itineraries of curriculum personnel. The Chief Directorate Curriculum

Management, at both provincial and district levels, must demonstrate a sincere and total

commitment to support continuous teacher development, as well as to improve the overall

quality of teaching and learning in our province.

………………………………………..

SP Govender 30 November 2006

Chief Director: Curriculum Management

10


Province of the Eastern Cape

DEPARTMENT OF EDUCATION

ISEBE LEZEMFUNDO

DEPARTEMENT VAN ONDERWYS

Private Bag X0032, BISHO, 5605, SOUTH AFRICA

ANNEXURE 1

Chief Directorate: Curriculum Management

Siyasebenzisana • Working Together • Samewerking

ANNEXURE 1: REPORTING AND RECORDING

INSTRUMENT FOR SCHOOL SUPPORT VISITS

Name of District: ……………………………… Date: ………………………………

Name of Curriculum Official: …………………………………………

Please indicate the primary purpose of your visit and the nature of interaction in the table below:

A. PURPOSE OF THE VISIT

NCS IMPLEMENTATION

NCS Planning

NCS Assessment

PCG 05/2006

Please indicate () if the

primary reason for visit is

for monitoring, support

purposes or both

Purpose of the Visit Monitoring Support

NCS Classroom implementation

Content knowledge development

CLASSROOM PRACTICE

Teaching and learning methodologies

Classroom Management/organisation

Resource development/management

LTSM

Selection/utilisation/management

CURRICULUM COMMITTEES

Establishment/functionality

OTHER

Needs Analysis

Data Collection

Learner support and welfare

Not specified above (Please indicate):

…………………………………………………

…………………………………………..........

Please indicate () the nature

of interaction to be used

during the visit:

Classroom visit

Demonstration lesson

Co-operative planning

Team teaching

School-based

workshop

Grade

teachers

Phase

SMT

Whole staff

Other (specify)

……………………

Meeting (please

specify):

……………………………

……………………………

Cluster workshop

Presentation

Interview

not specified above

(please indicate)

……………………………

……………………………


B. SCHOOL VISIT INFORMATION

Name of School: ………………………………………. EMIS No. …………………

Name of Principal: ………………………………………….

Name/s of teacher/s visited:

………………………………………….

………………………………………….

………………………………………….

………………………………………….

………………………………………….

………………………………………….

Name of District Curriculum Official: ……………………………………………….

A. SCHOOL VISIT INFORMATION

Designation: SES DCES CES FP IP SP FET

Other (please specify): …………………………

Learning Programme/Learning Area/Subject: …………………………………….

Other (please specify): …………………………

B. OUTCOMES OF SCHOOL VISIT

Section A provides a quick reference as to the purpose of the visit and the nature of interaction. In this

section, please provide more specific details.

Details of purpose of visit: (be specific, e.g. to assist in the development of lesson plans)

Nature of interaction: (indicate sequence e.g. classroom observation, group discussion,

individual meeting etc.)

PCG 05/2006


C. REPORT ON SCHOOL VISIT

Activities

Highlights of Visit (include strengths, positive comments about school/teachers/learners etc.)

Challenges (include specific problems, concerns etc.)

Recommendations/follow up activities (address each challenge identified above and

indicate strategies as well as timeframes for further assistance)


D. COMMENTS

Teacher/s comments

Teacher/s signature: ………………………………………………………………………….

Curriculum Official: Overall Comment

………………………………………

Name of Curriculum Official

………………………………………

Signature

School stamp

………………………………………

Name of Principal

………………………………………

Signature

……………………

Date


Province of the

EASTERN CAPE

DEPARTMENT OF EDUCATION

CHIEF DIRECTORATE: CURRICULUM MANAGEMENT

Provincial Curriculum Guidelines

(PCG 08/2007)

On-Site Curriculum Support:

Districts, Schools and

Classrooms

Working Together • Siyasebenzisana • Samewerking


Province of the

EASTERN CAPE

DEPARTMENT OF EDUCATION

CHIEF DIRECTORATE: CURRICULUM

MANAGEMENT

Siyasebenzisana• Working together • Samewerking

Enquiries: Mr. S.P. Govender Tel: 040 608 4435 Date: 20 October 2007

Provincial Curriculum Guidelines: PCG 08/2007

On-Site Curriculum Support: Districts, Schools and Classrooms

A. Preamble

1. This Guideline document is intended to formalise the procedures and

expectations of Teachers, Heads of Departments and Curriculum Advisors

of Phase and Learning Areas/Subjects/Fields during District, School and

Classroom observation, monitoring and support visits.

2. Moreover, it is intended to complement PCG 05/2006 entitled “On-Site

School Support: Organising and Conducting Support Programmes for

Schools and Teachers”.

3. PCG 08/2007 is a product of deliberations and inputs from teachers,

Curriculum Advisors and Provincial Curriculum Planners at the Subject

Advisors meetings held in Port Elizabeth and Mthatha on the 7 th - 8 th

February and 14 th – 15 th March 2007 respectively.

4. The final draft of this document was circulated to Teacher Unions for

comment.

5. The stipulations contained in this document are binding on all curriculum

officials and school based personnel employed in the Provincial Education

Department in the Eastern Cape.

Provincial Curriculum Guidelines (PCG 08/2007) 1


B. Purpose

This document, PCG 08/2007, is intended to:

Facilitate the provision of support to teachers and assist them to

implement curriculum effectively.

Ensure ongoing curriculum planning, development, implementation,

monitoring and evaluation.

Mediate and facilitate Phase and Learning Area/Subject curriculum

policies at Provincial, District and School levels.

Provide an interface between the National Department of Education

and the Province as well as between the Province and the Districts.

Assist in determining the level of compliance of the National

Curriculum Statement (NCS) at District and School level.

Review the impact of curriculum implementation according to

Provincial and National policies.

Ensure remediation so that the quality of teaching and learning can

be improved.

