Overberg Education District

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Overberg Education District
Mathematics
George EdwardsCell 083 2935336 Tel [phone]Fax [phone] George.Edwards_at_westerncape.gov.za www.edwardsmaths.com _at_georgeedwards99 Michael Fortuin Cell 073 7068308 Tel [phone] Fax [phone] Michael.Fortuin_at_westerncape.gov.za
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MATHEMATICS GRADE 8-9

• STANDARD SETTING February 2016

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Focus 2016

• Focus on class room visits to support and
  advise
• Focus on Senior Phase
• Teachers to indicate interventions for learners
  who have been progressed due to age and retention
  norm(grade 9)

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• Moderation of question papers before assessment
  takes place.
• Analysis of marks after assessment has been done
  to determine trends.
• Question analysis of papers and controlled test.
• Memorandum discussion of tests and exams where
  more than one teacher teaches subject in school
  before marking starts.

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• SUBJECT POLICY
• Brainstorm basic aspects that must be in a good
  subject policy.
• Example of subject policy.
• Agreement on completion date.

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• CALCULATORS
• When to use and when not.
• Suggestion Learners must show method and
  calculate final answers especially with large
  numbers.

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• ALLOCATION OF 0
• Teachers tend to award a 0 too easily.
• Allocation of 0 needs proof of
  support/intervention process.

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Programme of assessment 2016 Guidelines
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TIME ALLOCATION

• 4½ hours per week.
• Six(6) periods of 45 minutes each.
• Make sure you get the time on your roster.

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Minimum requirements for formal assessment
Senior Phase Mathematics
Forms of assessment Minimum requirements per term Minimum requirements per term Minimum requirements per term Minimum requirements per term Number of tasks per year Weighting
Forms of assessment Term 1 Term 2 Term 3 Term 4 Number of tasks per year Weighting
SBA Test 1 1 1 3 40
SBA Examination 1 1 40
SBA Assignment 1 1 1 3 40
SBA Investigation 1 1 2 40
SBA Project 1 1 40
SBA TOTAL 2 3 3 2 10 40
End of year exam 1 60
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SBA REQUIREMENTS GR 8 9
FORM OF ASSESSMENT NUMBER LENGTH/ MARKS TIME
TEST 3 50 marks 1 hour (min)
EXAM 1 Two papers of 50 marks OR One paper of 100 marks 2 x 1 hour papers OR 1 x 2 hour paper
ASSIGNMENT 3 At least 50 marks One period or longer
PROJECT 1 At least 50 marks 1 week (if longer, monitor process with due date)
INVESTIGATION 2 At least 50 marks One period or longer (monitor process)
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Final end of year examination Option 1
Number, operations and relations Number, operations and relations Patterns, functions and algebra Patterns, functions and algebra Geometry Geometry Measurement Measurement Data Data Total mark
Mark Mark Mark Mark Mark
Gr 8 25 25 30 30 25 25 10 10 10 10 100
Gr 9 15 23 35 52 30 45 10 15 10 15 150
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Final end of year examination Option 2
PAPER 1 PAPER 1 PAPER 1 PAPER 1
Number, operations and relations Number, operations and relations Patterns, functions and algebra Patterns, functions and algebra Total mark
Mark Mark
Gr 8 25 37 30 43 80
Gr 9 15 22 35 53 75
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Final end of year examination Option 2
PAPER 2 PAPER 2 PAPER 2 PAPER 2 PAPER 2 PAPER 2
Geometry Geometry Measurement Measurement Data Data Total mark
Mark Mark Mark
Gr 8 25 40 10 15 10 15 70
Gr 9 30 45 10 15 10 15 75
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REPORTING PER TERM
Formal assessment task Weight per term Formal assessment task Weight per term
Term 1 Assignment 40 Test 60
Term 2 Test Investigation 40 Exam 60
Term 3 Assignment project 40 Test 60
Term 4 Assignment Investigation SBA(each SBA task 10) 40 Final Exam 60
Assignment Investigation SBA(each SBA task 10) 40 Final Exam 60
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Cognitive levels Grade 8-9
Knowledge 25 Routine procedures 45 Complex procedures 20 Problem solving 10
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Exam Setting Templates

