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 


ISEBE LEZEMFUNDO 

DEPARTEMENT VAN ONDERWYS 

Private Bag X0032, BISHO, 5605, SOUTH AFRICA 


Provincial Curriculum Guidelines 

(PCG 05/2006) 


Organising and Conducting Support 

Programmes for Schools 

and Teachers 

Siyasebenzisana • Working Together • Samewerking 

1






Chief Directorate: Curriculum Management 


Provincial Curriculum Guidelines: (PCG 05/2006) 


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. 


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 


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






ANNEXURE 1 

Chief Directorate: Curriculum Management 


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


EASTERN CAPE 



Provincial Curriculum Guidelines 

(PCG 08/2007) 

On-Site Curriculum Support: 

Districts, Schools and 

Classrooms 

Working Together • Siyasebenzisana • Samewerking


EASTERN CAPE 


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) 


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 


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 


Province of the ANNEXURE 1: PCG 08/2007 

EASTERN CAPE 


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 


List phase / learning areas without 

committees 

Y/N 

COMMENTS 


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 


1. Is there evidence of programmes of 

action for Cluster Committees? 

Agendas 

Minutes 


Workshops 

2. Do District Officials have evidence of the 

following planning documents? 


Y/N 

COMMENTS 


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 



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? 


Is there a distribution register? 

Is there a storage plan for extra materials? 

Y/N 

COMMENTS 


3. List any challenges. 

PART C: CASS MODERATION 



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. 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 


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? 


PART D: MONITORING OF CTAs 



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? 


2. Is the Provincial CTA monitoring 

tool available to monitoring district 

personnel? 

Have all schools seen the monitoring 

tool 


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? 


Is there a district co-ordinator 

To whom are reports submitted 

Frequency of submitting reports 

Y/N 

COMMENTS 


CHALLENGES: 

COMMENTS BY DISTRICT OFFICIALS: 

COMMENTS & RECOMMENDATIONS BY PROVINCIAL OFFICIALS: 

_____________________________ ______ _ _________________ ______ 

NAME: DISTRICT CURRICULUM OFFICIAL SIGNATURE DATE 

_____________________________ _________ _________________ ______ 

NAME: PROVINCIAL CURRICULUM OFFICIAL SIGNATURE DATE 

DISTRICT STAMP 



EASTERN CAPE 


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 


Y/N 

COMMENTS 


evidence) 

2. Is there evidence of existence and 

functioning of subject committees? 

Constitution 

Agendas 

Minutes 

Committee names and designations 


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 


Workshops 

Other … (Specify) 


Y/N 

COMMENTS 


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 


PART B: MONITORING LEARNER PERFORMANCE 



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? 


Storage plan for extra 

materials 

4. List any challenges. 


PART C: CASS MODERATION AND ORAL MODERATION 



evidence) 

1. Is a district programme for 

CASS moderation available? 

1 st Term 

2 nd Term 

Provincial Moderation 

2. Has the programme been 


1 st Term 

2 nd Term 

Final Moderation 

3. Have clusters for moderation been 

established? 





Teachers trained in CASS 

Moderation 




• Moderation mark schedules 

distributed 

4. Is a programme for Grade 10 - 12 oral 

moderation available? 

Oral moderation mark schedules 

distributed 


Y/N 

COMMENTS 


evidence) 

5. Have the programmes been distributed 

to schools? 


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? 





Teachers trained in CASS Oral 

Moderation 




7. Have the appropriate district personnel 

been allocated languages to moderate 

according to expertise? 

List names: 

• English 

• Afrikaans 

• isiXhosa 

• Other … (Specify) 


Y/N 

COMMENTS 


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 



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 


Y/N 

COMMENTS 


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 


• 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 


CHALLENGES: 

COMMENTS BY DISTRICT OFFICIALS: 

COMMENTS & RECOMMENDATIONS BY PROVINCIAL OFFICIALS: 

_____________________________ _____ _________________ _____ 

NAME: DISTRICT CURRICULUM OFFICIAL SIGNATURE DATE 

_____________________________ ____ _________________ _____ 

NAME: PROVINCIAL CURRICULUM OFFICIAL SIGNATURE DATE 

DISTRICT STAMP 



EASTERN CAPE 


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 


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? 


1.10 Is there evidence of a filing system for Policy 

documents? 

Y/N EVIDENCE AND COMMENTS / 


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? 


3.2 Is the furniture appropriate to the age level? 



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? 


4.5 How are the principles of values and human 

rights upheld by the school? 



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? 


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

ready for District Cluster moderation? 



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? 


6.6 Is there evidence that examination papers/CTAs 

are controlled before and after the 

examination/CTA is written? 



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? 


7.11 Are the progressions / promotions conducted 

according to policy? 



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 


• Government Gazette on 

Assessment Feb 07 no 29626 



• 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 




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? 


11.3 Are Subject Improvement Plans (SIP) 

available? 



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. 


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 



EASTERN CAPE 


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. 



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? 



List any other relevant 

documents 


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 



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 


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 



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 

 


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? 


moderated at school level? 

Is the school moderation tool 

available? 


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 


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 



EASTERN CAPE 


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 


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 



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 



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 


1.9 Test Books 


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: 


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? 


2.2 TEACHER - LEARNER 

INTERACTION: 


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? 


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: 


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] 

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On-site Curriculum Support to Schools and Teachers

On-site Curriculum Support to Schools and Teachers

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