C. Rationale

Curriculum transformation in South Africa has prompted the need for

constant monitoring and evaluation so as to inform the methods and

strategies and levels of support to districts and schools by relevant

officials.

The findings derived from these instruments will serve as indicators for the

level of compliance in the implementation of the National Curriculum

Statement (NCS) at District, School and Classroom level.

This PCG emphasises the developmental and supportive nature of

District, School and Classroom visits.

D. Structure of the PCG

There are 3 distinctive tools that constitute the essence of observation,

monitoring and support programmes. These are as follows:

1. District Monitoring and Support Tools:

General Education & Training Schools (Annexure 1)

Further Education & Training Schools (Annexure 2)

2. A Generic School/School Management Team

Compliance Tool (Annexure 3)

Provincial Curriculum Guidelines (PCG 08/2007) 2


3. Classroom Monitoring and Support Tools:

Early Childhood Development/General Education & Training

(Annexure 4)

Further Education & Training (Annexure 5)

E. Guidelines for the use of the Observation, Monitoring and Support

tools

Provincial and District Curriculum Officials should administer these tools

when monitoring and providing curriculum support to District Officials and

teachers respectively.

The following guidelines should be adhered to:

1. As this PCG complements PCG 05/06 which focuses on on-site

school support, the stipulations contained therein must be complied

with before these tools can be used.

2. Copies of the observation, monitoring and support tools must be

issued prior to any visit to a district, school or classroom.

3. The applicable monitoring tool must be completed in the presence

of the classroom teacher or District Curriculum Official being

monitored and supported.

4. A copy of the completed, signed and dated tool must be given to

the person being monitored and supported, for inclusion in the

individual’s portfolio after the visit.

5. In completing the monitoring and support tool, officials should,

where possible, collect copies of supporting evidence of the criteria

listed in the tools to inform the written report of the visit.

6. Comments in the relevant column of the tools listed as Annexures

1 - 5, should be written clearly to provide comprehensive

information for the compilation of reports.

F. Follow-up strategies to be considered after the implementation of the

Monitoring and Support Tools

The findings from the administered tool can be used for the following

purposes:

Sharing of good practices between institutions

Planning for Professional Development programmes of District

Curriculum personnel and teachers

Planning for targeted intervention workshops in terms of content,

methodologies and classroom practice

Informing the mode of professional development at Provincial,

District and School levels

Provincial Curriculum Guidelines (PCG 08/2007) 3


G. Conclusion

Informing the cyclic nature of curriculum planning and development

Informing the planning and development of curriculum issues at

district and school level.

School visits conducted by Curriculum Officials to date have been limited and

focused mainly on auditing of curriculum structures, curriculum documents,

LTSM and workshop attendance. Such visits have therefore not yielded sufficient

information about the levels of implementation of the NCS.

To this end, the PCG 08/2007 is intended to supplement the dearth of information

with regard to what is actually happening in classrooms in order for Curriculum

Advisors to provide adequate support to teachers where necessary.

It is essential that not only school support visits begin to feature prominently in

action plans, work plans and weekly itineraries of curriculum personnel but also

intensive classroom visits so that teachers can be supported in a practical and

realistic manner.

This PCG 08/2007 together with PCG 05/2006 must therefore be used

extensively in the planning and execution of classroom monitoring and support

visits.

All officials in the Chief Directorate Curriculum Management, at both provincial

and district levels, must demonstrate a sincere and total commitment to support

continuous teacher development, as well as to improve the overall quality of

teaching and learning in our province. After all, teachers hold the key to the

effective and efficient implementation of the National Curriculum Statement in our

schools.

…………………………………………………

S.P. Govender 20 October 2007

Chief Director: Curriculum Management

Provincial Curriculum Guidelines (PCG 08/2007) 4


Province of the ANNEXURE 1: PCG 08/2007

EASTERN CAPE

DEPARTMENT OF EDUCATION

DISTRICT MONITORING AND SUPPORT TOOL

(GET)

NAME OF DISTRICT

PURPOSE OF VISIT

DATE OF VISIT

NUMBER OF PRIMARY SCHOOLS IN THE

DISTRICT:

(GRADES R – 7)

(GRADES 8 – 9)

NAME OF PROVINCIAL CURRICULUM

OFFICIAL(S)

CES

DCES

SES

PART A: MEETINGS WITH CES, DCES, SES, SUBJECT COMMITTEES

CRITERIA : STRUCTURES Y/N COMMENTS

(Describe or make copies of supporting evidence)

1. Have phase / learning area committees

been established?

List committees established

Provincial Curriculum Guidelines (PCG 08/2007) 1


List phase / learning areas without

committees

Y/N

COMMENTS

(Describe or make copies of supporting evidence)

2. Is there evidence of existence and

functioning of committees?

Constitution

Agendas

Minutes

Committee names and designations

Correspondence

Other

3. Do the committees have programmes of

action or plans for the term / year?

Phase / learning areas

Improvement Plans

Calendar of events

Timetables

Common Programmes of

Assessment

Evidence of 3 levels of planning

Other

CRITERIA: PLANNING Y/N COMMENTS

(Describe or make copies of supporting evidence)

1. Is there evidence of programmes of

action for Cluster Committees?

Agendas

Minutes

Correspondence

Workshops

2. Do District Officials have evidence of the

following planning documents?

Provincial Curriculum Guidelines (PCG 08/2007) 2


Y/N

COMMENTS

(Describe or make copies of supporting evidence)

Workplan Agreements (PMDS)

Schedule to monitor schools

Annual Assessment Plan

Schedule to monitor CASS

Schedule to monitor CTAs

Support materials developed for schools

Weekly itineraries

Monthly activity projections

Monthly/quarterly reports

Agendas of section meetings

Minutes of section meetings

Attendance registers

Allocated duties

Commitment registers

Budget planning

Monthly expenditure projections

Asset registers

3. What is the programme of action being

undertaken in the district on day of the

visit?