• Grade 8
• Grade 9

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Projects

• A project in the context of Mathematics is a task
  in which learners are provided with an
  opportunity to apply mathematical knowledge to
  contexts outside of mathematics.
• The mathematical knowledge applied should be
  relevant to the grade of the learners (there
  should be a clear difference between a grade 10
  and 12 project)
• A project must be well-structured with clear
  criteria for assessment.
• Constant monitoring and support should be
  provided to learners throughout the duration of
  the task.
• Time allocation should be reasonable but not too
  long.
• A rubric is suitable to assess a project.

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TESTS Tests should adhere to the following

• Completed by all classes in the same grade on
  the same day.
• All learners write the same test.
• Completed under exam conditions.
• Questions must comply with year-end exam
  standards.
• More than one teacher, reach agreement on
  scope, date and time of test.
• The mark allocation for a one-hour test is
  at least 50 marks.

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Assignments

• An assignment in the context of Mathematics is
  intended to provide the learners with an
  opportunity to consolidate what has been learnt
  in class.
• Such structured and controlled revision should
  prepare learners for tests and examinations.
• It follows therefore that there should be a
  direct relationship in the scope of an assignment
  and that of a test or examination it precedes.
• While the teacher may allocate classroom time and
  supervise the completion of an assignment, the
  learner could also complete parts of an
  assignment in his or her own time.

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Investigations

• In the context of Mathematics an investigation is
  a structured task in which learners are carefully
  guided towards the discovery of mathematical
  relationships/trends. These relationships include
  theorems, conjectures, graphs, patterns, etc.
• It must be stated clearly that the mathematics
  being investigated by the learners must be
  appropriate to their grade.
• A rubric is most suitable for these kinds of
  tasks.

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Moderation 2016

• Internal Moderation
• Curriculum Adviser First Round
• Curriculum Adviser Final Moderation and
  Verification

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Internal Moderation

• HOD (or subject head) if HOD not subject
  specialist
• Moderation of tasks and assessment tools BEFORE
  task is given to learners
• Moderation of completed tasks of learners-10
• Record the moderated tasks (Names Marks)
• Please record on electronic sheets
• Moderation of the recorded marks
• Content page by teacher
• Report by CA

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Moderation What to look for?
Instrument to be used.

• Duration, length
• Weighting of content
• Weighting of cognitive levels
• Language mathematical vs layman
• Use of pictures, diagrams, graphs to facilitate
  language
• Technical care Typed Same font NO copy and
  paste.
• Memoranda Neatness marks allocation
  explanation for marks given.

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Moderation
School Internal Moderation Teacher portfolio and sample of learner performance twice a year by Subject Head
District Curriculum Adviser / HO Teacher portfolio and sample of learner performance twice during year
Provincial Umalusi Once per year MIGHT HAPPEN IN 2016
Cluster moderation
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Provincial Moderation 2015REPORT
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Moderation of Exam Papers

• Second term Gr. 8 -12
• Third term Gr. 8 -12
• Fourth term Gr. 9 11
• Schools will be selected.
• Deadlines to be met.
• Exam/test templates to be used and submitted as
  well not negiotable.
• Format of memo.

