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Mr HM Mweli

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BRIEFING TO THE SELECT COMMITTEE ON EDUCATION AND RECREATION 2015 NSC AND PLANS FOR 2016 17 February 2016 Mr HM Mweli Director General: Department of Basic Education – PowerPoint PPT presentation

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Title: Mr HM Mweli


1
BRIEFING TO THE SELECT COMMITTEE ON EDUCATION
AND RECREATION2015 NSC AND PLANS FOR 201617
February 2016
  • Mr HM Mweli
  • Director General Department of Basic Education

2
PRESENTATION OUTLINE
  • Introduction
  • The 2015 National Senior Certificate
  • Evidence-based Report 2015
  • Second Chance Matric Programme
  • Standard of the 2015 NSC Papers
  • Summary of the 2016 NSLA
  • Summary of the 2015 Diagnostic Report
  • Interventions in Eastern Cape, Limpopo and KZN
  • Basic NSC 2015 General Findings
  • NSC 2015 Key Recommendations
  • Basic Education Sector Lekgotla
  • School Readiness Select Committee Oversight 2016
  • Conclusion

2
3
  • There are no secrets to success. It is the
    result of preparation, hard work and learning
    from failure.
  • Colin Powell

3
4
2015 NATIONAL SENIOR CERTIFICATE
4
5
NUMBERS OF CANDIDATES WHO WROTE, 2008 - 2015
5
6
THE NUMBER OF CANDIDATES PASSING MATRIC SINCE
1970
6
7
NSC PERFORMANCE 2008 TO 2015
7
8
OVERALL PERFORMANCE OF CANDIDATES IN 2015
Province Total Wrote No. Achieved Achieved
EC 87 090 49 475 56.8
FS 31 161 25 416 81.6
GP 108 442 91 327 84.2
KZN 162 658 98 761 60.7
LP 101 575 66 946 65.9
MP 54 980 43 229 78.6
NW 33 286 27 118 81.5
NC 11 623 8 064 69.4
WC 53 721 45 489 84.7
National 644 536 455 825 70.7
8
9
NSC PASSES BY TYPE OF QUALIFICATION, 2015
Province Total Wrote Bachelor Bachelor Diploma Diploma Higher Certificate Higher Certificate NSC NSC
Province Total Wrote No. Achieved Achieved No. Achieved Achieved No. Achieved Achieved No. Achieved Achieved
EC 87 090 15 291 17.6 20 055 23.0 14 119 16.2 10 0.0
FS 31 161 9 277 29.8 11 026 35.4 5 102 16.4 11 0.0
GP 108 442 38 760 35.7 37 375 34.5 15 191 14.0 1 0.0
KZN 162 658 34 751 21.4 39 799 24.5 24 180 14.9 31 0.0
LP 101 575 20 992 20.7 25 434 25.0 20 513 20.2 7 0.0
MP 54 980 13 497 24.5 18 675 34.0 11 046 20.1 11 0.0
NW 33 286 8 865 26.6 11 554 34.7 6 699 20.1 0 0.0
NC 11 623 2 451 21.1 3 306 28.4 2 306 19.8 1 0.0
WC 53 721 22 379 41.7 16 496 30.7 6 614 12.3 0 0.0
NAT 644 536 166 263 25.8 183 270 28.5 105 770 16.4 72 0.0
9
10
BACHELOR PASS TREND (PERCENTAGE) 2008 -2015
10
11
BACHELOR PASS TREND (NUMBERS) 2008 -2015
11
12
NSC PASSES PER QUINTILE, 2014 - 2015
12
13
NSC PASSES BY TYPE OF QUALIFICATION PER QUINTILE
2015
2014 2014 2015 2015
Quintiles Q 1-3 Q 4-5 Q 1-3 Q 4-5
No. of Bachelors 56 731 50674 80 083 73 810
Percentage 52.8 47.2 52 48
13
14
NUMBER OF PROGRESSED CANDIDATES
Province Entered Wrote Incomplete Achieved
EASTERN CAPE 12 304 11 705 599 2 625
FREE STATE 8 187 5 105 3 082 2 600
GAUTENG 5 198 4 568 630 2 149
KWAZULU-NATAL 10 633 10 070 563 4 765
LIMPOPO 13 227 13 022 205 3 492
MPUMALANGA 5 228 5 091 137 2 290
NORTH WEST 3 767 3 543 224 2 122
NORTHERN CAPE 2 280 1 963 317 613
WESTERN CAPE 4 847 3 589 1 258 1 404
NATIONAL 65 671 58 656 7 015 22 060
14
15
ACHIEVED - PROGRESSED VS NON-PROGRESSED
15
16
FULL TIME REPEATER CANDIDATES - 2015
 Province Total Wrote Total Achieved Achieved
EASTERN CAPE 6 049 4 038 66.8
FREE STATE 1 1 100.0
GAUTENG 3 3 100.0