List details of programme:

Co-ordinator

Budget

Identified outcomes

PART B: MONITORING DISTRICT LEARNER PERFORMANCE

CRITERIA: PLANNING Y/N COMMENTS

(Describe or make copies of supporting evidence)

1. Is there a district plan to enhance learners’

performance?

List the objectives

2. Has the district received any

Provincial/National Support Materials to

support teachers and learners?

Provincial Curriculum Guidelines (PCG 08/2007) 3


Is there a distribution register?

Is there a storage plan for extra materials?

Y/N

COMMENTS

(Describe or make copies of supporting evidence)

3. List any challenges.

PART C: CASS MODERATION

CRITERIA: PLANNING Y/N COMMENTS

(Describe or make copies of supporting evidence)

1. Is a district programme for

CASS moderation available?

1 st Term

2 nd Term

Provincial Moderation

2. Has the programme been

distributed to schools?

1 st Term

2 nd Term

Final Moderation

3. Have clusters for moderation been

established?

No of clusters

No of schools per cluster

Names of schools per cluster

Cluster leaders nominated

Teachers trained in CASS

Moderation

• No of workshops

• Workshop programmes

• Attendance registers

• Moderation mark schedules

distributed

Provincial Curriculum Guidelines (PCG 08/2007) 4


4. Have the programmes been distributed to

schools?

Distribution register

Programme displayed in District Office

Programme distributed to Management &

Governance

Programme distributed to ALL

Senior Education Specialists

Y/N

COMMENTS

(Describe or make copies of supporting evidence)

5. List the names of district officials

responsible for the monitoring of cluster

moderation for each learning area?

Name of official










Learning Area

6. Do schools and teachers have copies of

the generic Provincial CASS guideline

document?

7. Do teachers have copies of

Provincial learning area specific

assessment policies?

Provincial Curriculum Guidelines (PCG 08/2007) 5


PART D: MONITORING OF CTAs

CRITERIA: PLANNING Y/N COMMENTS

(Describe or make copies of supporting evidence)

1. Is a programme for CTA monitoring in

Grade 9 available?

Have all circuits been included

No of schools monitored

No of rural schools monitored

No of urban schools monitored

No of peri-urban schools monitored

Times of CTAs indicated

Dates of visits indicated

Names of Curriculum Advisors

indicated

Are all Curriculum Advisors represented

on the dates their learning areas are

being written

Co-ordinator nominated for coordination

of reports

CRITERIA: IMPLEMENTATION

1. Has the programme been distributed to

schools?

Distribution register

2. Is the Provincial CTA monitoring

tool available to monitoring district

personnel?

Have all schools seen the monitoring

tool

Distribution register

Training of District personnel in

administering the tool

Attendance register

3. What reporting strategies are in place

for district personnel during and after

monitoring CTAs?

Provincial Curriculum Guidelines (PCG 08/2007) 6


Is there a district co-ordinator

To whom are reports submitted

Frequency of submitting reports

Y/N

COMMENTS

(Describe or make copies of supporting evidence)

CHALLENGES:

COMMENTS BY DISTRICT OFFICIALS:

COMMENTS & RECOMMENDATIONS BY PROVINCIAL OFFICIALS:

_____________________________ ______ _ _________________ ______

NAME: DISTRICT CURRICULUM OFFICIAL SIGNATURE DATE

_____________________________ _________ _________________ ______

NAME: PROVINCIAL CURRICULUM OFFICIAL SIGNATURE DATE

DISTRICT STAMP

Provincial Curriculum Guidelines (PCG 08/2007) 7


Province of the ANNEXURE 2: PCG 08/2007

EASTERN CAPE

DEPARTMENT OF EDUCATION

DISTRICT MONITORING AND SUPPORT TOOL

(FET)

NAME OF DISTRICT

PURPOSE OF VISIT

DATE OF VISIT

NUMBER OF SECONDARY SCHOOLS IN THE

DISTRICT:

(GRADES 8 – 9)

(GRADES 10 – 12)

NAME OF PROVINCIAL CURRICULUM

OFFICIAL(S)

CES

DCES

SES

PART A: MEETINGS WITH CES, DCES, SES, SUBJECT COMMITTEES

CRITERIA : STRUCTURES Y/N COMMENTS

(Describe or make copies of supporting

evidence)

1. Have subject committees

been established?

List committees established

List subjects without committees

Provincial Curriculum Guidelines (PCG 08/2007) 1


Y/N

COMMENTS

(Describe or make copies of supporting

evidence)

2. Is there evidence of existence and

functioning of subject committees?

Constitution

Agendas

Minutes

Committee names and designations

Correspondence

Other

3. Do the subject committees have programmes of

action or plans for the term / year?

Subject Improvement Plans

Calendar of events

Timetables

Common Programmes of

Assessment

Evidence of 3 levels of planning?

Other

CRITERIA: PLANNING

1. Is there evidence of programmes of

action for Cluster Committees?

Agendas

Minutes

Correspondence

Workshops

Other … (Specify)

Provincial Curriculum Guidelines (PCG 08/2007) 2


Y/N

COMMENTS

(Describe or make copies of supporting

evidence)

2. Do District Officials have evidence of the

following planning documents?

Workplan Agreements (PMDS)

Schedule to monitor schools

Annual Assessment Plan

Schedule to monitor CASS

Schedule to monitor

Examinations / CTAs

Support materials developed for schools

Weekly itineraries

Monthly activity projections

Monthly/quarterly reports

Agendas of section meetings

Minutes of section meetings

Attendance registers

Allocated duties

Commitment registers

Budget planning

Monthly expenditure projections

Asset registers

3. What is the programme of action being

undertaken in the district on day of the

visit?

