On-site Curriculum Support to Schools and Teachers

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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
Page 1 and 2: Province of the EASTERN CAPE DEPART
Page 3 and 4: TABLE OF CONTENTS No. PCG 01 Consti
Page 5 and 6: Province of the Eastern Cape DEPART
Page 7 and 8: E. Intervention strategies for scho
Page 9: G. The role of the CES, DCES and SE
Page 13 and 14: Procedures for final interaction E
Page 15 and 16: B. SCHOOL VISIT INFORMATION Name of
Page 17 and 18: D. COMMENTS Teacher/s comments Teac
Page 19 and 20: Province of the EASTERN CAPE DEPART
Page 21 and 22: 3. Classroom Monitoring and Support
Page 23 and 24: Province of the ANNEXURE 1: PCG 08/
Page 25 and 26: Y/N COMMENTS (Describe or make copi
Page 27 and 28: 4. Have the programmes been distrib
Page 29 and 30: Is there a district co-ordinator T
Page 33 and 34: PART B: MONITORING LEARNER PERFORMA
Page 41 and 42: 1.10 Is there evidence of a filing
Page 43 and 44: 4.5 How are the principles of value
Page 45 and 46: 6.6 Is there evidence that examinat
Page 47 and 48: • Government Gazette on Assessmen
Page 49 and 50: 11.3 Are Subject Improvement Plans
Page 53 and 54: FOCUS AREAS YES (TICK √) NO (TICK
Page 61 and 62:
2.2 TEACHER - LEARNER INTERACTION:
Page 63 and 64:
2.9 Comments by Curriculum Official
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On-site Curriculum Support to Schools and Teachers

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