REPORT ON THE ANA OF 2014

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2. CURRICULUM INTERVENTIONS2.1 IntroductionThis chapter describes the context in which the results of ANA 2014 need to be interpreted, although any direct causalrelationships between the actions taken and the outcomes should only be made with considered caution.The following interventions were implemented in 2014 to enhance learner performance and support the teaching ofMathematics and Languages. All the interventions implemented in 2014 will be continued and strengthed into 2015 andbeyond.2.2 National Interventions2.2.1 CAPS Implementation2014 was a critical period as it marked the final stage of the incremental implementation of the Curriculum andAssessment Policy Statement (CAPS). CAPS was first implemented in Grades R to 3 (Foundation Phase) and 10 in2012, in Grades 4 to 6 (Intermediate Phase) and 11 in 2013 and in the Grades 7 to 9 (Senior Phase) and Grade 12in 2014. CAPS provided stability in the sector by providing teachers with clear guidelines on content, pedagogy andassessment. There has been a noticeable improvement in learner performance in the Foundation and IntermediatePhases since the implementation of CAPS along with other interventions that have contributed to the improvement oflearner performance. The implementation of CAPS in the Senior Phase in 2014 continued to provide much neededsupport to subject advisors and teachers. The DBE will continue to intensify its monitoring and support to enhance theeffective implementation of CAPS in 2015.2.2.2 2013 Diagnostic Report & 2014 Framework for ImprovementThe 2013 Diagnostic Report and 2014 Framework for Improvement were generated from the analysis of learnerresponses in ANA 2013. The Report revealed numerous challenges that learners experienced in certain Mathematicstopics. Based on the Report the Framework for Improvement was generated to guide the sector on how to address thechallenging topics which, in some cases, were the result of ineffective teaching methods. The 2013 Diagnostic Reportand the 2014 Framework for Improvement were mediated with the provincial coordinators who were then expected todevelop Provincial Improvement Plans and District Improvement Plans for targeted support to teachers. Some of thechallenges that were discussed in the 2013 Diagnostic Report continued to factor in the ANA 2014 results. In order tofacilitate the remediation of this situation the DBE will intensify and strengthen monitoring and support of teachers.2.2.3 DBE-SASOL INZALO WorkbooksThe Department of Basic Education (DBE), in partnership with the Sasol-Inzalo Foundation, developed high quality hybridworkbooks for Mathematics in the Senior Phase and this was completed in early 2014. The workbooks are aligned to theCAPS and provide clarity in content, methodology and assessment. The workbooks are intended to provide teacherswith requisite content knowledge and skills for effective teaching and adequate curriculum coverage and assessmentexemplars. A workbook for each grade is accompanied by a teacher guide which provides solutions to all the activitiesin the learner book, and notes to clarify possible misconceptions associated with some of the Mathematics topics. Thesoft copies of these workbooks were distributed to all the districts and provinces to enable subject advisors to providefocused workshops to teachers pending printing and distribution thereof.18 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014
To further strengthen this project, the DBE, together with the Sasol-Inzalo Foundation, has implemented a comprehensive10 day training programme for all Mathematics, Natural Sciences and Technology subject advisors. It focused on criticalconcepts and was rolled out for a period of 10 days in the latter part of 2014. This is in preparation of the school headsof department and lead teachers training for Mathematics, Natural Sciences and Technology in the first term of 2015starting in January. The training is system wide and will be decentralized to circuits and school clusters. A total of 20 000teachers are expected to receive training in the first term. A third of these will be trained on Grades 8 and 9 Mathematicscurricula. An April school- vacation training for classroom-based educators in Mathematics is also scheduled. A similartraining programme is planned for the Intermediate Phase towards the end of 2015 to prepare learners adequately forthe Senior Phase.2.2.4 Reconfiguration of Dinaledi and Technical Schools GrantsThe current Dinaledi and Technical Schools grants will be consolidated into a new Maths, Science and TechnologySchools Improvement grant. The following challenges based on the current structure of the two grants, provide amotivation for a review: firstly the Dinaledi Schools Grant has been funding the Grades 10 – 12 Mathematics andPhysical Sciences, without offering any support to the Grade 8 and 9 Mathematics and Natural Sciences in the sameselected 500 schools. The subject coverage will be extended to Mathematics at all grades including