List details of programme:

Co-ordinator

Budget

Identified outcomes

Provincial Curriculum Guidelines (PCG 08/2007) 3


PART B: MONITORING LEARNER PERFORMANCE

CRITERIA: PLANNING Y/N COMMENTS

(Describe or make copies of supporting

evidence)

1. Is there a district plan to enhance learners’

performance?

List the objectives

2. What evidence is there of extra classes

in schools with pass rates below 60% in

the subject?

List of centres

List of tutors

Distribution register for LTSM

Learner registration forms

Timetable

Monitoring timetable

3. Has the district received any

Provincial/National Support Materials to

support teachers and learners?

Distribution register

Storage plan for extra

materials

4. List any challenges.

Provincial Curriculum Guidelines (PCG 08/2007) 4


PART C: CASS MODERATION AND ORAL MODERATION

CRITERIA: PLANNING Y/N COMMENTS

(Describe or make copies of supporting

evidence)

1. Is a district programme for

CASS moderation available?

1 st Term

2 nd Term

Provincial Moderation

2. Has the programme been

distributed to schools?

1 st Term

2 nd Term

Final Moderation

3. Have clusters for moderation been

established?

No of clusters

No of schools per cluster

Names of schools per cluster

Cluster leaders nominated

Teachers trained in CASS

Moderation

• No of workshops

• Workshop programmes

• Attendance registers

• Moderation mark schedules

distributed

4. Is a programme for Grade 10 - 12 oral

moderation available?

Oral moderation mark schedules

distributed

Provincial Curriculum Guidelines (PCG 08/2007) 5


Y/N

COMMENTS

(Describe or make copies of supporting

evidence)

5. Have the programmes been distributed

to schools?

Distribution register

Programme displayed in District Office

Programme distributed to Management and

Governance Sub-directorate

Programme distributed to ALL

Senior Education Specialists

6. Have clusters for oral moderation been

established?

No of clusters

No of schools per cluster

Names of schools per cluster

Cluster leaders nominated

Teachers trained in CASS Oral

Moderation

• No of workshops

• Workshop programmes

• Attendance registers

7. Have the appropriate district personnel

been allocated languages to moderate

according to expertise?

List names:

• English

• Afrikaans

• isiXhosa

• Other … (Specify)

Provincial Curriculum Guidelines (PCG 08/2007) 6


Y/N

COMMENTS

(Describe or make copies of supporting

evidence)

8. List the names of district officials

responsible for the monitoring of cluster

moderation for each subject offered in

the district?

Name of official










Subject

9. Do schools and teachers have copies of

the generic Provincial CASS guideline

document?

10. Do subject teachers have copies of

Provincial subject specific CASS

policies?

PART D: EXAMINATION MONITORING

CRITERIA: PLANNING Y/N COMMENTS

(Describe or make copies of supporting

evidence)

1. Is a programme for annual examination

monitoring in various grades available?

• Have all circuits been included

• No of schools monitored

• No of rural schools monitored

Provincial Curriculum Guidelines (PCG 08/2007) 7


Y/N

COMMENTS

(Describe or make copies of supporting

evidence)

• No of urban schools monitored

• No of peri-urban schools monitored

• Times of examination indicated

• Dates of visits indicated

• Names of Subject advisors indicated

• Are all Subject Advisors represented on the

dates their subjects are being written

• Co-ordinator nominated for co-ordination of

reports

CRITERIA: IMPLEMENTATION Y/N COMMENTS (Describe or make copies of

supporting evidence)

1. Has the Examination Monitoring Programme been

distributed to schools?

• Distribution register

2. Is the Provincial examination monitoring

tool available to district personnel?

• Have all schools seen the monitoring tool

• Distribution register

• Training of District personnel in

administering the tool

• Attendance register

3. What reporting strategies are in place

for district personnel during and after

monitoring exams?

• Is there a district co-ordinator

• To whom are reports submitted

• Frequency of submitting reports

Provincial Curriculum Guidelines (PCG 08/2007) 8


CHALLENGES:

COMMENTS BY DISTRICT OFFICIALS:

COMMENTS & RECOMMENDATIONS BY PROVINCIAL OFFICIALS:

_____________________________ _____ _________________ _____

NAME: DISTRICT CURRICULUM OFFICIAL SIGNATURE DATE

_____________________________ ____ _________________ _____

NAME: PROVINCIAL CURRICULUM OFFICIAL SIGNATURE DATE

DISTRICT STAMP

Provincial Curriculum Guidelines (PCG 08/2007) 9


Province of the ANNEXURE 3: PCG 08/2007

EASTERN CAPE

DEPARTMENT OF EDUCATION

FET CLASSROOM SCHOOL SUPPORT MONITORING AND MONITORING AND SUPPORT TOOL

TOOL: GET & FET SCHOOLS

NAME OF

PRINCIPAL

NAM E OF

EDO

CONTACT

NUMBERS

SCHOOL

POSTAL

ADDRESS

FAX NUMBER

DISTRICT

EMIS NO

CELL

LEARNING

AREA(S)

LEARNING

PROGRAMMS

SUBJECT(S)

NAME(S) OF

PROVINCIAL/

DISTRICT

CURRICULUM

OFFICIAL(S)

DATE

NUMBER OF

LEARNERS PER

GRADE/ PHASE/

SUBJECT

Provincial Curriculum Guidelines (PCG 08/2007) 1


INSTRUMENT TO MONITOR AND SUPPORT SCHOOL COMPLIANCE OF

NATIONAL CURRICULUM STATEMENT (NCS) AND LEARNER ATTAINMENT

IMPROVEMENT STRATEGY (LAIS)

TARGET GROUP: SCHOOL MANAGEMENT TEAM (SMT) GET & FET

SCHOOLS

CRITERIA Y/N EVIDENCE AND COMMENTS /

RECOMMENDATIONS

1. PLANNING

1.1 Do all teachers have portfolios which reflect the

three levels of planning?