KWAZULU-NATAL 372 216 58.1
LIMPOPO 8 434 6 307 74.8
MPUMALANGA 2 513 2 109 83.9
NORTH WEST 41 29 70.7
NORTHERN CAPE 0    
WESTERN CAPE 2 1 50.0
NATIONAL 17 415 12 704 72.9
16
17
DISTRICT PERFORMANCE BY ACHIEVEMENT INTERVAL AND
PROVINCE 2015
Province Total number of Districts 2015 2015 2015 2015 2015
Province Total number of Districts Below 50 50 to 59.9 60 to 69.9 70 to 79.9 80 and above
EC 23 7 8 7 1 0
FS 5 0 0 0 2 3
GP 15 0 0 0 1 14
KZN 12 1 4 6 1 0
LP 5 0 2 2 1 0
MP 4 0 0 0 2 2
NW 4 0 0 0 2 2
NC 5 0 0 2 3 0
WC 8 0 0 0 0 8
Total 81 8 14 17 13 29
17
18
DISTRICT PERFORMANCE BY ACHIEVEMENT INTERVAL
2014 - 2015
18
19
DISTRICTS BELOW 60
Province Name District Name Achieved
EASTERN CAPE BUTTERWORTH 54.9
EASTERN CAPE DUTYWA 52.2
EASTERN CAPE FORT BEAUFORT 49.7
EASTERN CAPE KING WILLIAMS TOWN 59.0
EASTERN CAPE LADY FRERE 46.3
EASTERN CAPE LIBODE 48.6
EASTERN CAPE LUSIKISIKI 47.2
EASTERN CAPE MALUTI 55.9
EASTERN CAPE MBIZANA 53.4
EASTERN CAPE MT FLETCHER 55.7
EASTERN CAPE MT FRERE 55.1
EASTERN CAPE NGCOBO 48.1
EASTERN CAPE QUEENSTOWN 56.7
EASTERN CAPE QUMBU 47.9
EASTERN CAPE STERKSPRUIT 49.8
KWAZULU-NATAL AMAJUBA 58.8
KWAZULU-NATAL ILEMBE 51.9
KWAZULU-NATAL UMZINYATHI 46.6
KWAZULU-NATAL UTHUNGULU 54.6
KWAZULU-NATAL ZULULAND 53.6
LIMPOPO GREATER SEKHUKHUNE 55.0
LIMPOPO WATERBERG 58.1
19
20
CANDIDATES ENROLLED/WROTE (PART TIME) 2014 - 2015
  Province Name 2014 2014 2015 2015
  Province Name Total Entered Total Wrote Total Entered Total Wrote
Eastern Cape 21 503 11 909 19 312 12 618
Free State 3 101 2 023 3 470 2 118
Gauteng 42 538 32 491 39 181 28 837
KwaZulu-Natal 26 666 18 181 31 176 21 247
Limpopo 19 673 14 373 16 137 11 951
Mpumalanga 8 008 5 142 5 569 3 871
North West 3 794 2 802 3 386 2 711
Northern Cape 2 583 1 335 1 838 1 157
Western Cape 11 842 6 628 11 312 6 553
National 139 708 94 884 131 381 91 063
20
21
SPECIAL NEEDS EDUCATION (SNE) CANDIDATES (INCL.
CONCESSION CANDIDATES) FULL-TIME 2014
Province Total Wrote Achieved Bachelors Achieved Diploma Achieved H/Cert Achieved NSC Achieved Endorsed NSC Did Not Achieved
Eastern Cape 146 22 57 14 0 1 53
Free State 58 6 28 11 5 46 7
Gauteng 730 203 375 52 37 69 63
KwaZulu-Natal 103 20 64 6 0 4 13
Limpopo 51 3 8 10 6 6 2
Mpumalanga 7 4 3 0 0 0 0
North West 23 4 14 3 0 0 2
Northern Cape 19 6 9 0 2 1 2
Western Cape 183 40 79 8 24 27 13
National 1 320 308 637 104 74 154 155
21
22
SPECIAL NEEDS EDUCATION (SNE) CANDIDATES (INCL.
CONCESSION CANDIDATES) FULL-TIME 2015
Province Total Wrote Achieved Bachelors Achieved Diploma Achieved H/Cert Achieved NSC Achieved Endorsed NSC Did Not Achieve
Eastern Cape 185 19 61 31 0 19 74
Free State 54 11 25 13 1 83 2
Gauteng 564 207 285 38 0 111 34
KwaZulu-Natal 646 153 229 115 0 1 149
Limpopo 21 3 2 1 0 35 9
Mpumalanga 6 3 3 0 0 0 0
North West 30 7 15 2 0 0 6
Northern Cape 19 4 11 1 1 5 0
Western Cape 166 36 102 12 0 5 16
National 1 691 443 733 213 2 259 290
22
23
SIGNIFICANT ACHIEVEMENTS
  • Significant increase of 117 798 candidates in the
    2015 enrolment
  • Number of learners achieving the NSC has
    increased
  • Number of learners passing Mathematics has
    increased from 120 523 in 2014 to 129 481 in 2015
  • Number of learners passing Physical Science has
    increased from 103 348 in 2014 to 113 121 in 2015
  • 166 263 learners qualified for Bachelor Studies
    at HEIs (25.8)
  • 183 720 learners qualified for Diploma studies at
    HEIs (28.5)
  • .

