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NCS Implementation Review: Task Team Report- CEM Decisions Towards Implementation

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NCS Implementation Review: Task Team Report-CEM Decisions Towards Implementation Presentation to the Select Committee 11 August 2010 * – PowerPoint PPT presentation

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Title: NCS Implementation Review: Task Team Report- CEM Decisions Towards Implementation


1
NCS Implementation ReviewTask Team Report-CEM
Decisions Towards Implementation
  • Presentation to the Select Committee
  • 11 August 2010

2
Overview of the Presentation
  • Terms of Reference of the Task Team on NCS
    Implementation Review
  • Recommendations of the Task Team on the NCS
    Implementation Review
  • Comparison of selected recommendations with the
    current policy positions
  • Curriculum Implementation changes effective in
    2010 and beyond

3
Terms of Reference for the Task Team
  • Identify challenges and pressure points in the
    implementation of the NCS Grades R-12
  • Investigate how challenges could be addressed
  • Develop a set of practical interventions to
    respond to the noted challenges

4
A Clear, Simple Five Year Plan to Improve
Teaching and Learning
  • The plan should provide a vision of a bigger
    picture in terms of what education and the
    curriculum are set to do and achieve
  • The plan must offer the support to teachers and
    the improvement of learner performance
  • The plan to include external monitoring to assess
    whether it has the desired effects on learner and
    teacher performance

5
A Set of Simple and Coherent Curriculum Documents
  • Develop a single Overview Curriculum and
    Assessment policy document for Grade R-12 that
    must ensure coherence
  • The learning area and subject documents to be
    organised around knowledge (content, concepts and
    skills) to be learnt, with recommended texts,
    pedagogical approaches and assessment
    requirements
  • Document to address knowledge gaps that have been
    identified
  • Document to include simple and subject-specific
    assessment guidelines

6
A Set of Simple and Coherent Curriculum Documents
  • Provide specification and support for effective
    teaching in Home Languages and English as a First
    Additional Language for learners in the early
    grades
  • Develop separate, special guideline documents for
    learners with barriers to learning and
    multi-grade classes aligned to the Curriculum and
    Assessment Policy documents
  • The Foundations for Learning should be replicated
    in all schools as soon as possible and be
    integrated as a programme into the curriculum.

7
Assessment
  • Regular external annual assessment of
    Mathematics, Home Language and English FAL in
    Grade 3 6 9
  • Finalise promotion and progression requirements
    for Grades R-12 as well as grading descriptors
    for all grades
  • The balance between year marks and examinations
    should be 50 50 for Grades 4-9 and 25 year
    mark and 75 exam mark for Grades 10-12
  • CTAs to be replaced with annual national testing
    for all Grade 9 learners in Maths, HL and FAL
    (English)

8
Teacher Training
  • Targeted in-service teacher training must be
    provided where is it needed most
  • Principals, HODs, District and Provincial Support
    Staff should be trained on curriculum and content
    and assessment requirements
  • HEIs should be required to align their teacher
    training programmes with the national curriculum
    documents with national curriculum
  • The DBE will align this process with processes
    in place following the Teacher Summit

9
Clarification of Roles with respect to Curriculum
Production, Dissemination, Monitoring and Support
  • Clarify the roles of curriculum advisors
    nationally, specifying the exact nature of the
    in-classroom and school support they should
    provide.
  • Clarify the roles of the national, provincial and
    district level support for curriculum

10
LTSM
  • Develop a national catalogue of textbooks and
    other LTSM aligned to the Curriculum and
    Assessment Policy Document
  • Reassert the role of textbooks and other LTSM
  • Plan for the provision of a textbook for all
    learners (Grade 4-12) for every learning area /
    subject and relevant LSM (Foundation Phase)
  • Develop mechanisms and guidelines to manage
    textbook pricing

11
Plans for 2010
  • Curriculum and Assessment Policy Statement
    documents will be developed in 2010 and
    implemented in 2011 in schools
  • In 2010, teachers will use the current NCS policy
    documents to plan and prepare for teaching
  • The number of projects required for each learning
    area/subject will be reduced to one project per
    year per learning area/subject

12
Plans for 2010
  • Teachers will be required to develop a single
    Teacher File despite the number of subjects
    taught
  • All learner portfolios as separate, formal
    compilations of assessment tasks will no longer
    be required. School-based formal assessment for
    promotion and progression to be kept in relevant
    mode.
  • CTAs discontinued with effect from 2010

13
PLANNING FOR 2011 AND BEYOND
14
Curriculum and Assessment Policy Statements (CAPS)
  • The draft CAPS documents will be submitted to
    publishers at the end of July 2010 to facilitate
    the development of LTSM
  • The CAPS documents will be published for public
    comment as required by the National Education
    Policy Act (NEPA)
  • The CAPS documents will replace all previous NCS
    Policy documents
  • The CAPS will be implemented in the Foundation
    Phase in 2011 and in Grades 4-12 in 2012
  • The CAPS will be called National Curriculum
    Statement, Curriculum and Assessment Policy, as
    amended on 1 January 2011
  • A Technical Task Team will be established to
    manage the implementation of the CAPS