• Learning Programme

• Work Schedule

• Lesson Plans

1.2 Do all learners have portfolios which reflect their

accomplishments?

1.3 Is there a Programme of Assessment?

• School level

• Phase/grade level

• Phase/Learning area/subject

level

1.4 Does the school management have a clear

moderation and supervision policy?

1.5 Is the moderation programme available?

1.6 Is there evidence of internal/school based

moderation (SBA)?

1.7 Is there a year planner for extra/ co- curricular

activities?

1.8 Is there evidence of a filing system for

Assessment Instructions?

1.9 Are examination timetables (school and

provincial) and/or CTA timetables displayed?

Provincial Curriculum Guidelines (PCG 08/2007) 2


1.10 Is there evidence of a filing system for Policy

documents?

Y/N EVIDENCE AND COMMENTS /

RECOMMENDATIONS

2. TIME TABLE

2.1

ECD/GET:

Does the timetable reflect the prescribed time

allocation for each Learning Programme, Learning

Area as articulated in the ncs policy?

FET:

Does the timetable reflect subjects as articulated

by policy i.e. 4 compulsory subjects and 3 electives

from list B?

• Reflection of NCS subjects in composite

time table?

• Reflection of minimum of 27.5 hours per

subject per week?

• Individual teacher timetables

2.2 Is the timetable drawn in accordance with NCS

requirements and appropriate NCS terminology?

2.3 Is the timetable clearly drawn and placed in

strategic places?

2.4 Does the timetable reflect appropriate weighting

per phase?

2.5 Is there a copy of the Subject/Learning Area

allocation to teachers available?

2.6 Have the teachers been equitably and

appropriately allocated according to qualifications

and expertise?

3. TEACHING AND LEARNING ENVIRONMENT

3.1 Are the classrooms designed to cater for the age

level?

Provincial Curriculum Guidelines (PCG 08/2007) 3


3.2 Is the furniture appropriate to the age level?

Y/N EVIDENCE AND COMMENTS /

RECOMMENDATIONS

3.3 Does the seating arrangement allow for group

work and free movement?

3.4 Does the classroom have a chalkboard?

3.5 What other (if any) equipment is available in the

classrooms?

3.6 If there is a Grade R classroom, is the layout

suitable for teaching and learning in Grade R?

3.7 Is there an outdoor area with outdoor equipment

for Grade R learners?

3.8 Is there a school library?

3.9 If the school offers CAT/IT at FET level, does it

have a computer laboratory with the minimum

requirements as stipulated by policy?

3.10 If the school offers Consumer Studies at FET

level does it have a designated

kitchen/classroom with the minimum

requirements as stipulated by policy?

3.11 Does the school have a Physical Science/Life

Sciences laboratory?

4. ADMINISTRATION

4.1 How is the tone/ethos of the school conducive

for teaching and learning?

4.2 Has the school been involved in vision crafting?

4.3 Is there a mission statement and a vision

statement?

4.4 Are vision and mission statements prominently

displayed?

Provincial Curriculum Guidelines (PCG 08/2007) 4


4.5 How are the principles of values and human

rights upheld by the school?

Y/N EVIDENCE AND COMMENTS /

RECOMMENDATIONS

4.6 Does the school have a School Management

Team (SMT)?

4.7 Does the school have a governing body?

4.8 Is there a system of recording the minutes of

meetings held by the SMT?

4.9 Is there an attendance register for

teachers/educators?

4.10 Is learner attendance monitored?

4.11 Is there evidence of Learner Profiles?

4.12 Is there evidence of learner class lists?

4.13 Are all teachers registered with SACE?

5. CONTINUOUS ASSESSMENT (CASS)

5.1 Does the school know to which cluster it

belongs?

5.2 Does the teacher’s master portfolio show

evidence of School Based Moderation (SBA)

level 1?

5.3 Does the 10% evidence of Learners’ work show

evidence of SBA (Level 1)?

5.4 Is the 10% evidence of Learners’ work properly

sequenced to correlate with the Programme of

Assessment and the Master Portfolio?

5.5 Is the teacher’s master portfolio properly

organized?

Provincial Curriculum Guidelines (PCG 08/2007) 5


5.6 Has the teacher a 10% sample of the class work

ready for District Cluster moderation?

Y/N EVIDENCE AND COMMENTS /

RECOMMENDATIONS

5.7 Do the schools have the District Oral Moderation

programme?

5.8 Have all oral tasks been completed?

5.9 Have the oral marks been transferred onto the

computer mark sheets correctly?

5.10 Have the marks been transferred correctly and

counter-checked by the HOD or Principal?

5.11 Have all CASS/Oral mark schedules been

completed in duplicate?

5.12 Have all CASS/Oral mark schedules been duly

signed by class teacher, HOD and Principal?

5.13 Have CASS/Oral mark schedules been stamped

with an original school stamp?

6. EXAMINATION / CTA ADMINISTRATION

6.1 Does the school have the Provincial/District

timetable for CTA administration and Common

Examinations?

6.2 Is there an invigilation timetable available?

6.3 Is there evidence of mid-year/trial examinations

for subjects not on the Provincial/District timetable?

6.4 Is there a timetable for common examinations?

6.5 Do internally set tests/examinations have

memoranda available?

Provincial Curriculum Guidelines (PCG 08/2007) 6


6.6 Is there evidence that examination papers/CTAs

are controlled before and after the

examination/CTA is written?

Y/N EVIDENCE AND COMMENTS /

RECOMMENDATIONS

6.7 Has the school initiated any extra-tuition for

learners to prepare them for

examinations/CTAs?

6.8 Does the school ensure that subject moderation

processes are in place for all examinations?

7. LEARNER PROGRESSION AND PROMOTION

7.1 Is there evidence of recording of learner

performance?

• In Teacher portfolios/mark books

• In Principal’s office

7.2 Does each Learning Area/Subject teacher record

learner’s performance according to a

Programme of Assessment?