Technology andNatural Sciences in the senior phase. Secondly the Technical Schools Grant has been supporting 200 of the 1007schools offering technical subjects. The Technology subject in the senior phase had not been previously considered aspriority or feeder subject for the Grades 10–12 technical fields at the same schools.2.2.5 Language FrameworkThe Department of Basic Education has developed a Language Framework for Strengthening the Teaching and Learningof Languages as Subjects and as Languages of Learning and Teaching (LoLT). It seeks to strengthen the promotion,development and acquisition of the official languages through the following strategies:• Strategy to strengthen the teaching and learning of Home Language;• English across the Curriculum (EAC) Strategy Grades R-12;• Incremental Introduction of African Languages (IIAL);• English First Additional Language (EFAL); and• Introduction of South African Sign Language.2.2.6 Strengthening of Teaching and Learning of English First Additional Language (EFAL)The EFAL strategy has been implemented in the CiPELT and contributed to the better results in the first 6 years ofschooling. Many of the recommendations in research reports (PIRLS) either implicitly or explicitly speaks to the needto strengthen language teaching in order to improve learning outcomes. Since English is the main language in whichexams are being conducted, there is a specific need to strengthen the learners’ capacity in English. In order for this tobe effective the following steps have been taken:Through the CiPELT and CiSELT programmes the Department wants to:• Strengthen of the Department of Basic Education’s Framework on EFAL and,• Improve teacher capacity and practices in the teaching of English First Additional Language as a subject; and• Focus on the use of English as medium of instruction.GRADES 1 – 6 & 9 | 19
Page 3: REPORT ON THE ANNUAL NATIONALASSESS
Page 9 and 10: EXECUTIVE SUMMARY
Page 11 and 12: In 2014, the overall results for AN
Page 13 and 14: target has not been achieved in Mat
Page 15 and 16: 1. INTRODUCTION
Page 17 and 18: 1.2 ANA IN CONTEXT OF BROADER LEARN
Page 19: 2. CURRICULUMINTERVENTIONS
Page 23 and 24: The NEEDU Grade 5 report (2013) rec
Page 25 and 26: 2.3 Provincial InterventionsThe DBE
Page 27 and 28: 3. DESIGN ANDMETHODOLOGY
Page 29 and 30: 3.2 METHODOLOGYIn this section a de
Page 31 and 32: Table 3.5: Participation of special
Page 33 and 34: (c)Test ReviewThe tests were first
Page 35 and 36: (b)Marking and Moderation of TestsT
Page 37 and 38: In four provinces i.e, Free State,
Page 39: 3.3 LIMITATIONS OF ANAThe tests adm
Page 42 and 43: 4. ANA RESULTS 20144.1 Introduction
Page 44 and 45: Table 4.3: National average percent
Page 46 and 47: Figure 4.4: Learners with acceptabl
Page 48 and 49: 4.3 Provincial Performance4.3.1 Ave
Page 50 and 51: GRADE 2The average percentage mark
Page 54 and 55: 4.3.1.2 Intermediate phaseGRADE 4Th
Page 56 and 57: The average percentage mark of Grad
Page 66 and 67: 4.3.2 Percentage learners at adequa
Page 68 and 69: GRADE 3The achievement of Grade 3 l
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Table 4.34: Achievement in Grade 4
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GRADE 6The achievement of Grade 6 l
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The achievement of Grade 9 learners
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Figure 4.25: Percentage of grade 3
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Performance of learners in the not
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The distribution of learner achieve
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Figure 4.33: Percentage of Grade 6
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Performance of learners in the poor
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The distribution of learner achieve
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Figure 4.42: Average % mark in Grad
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Figure 4.46: Average % mark in Grad
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Table 4.54: Average % mark in FAL b
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4.8 Performance by DistrictIn the f
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PROV DISTRICT _Gr3 MATHEMATICS HOME
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PROV DISTRICT Gr6 MATHEMATICS HOME
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Table 4.60: Average percentage mark
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PROV DISTRICT MATHEMATICS HOME LANG
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4.11 SummaryIn lower grades more le
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5. CONCLUSION AND WAY FORWARDOver t
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Note106 | REPORT ON THE ANNUAL NATI
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Note108 | REPORT ON THE ANNUAL NATI
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REPORT ON THE ANA OF 2014

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