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ASSESSMENT A PRACTICAL APPROACH
  Aspect flowing from moderation Tendencies Suggested remedial
1 Mark allocation per item Some teachers tend to allocate too many marks per item Consider methodology ( steps, cognitive level, weighting of CA of the FAT) when allocating marks.  
2 Multiple choice questions Distractors do not link with the concept of the item The distractors should include possible misconceptions when answering certain items. This will inform teachers when analysing the results of the FAT.  
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ASSESSMENT A PRACTICAL APPROACH
  Aspect flowing from moderation Tendencies Suggested remedial
3 Memo guidance / explanations   Most memoranda only have answers with a tick to it. The examiner of the FAT needs to provide notes to the marker to ensure uniformity. This will also support the moderation process and prevent moderators just marking in green alongside the marker. Refer to exemplar SBAs of 2015.  
4 CA principle     Clarify the concept with practical examples during Standard Setting  
5 Use of equation editor     Encourage the use of equation editor when setting FATs.
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ASSESSMENT A PRACTICAL APPROACH
  Aspect flowing from moderation Tendencies Suggested remedial
6 Frameworks per paper     Setting a framework before the FATs is set, will support the spread of Content Areas as well as cognitive levels. It will also prevent setting too many questions/marks to a certain concept  
7 Recording of marks Marks are recorded and no detailed analysis of it are being done. Marks are recorded and not analysed. The official recording sheets MUST be used at all times. In the top row of the sheet teachers will find the program calculating the averages. Abnormal averages should be noted and investigated eg. Test to difficult, massive misconceptions etc. There must be proof how teachers dealt with these abnormalities
8 Systemic Testing   Discuss results and Setting of targets  
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Portfolio Management

• Subject Resource File
• Teacher portfolio
• Learner portfolio

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Important documents Subject Resource File

• Standard Setting notes
• Grade 8-9 CAPS document
• Subject Framework
• Work schedules/Pace setters
• Plan of Assessment
• Circulars
• Exemplar Tasks, Exemplar Papers

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Important documents Educators Portfolio

• What should be in the teachers file?
• - policy documents (3 documents)
• - personal time-table
• - work schedule (micro plan that is daily)
• - assessment plan
• - assessment tasks and tools
• - mark sheets
• - targets for each grade (March, Jul, Sep, Dec)
• - analysis of results
• - intervention strategies
• - Gr 8 Baseline results plus interventions for
  2016

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POLICY DOCUMENTS

• National Curriculum and Assessment Policy
  Statement (CAPS) for Mathematics (also available
  in Afrikaans)
• National Policy pertaining to the Programme and
  Promotion requirements of the National Curriculum
  Statements Grades R 12(NPR).
• National Protocol for Assessment Grades R
  12(NPA).
• All these documents available on
  www.edwardsmaths.com

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Learner Evidence of Performance

• Cover page
• Table of content( Afr. or Eng )
• Assessment Tasks per Term
• (clearly indicated)
• Statement of Authenticity (signed by learner)

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Planning for 2016

• Work Schedule 2016
• Grade 8
• Grade 9

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Planning for 2016

• Daily Lesson Plan
• Daily Preparation Book Learners Book

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Planning for 2016

• TEACHER 911
• http//www.teacher911.co.za/
• WARNING!!!!!!!

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Challenges for 2016

• Content knowledge
• Teaching methodology
• Planning
• Quality of passes
• Attracting learners to the subject and retaining
  learners within the subject for grade 10
• ANAs improvement
• WCED systemic tests improvement
• Gr 8 Baseline tests and intervention strategies
• Forming of PLCs in 6 centres

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LEARNER TUTORING

• Grade 9 MOD centre tutoring depending on
  availability and suitabality of tutors
• RationaleMore learners grade 10
• Attendance register
• Subject teacher MUST attend

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Teacher Tutoring 2016

• Training for grade 8 9 teachers in 2016
• Establishing of 6 PLCs(old name Study Groups)
• Towns
• Caledon
• Swellendam
• Bredasdorp
• Villiersdorp
• Grabouw
• Hermanus
• Dates
• 24 Feb 28 Apr 1 June 20 July 31 August 28
  September 27 Oct

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Teacher Tutoring 2016

• Training for grade 8 9 teachers in 2016
• AHEC

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MATHROCKS (grade 8-11)

• Aim
• To incorporate materials used in Mathrocks into
  regular classroom curriculum.
• Learners to learn problem-solving techniques.
• Learners to develop critical thinking skills.
• Participation in Mathrocks to be a challenging
  and fun experience.

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MATHROCKS

• Competition date
• 23 August 2016

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MATHROCKS

• Participants
• Learners in grade 8, 9, 10 and 11.
• Learners may participate individually, in pairs
  or as teams of 4.

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• THANK YOU!
• DANKIE!
• ENKOSI!