7.3 Is there evidence of recorded daily tasks?

7.4 Is there evidence of mark lists/ progression/

promotion schedules?

7.5 Is there evidence that these schedules are

submitted to EDOs timeously?

7.6 Are reporting systems in place?

7.7 Do the reporting systems reflect NCS rating

scales?

7.8 Are the learners retained according to policy?

7.9 Are there any learner assistance programmes?

7.10 Are there any referral systems?

Provincial Curriculum Guidelines (PCG 08/2007) 7


7.11 Are the progressions / promotions conducted

according to policy?

Y/N EVIDENCE AND COMMENTS /

RECOMMENDATIONS

7.12 Are grade 9/12 failures counseled in alternative

ways of achieving a Senior or General Education

Certificate?

8. CURRICULUM STRUCTURES

8.1

Are Phase/ Learning Areas/ Subject Committees

in place?

8.2 Do they have plans of activities?

8.3 Is the Assessment Committee in place?

8.4 Does the school have an LTSM

Committee?

8.5 Are there any other structures that enhance the

process of teaching and learning?

8.6 Has the school “twinned” with another school to

share experiences and expertise?

9. PROFESSIONAL DEVELOPMENT

9.1

Does the school have a professional

development plan?

Is the school in possession of all relevant

Curriculum Policies?

• Learning Area Statement for

Grades R to 9

• Learning Area Assessment

Guidelines

Provincial Curriculum Guidelines (PCG 08/2007) 8


• Government Gazette on

Assessment Feb 07 no 29626

Y/N EVIDENCE AND COMMENTS /

RECOMMENDATIONS

• White Paper 05:

• White Paper 06: Inclusive Education

• White Paper 07: E-Education

• Language in Education Policy

• HIV/AIDS Policy

• National Curriculum Statements

(Grades 10-12)

• Learning Programme Guidelines

(LPGs)

• Subject Assessment Guidelines

(SAGs)

• Provincial CASS policy document

• Provincial subject specific CASS policy

documents

• Oral Moderation Document

• National Protocol on Assessment

• Provincial Curriculum Guideline

Documents

• INSET modules

• Assessment Instructions

9.2 Are teachers members of any professional

organization e.g. AMESA?

9.3 Do teachers participate in National Teaching

Awards (NTA) programme

Provincial Curriculum Guidelines (PCG 08/2007) 9


Y/N EVIDENCE AND COMMENTS /

RECOMMENDATIONS

10. CO-CURRICULA ACTIVITIES

10.1 Does the school have a co-curricular

schedule or time table?

10.2 Does the school participate in extra/ cocurriculum

activities like Maths/ Science

Olympiads?

10.3 Does the school participate in the National

Productivity Institute Debating competition?

10.4 Does the school participate in the Young

Communicators Awards Public Speaking

competition?

10.5 Does the school participate in National

Celebration Days e.g. Heritage Day, Arbor

Week etc (History Curriculum Statement)?

10.6 Does the school promote Oral History in terms

of requirements of the History Curriculum?

10.7 Does the school have a sports programme?

• List sporting codes offered

10.8 Does the school participate in local, district and

provincial sporting competition/leagues?

10.9 Does the school have access to sports

equipment necessary for the codes offered at

the school?

11. LEARNER ATTAINMENT IMPROVEMENT STRATEGY (LAIS)

11.1 Does the school have a School Improvement

Plan (SIP)?

11.2 Is there evidence of the SIP being

implemented for the school as a whole?

Provincial Curriculum Guidelines (PCG 08/2007) 10


11.3 Are Subject Improvement Plans (SIP)

available?

Y/N EVIDENCE AND COMMENTS /

RECOMMENDATIONS

11.4 Is there evidence of the SIP being used by

teachers in classrooms?

11.5 Is there evidence of a Learner Attainment

Improvement Strategy for the school?

11.6 Is there evidence of LAIS being implemented

at the school?

11.7 Does the school have a Matric Improvement

Strategy?

11.8 Does the school participate in the Common

exams for Grade 12 in June/September?

11.9 Are there remedial measures undertaken

based on the analysis of these results?

11.10 Are additional lessons conducted outside

normal instructional hours, to support

learners? Specify.

Provincial Curriculum Guidelines (PCG 08/2007) 11


CHALLENGES

COMMENTS BY PRINCIPAL

COMMENTS & RECOMMENDATIONS BY PROVINCIAL / DISTRICT OFFICIAL

PRINCIPAL’S NAME: ______________________ SIGNATURE: _________________________

DATE: ___________ ______________________

DISTRICT OFFICIAL’S NAME: ______________

SIGNATURE: _______________________

DATE: _________________________________

PROVINCIAL OFFICIAL’S NAME: _____________ SIGNATURE:_________________________

DATE: ____________________________________

SCHOOL STAMP

Provincial Curriculum Guidelines (PCG 08/2007) 12


Province of the ANNEXURE 4: PCG 08/2007

EASTERN CAPE

DEPARTMENT OF EDUCATION

GET CLASSROOM SUPPORT AND

MONITORING TOOL

TEACHER SCHOOL DATE

NAM E OF

PRINCIPAL

POSTAL

ADDRESS

EMIS

NO

CONTACT

NUMBERS

FAX

NUMBER

CELL

SUBJECT

HEAD/SMT

KNOWLEDG

E AREA

TOPIC

Learning Area(s)

Learning

Programmes

DISTRICT

NUMBER OF

LEARNERS

PER GRADE/

SUBJECT

R

1

2

3

4

5

6

7

8

9

1. TARGET GROUP: TEACHERS

1.1 Teacher’s Profile:

FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

Is the teacher suitably

qualified / trained to teach

the Learning programme

/area (s)?

Specify the actual teaching

qualifications.

Teaching experience

generally, specify

experience in the LP/LA and

the Grade.