15
Foundation Phase Instructional Time
  • CEM approved the recommendation that the
    instructional time for Grade 3 be retained at 25
    hours as in current policy.
  • The current instructional time for Grades R, 1
    and 2 is 22.5 hours
  • The instructional time for Grades R, 1 and 2 be
    increased from 22.5 hours to 23 hours
  • For Grade 3, FAL is increased to 5 hours and
    Beginning Knowledge to 2 hours

16
Foundation Phase Changes
Current Policy Position Task Team Recommendation Recommended Policy Position
Literacy/Languages 9h Numeracy 7.8h Life Skills 5.6 h Home Language 6h FAL 5h Mathematics 5h Life Skills 6h Beginning Knowledge-1h Arts and Craft 2h Phys Education 2h Health Education 1h Home Language 6h FAL 4h (5h) Mathematics 7h Life Skills 6h Beginning Knowledge-1h (2h) Arts and Craft 2h Phys Education 2h Health Education 1h
17
Intermediate Phase
  • CEM has also accepted the recommendation to
    reduce the number of Learning Areas (subjects) be
    reduced to six subjects in the Intermediate
    Phase.
  • In terms of policy the current instructional time
    allocation for Grades 4-7 is 26.5 hours and 27.5
    hours for Grades 8 and 9.
  • The time allocation for the Intermediate Phase is
    increased from 26.5h to 27.5h

18
Intermediate Phase
Current Task Team Recommendation Recommended Policy
Languages -6.6h Mathematics 4.7 Natural Sciences 3.4h Social Sciences 3h Technology 2h Economic Management Sciences 2h Life Orientation 2h Arts and Culture 2h Home Language 6h FAL 5.5 Mathematics 6h Science and Technology -2h Social Sciences 2h Life Skills 5h Creative Arts 2h Phys Education 2h Religion Studies 1h Home Language 6h FAL 5h Mathematics 6h Science and Technology -3.5h Social Sciences 3h Life Skills 4h Creative Arts 1.5h Phys Education 1.5h Religion Studies 1h
19
Senior Phase
  • The reduction of subjects to six subjects is
    only applicable in the Intermediate Phase. This
    suggests that the 8 subjects (Learning Areas) are
    still applicable in the Senior Phase
  • Languages (HL) 5h
  • FAL 4h
  • Mathematics 4.5h
  • Natural Sciences 3h
  • Social Sciences 3h
  • Technology 2h
  • Economic Management Sciences 2h
  • Life Orientation 2h
  • Instructional time allocated as indicated above.

20
Assessment
  • CEM approved the recommendation to conduct
    regular external assessment of Mathematics, Home
    Language and English FAL in Grades 3, 6 and 9
  • CEM further agreed to replace CTAs in Grade 9
    with Annual National Testing (national set
    examinations) for all learners in Mathematics and
    Languages at Home Language Level and First
    Additional Language Level
  • The Council further agreed that the assessment at
    Grade 9 in the 3 subjects will be externally set,
    internally marked and moderated in cluster
    moderation at provincial level
  • Schools will set the examinations at Grade 9 in
    the other remaining subjects. To support this
    process, assessment item banks will be developed
    and made available to schools for teachers to use
    to set quality tests

21
Examinations vs CASS
Grades Continuous Assessment Weighting End of Year Examination Weighting
R - 3 100 -
4 - 6 75 25
7 - 9 40 60
10 12 25 75
22
Rating Scale
RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE
7 Outstanding achievement 80 100
6 Meritorious achievement 70 79
5 Substantial achievement 60 69
4 Adequate achievement 50 59
3 Moderate achievement 40 49
2 Elementary achievement 30 39
1 Not achieved 0 29
23
Promotion and Progression
  • CEM noted that the current progression policy
    supports age cohort progression. This policy
    position was taken due to historical realities
    and systemic challenges rather than only a
    curriculum focus
  • The noted challenges in the level of learner
    under-achievement in literacy and numeracy have
    been attributed to the lack of clarity in the
    application and support of the promotion and
    progression policy
  • It is clear that the policy implications are
    complex and require appropriate analysis for an
    informed policy decision.
  • CEM has directed that research should be
    conducted to investigate the implications and
    consequences of progression policy on the system.
    This would be used to gather empirical evidence
    for consideration of progression based on
    achievement

24
Implementation of CAPS
  • CEM has decided that the new CAPS will be
    implemented in the Foundation Phase in 2011
  • CAPS will be implemented in Grades 4-12 in 2012.
  • The decision to implement the CAPS in a phased
    approach is to use the 18 month period to plan
    for the full scale implementation in 2012.
  • CEM directed that a special Technical Task Team
    must be established to plan for the
    implementation of the recommendations
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