Provincial Curriculum Guidelines (PCG 08/2007) 1


FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

Has the teacher been

orientated on NCS? Specify

the year and the grades.

Has the teacher attended

provincial INSET

programmes? Specify

grades.

Has the teacher attended

the In Service Training

Modules for Gr R Modules 1

to 3?

Specify the teacher’s

training needs.

1.2 Planning:

Is the teacher’s portfolio

available?

Is the Learning Programme

available?

Is the Learning Programme

available?

Is the Work Schedule

available?

Are the Lesson Plans

available?

Are the Lesson Plans

available?

Is there evidence of a

collection of learners’ work?

Specify evidence.

Does the progress

correspond with the work

schedule?

1.3 Documents Available

Are the NCS Learning Area

policy documents available?

Specify.

Are the Learning Area

assessment policy

documents available?

Specify.

Are the Foundation Phase

INSET Modules 1 to 7

available?

Is the NCS Foundation

Phase Teachers Guide

available?

Are the Grade R Inset

Modules 1, 2 and 3

available?

Provincial Curriculum Guidelines (PCG 08/2007) 2


FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

List any other relevant

documents

FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

1.4 Curriculum Development

Does the teacher have a

Learning Area head at

school?

Does the teacher plan

together with other teachers

for the year?

Do teachers have Learning

Area /Phase meetings at

the school? How often? Is

there evidence?

Does the teacher belong to

any professional

association?

1.5 LTSM Learning & Teaching

Support Material)

Is the LTSM used by the

teacher suitable for the

grade? Specify.

Does the teacher use both

the teacher’s guide and

learner’s book as a

package?

Was the teacher actively

involved in the selection of

the LTSM? If yes, specify

the criteria used for

selection.

Is there evidence of a printrich

environment in the

classroom? Tick where

applicable

• Reading Corner

• Posters

• Reading Books

• Magazines

• Pictures

• Poems/Rhymes

• Learner Writings

• Calendar

• Alphabet Chart

• Phonic Chart

• Birthday Chart

• Sound cards

• Word Games

Provincial Curriculum Guidelines (PCG 08/2007) 3


FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

Does the teacher use other

Teaching and Learning Support

Material e.g?

• Story Tapes

• Videos

• Collection of songs

• Music Instruments

• Construction Apparatus

• Number Lines

• Number Charts

• Colour Charts

• Abacus

• Play Money

• Counters

• Mathematical 2D Shapes

• Mathematical 3D Shapes

• Clocks

• Art Material

List other resources

needed.

Are there practical rooms

and equipment available for

Natural Sciences and

Technology?

List other resources

needed.

2. TEACHING AND LEARNING ENVIRONMENT

FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

Is the classroom

environment neat, and

conducive to learning?


Does the learning

space allow both for

individual and

cooperative learning?

Does the teacher manage

the time effectively?

Is the discipline of the

learners in the classroom

of an acceptable standard?

Are activities based on

learning outcomes?

Are instructions given to

learners clear and



meaningful?

Is the content

knowledge evident in

the lesson?

Are learners actively

participating in the

Provincial Curriculum Guidelines (PCG 08/2007) 4


FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

lesson?

Are various methods of

assessment used in the

lesson?

Is there any room for

expanded

opportunities?

Is there evidence of

homework given?

3 PARENTAL INVOLVEMENT


FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

Are parents involved in the

curriculum related activities of

their children?

4 ASSESSMENT

CASS (CONTINUOUS ASSESSMENT) YES (TICK √) NO (TICK √) COMMENTS









Is there any evidence of

continuous assessment?

Specify.

Does the teacher have an

assessment plan?

Does the teacher have an

assessment plan?

Has the teacher been

moderated at school level?

Is the school moderation tool

available?

Has the teacher been

moderated at cluster level?

Specify.

Is the teacher actively involved

by the school assessment

committee on matters of learner

progression, retention and

promotion?

Have Gr.9 CASS marks been

adjusted at the most recent

cluster moderation session?

Give reasons .

ASSESSMENT TASKS YES (TICK √) NO (TICK √) COMMENTS



Is the teacher progressing with

the assessment tasks as per

assessment plan? If not give

reasons

Have these been marked by the

teacher? Give evidence

Provincial Curriculum Guidelines (PCG 08/2007) 5


Is there any evidence of marking

tools? Give examples

Has the teacher used various

forms of assessment? Specify

FOCUS AREAS YES NO COMMENTS

What intervention strategies

has the teacher put in place for

the learners that did not meet

the minimum requirements?

2.7 Expanded opportunities:

2.8 Further Comments: Teacher to be asked for his/her reflections on the lesson:

2.9 Comments by Curriculum Official / Subject Head / SMT:

5. NAMES AND SIGNATURES

SUBJECT

TEACHER

[PRINT NAME]

SIGNATURE

DATE

PRINCIPAL / SMT /

SUBJECT HEAD

CURRICULUM

OFFICIAL

[PRINT NAME]

SIGNATURE

SIGNATURE

DATE

DATE

[PRINT NAME]

School Stamp

Provincial Curriculum Guidelines (PCG 08/2007) 6


Province of the ANNEXURE 5: PCG 08/2007

EASTERN CAPE

DEPARTMENT OF EDUCATION

FET CLASSROOM SUPPORT AND

MONITORING TOOL

TEACHER SCHOOL DATE

NAME OF

PRINCIPAL

POSTAL

ADDRESS

EMIS NO

CONTACT

NUMBERS

FAX

NUMBER

CELL

SUBJECT

HEAD/SMT

KNOWLEDGE AREA

TOPIC

SUBJECT

DISTRICT

NUMBER OF

LEARNERS PER

GRADE/

SUBJECT

10

11

12

1. SUBJECT AUDIT

FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

1.1 Teacher’s Planning/ Portfolio:

Name

Index

Time table

Subject Statement

Is the Theme/topic in the work

schedule/learning programme?

Assessment Standards

Memoranda

Mark sheets

CASS Policy documents

Skills targeted

Integration

Expanded opportunities

Meeting minutes

Provincial Curriculum Guidelines (PCG 08/2007) 1


FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

Circulars

Class visit monitoring &

support tool

Exam results

Exam question papers

Subject Assessment

Guidelines (SAG)

National Protocol on

Assessment

1.2 Lesson Planning:

Are the LO’s and AS’s to be

addressed clearly stated?

Is the topic in the Work

schedule?

Is there a link with the previous

lesson?

Is there a link with the next

lesson?

Is the context clearly

addressed by the activities?

Are the activities logically

organized?

Are the learner and teacher

activities clearly indicated and

do they address the LOs and

ASs?

Does the lesson reflect

integration?

Do the teacher and learner

activities correlate?

Is the duration of the lesson

indicated?

1.3 Evidence of learner’s work:

Name

Provincial Curriculum Guidelines (PCG 08/2007) 2


FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

Index

Sequential arrangement

Daily Assessment tasks

Programme of Assessment

(PoA) Tasks

Practical Assessment

Task/Oral preparation

1.4 Subject File Documents

Time table

Subject Statement

LTSM list

CASS Policy

SAGs

Assessment Protocol

Oral Policy

1.5 Planning and Preparation

Year Plan / Pacesetter

Work Schedule

Lesson Plan outlines

Syllabus progress (Grade 12)

Progress i.r.o. Work Schedule

Programme of Assessment

1.6 Internal Moderation (SBA)

Evidence

Moderation Instrument

Feedback

1.7 Exercise Books

Quantity of written work

Quality of written work

Control of work

1.8 Text Books

Appropriateness

Sufficient number

Number of shortfall/ extra

Provincial Curriculum Guidelines (PCG 08/2007) 3


1.9 Test Books

FOCUS AREAS YES (TICK √) NO (TICK √) COMMENTS

Test Books available

Methods of Recording tests /

examinations.

2. CLASSROOM OBSERVATION

2.1 CLASSROOM ORGANIZATION

AND MANAGEMENT:

YES (TICK √) NO (TICK √) COMMENTS

Arrangement of desks –

suitable for the lesson and for

the teaching style being

used?

Chalkboard

Resource materials

Grouping of learners

Arrangement of learners

2.2 TEACHER - LEARNER

INTERACTION:

YES (TICK √) NO (TICK √) COMMENTS

Are the learners actively

involved?

Does the teacher pay attention to

learners?

Are the learners pro-active i.e. do

they ask questions without being

prompted by the teacher?

Are the instructions clearly stated?

Do the questions cater for different

cognitive levels of the learners?

Are the learners afforded an

opportunity to report group work to

the whole class?

Does the teacher give feedback to

learners responses?

Provincial Curriculum Guidelines (PCG 08/2007) 4


2.2 TEACHER - LEARNER

INTERACTION:

YES (TICK √) NO (TICK √) COMMENTS

Is there encouragement for further

learning?

Does the teacher offer guidance

during the lesson?

2.3 MASTERY OF CONTENT: YES (TICK √) NO (TICK √) COMMENTS

Is the content well planned and

logically organized?

Does the content clearly address

the LOs and ASs in question?

Is the teacher well-versed with the

subject matter (clear and

thorough)?

Do the learners show

understanding?

Is the lesson linked to prior

knowledge of learners?

Are the activities encouraging

development of knowledge, skills

and values?

2.4 USE OF RESOURCES YES (TICK √) NO (TICK √) COMMENTS

Did the teacher organize any LTSM

for the lesson?

Are the resources suitable for the

content/context?

Are the resources suitable for the

level of the learners?

Are the resources used

appropriately and effectively?

2.5 TEACHING STRATEGIES YES (TICK √) NO (TICK √) COMMENTS

Does the teacher appear to have

prepared for the presentation of the

lesson?

Is the lesson linked to the learners’

previous experiences and learning?

Is critical thinking and analysis

modeled and encouraged?

Is the teacher maintaining discipline

and control of the class?

Is there appropriate and effective

use of audio-visuals/resources to

support lesson outcomes?

Provincial Curriculum Guidelines (PCG 08/2007) 5


2.5 TEACHING STRATEGIES YES (TICK √) NO (TICK √) COMMENTS

Do the instructional strategies

require active involvement of

learners?

Does the teacher highlight key

points in the lesson?

Has the teacher practiced

inclusivity?

Has the teacher provided homework

activities that further the learning of

learners who are academically

advanced as well as those whose

work is at or below grade level?

2.6 ASSESSMENT YES (TICK √) NO (TICK √) COMMENTS

Is assessment treated as an integral

part of the lesson?

Are the Assessment Strategies

clearly demonstrated?

Is there use of appropriate

assessment methods (teacher,

peer, group, self)?

Is there use of appropriate

assessment forms (tests, debates,

worksheets, diagrams etc)?

Is there appropriate use of

assessment tools (checklist, rubric,

memorandum, etc)?

Are assessment strategies indicated

and assessment tools available?

Do the strategies correlate with the

LOs and ASs?

Does the teacher vary the

Assessment Types during the

lesson?

2.7 Expanded opportunities:

2.8 Further Comments: Teacher to be asked for his/her reflections on the lesson:

Provincial Curriculum Guidelines (PCG 08/2007) 6


2.9 Comments by Curriculum Official / Subject Head / SMT:

3. NAMES AND SIGNATURES

SUBJECT

TEACHER

[PRINT NAME]

SIGNATURE

DATE

PRINCIPAL / SMT /

SUBJECT HEAD

CURRICULUM

OFFICIAL

[PRINT NAME]

SIGNATURE

SIGNATURE

DATE

DATE

[PRINT NAME]

School Stamp

Provincial Curriculum Guidelines (PCG 08/2007) 7


On-site Curriculum Support to Schools and Teachers

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