23
24
SIGNIFICANT ACHIEVEMENTS
  • 90 027 female learners qualified for Bachelor
    studies at HEIs (25.7)
  • 2631 schools attained a pass percentage of 80
    and above (38.8)
  • 470 schools attained a pass percentage of 100
    (38.8)
  • 463 schools from quintile 1 attained a pass
    percentage of 80 and above (25.9)
  • k) 80 038 learners from quintile 1, 2, and 3
    schools qualified for Bachelor studies at HEIs
  • 59 of the 81 districts attained a pass rate of
    60 and above.
  • 29 of the 81 districts achieved a pass rate of
    80 and above
  • .

24
25
2015 EVIDENCE-BASED REPORT
25
26
  • MST
  • CONDITIONAL GRANT

26
27
IMPROVING PERFORMANCE PARTICIPATION IN MST
SUBJECTS
  • Reconfigured Dinaledi and Technical High School
    grants into MST Conditional Grant to promote
    universal access and participation in
    Mathematics, Science and Technology (MST)
  • A total allocation of R347 million for the
    2015-2016 financial year provided to resource
    schools, in supporting teaching and learning for
    the improvement of Mathematics, Sciences and
    Technology teaching and learning at 1 000 schools
    focusing on the following
  • Information, Communication and Technology (ICT)
    resources
  • Workshop Equipment, Machinery and Tools
  • Laboratories and workshop equipment, apparatus
    and consumables

27
28
CONTRIBUTION OF THE MST GRANT TOWARDS NSC RESULTS
  • 595 schools were supplied with Information,
    Communication and Technology (ICT) resources such
    as laptops, tablets and software for Maths,
    Science and Technology curriculum to support
    curriculum and teaching methodology at FET level
  • 33 schools Eastern Cape
  • 544 schools Mpumalanga
  • 10 schools Northern Cape and
  • 8 schools Western Cape

28
29
CONTRIBUTION OF THE MST GRANT TOWARDS NSC RESULTS
  • 802 workshops were supplied with equipment, tools
    and machinery for Technology to support
    curriculum and practical teaching methodology at
    FET level
  • 72 workshops Eastern Cape
  • 226 workshops Gauteng
  • 450 workshops Mpumalanga
  • 6 workshops Northern Cape and
  • 48 workshops Western Cape

29
30
CONTRIBUTION OF THE MST GRANT TOWARDS NSC RESULTS
  • 136 Physical Science laboratories in Mpumalanga
    were supplied with consumables and subject
    related apparatus to support curriculum and
    practical teaching methodology at FET level.

30
31
CONTRIBUTION OF THE MST GRANT TOWARDS NSC RESULTS
  • 17,824 learners were funded to participate in
    Maths and Science Olympiads including coaching
    and revision camps to improve learner
    preparedness for the NSC examinations
  • 2756 learners Eastern Cape
  • 900 learners Free State
  • 11 680 learners Mpumalanga and
  • 2 488 learners Western Cape

31
32
  • LANGUAGE PROFICIENCY
  • ENGLISH ACROSS CURRICULUM (EAC)

32
33
ENGLISH ACROSS CURRICULUM MATERIALS DISTRIBUTED
ACROSS THE SECTOR IN 2015
PROVINCE MANUAL (5 copies per school) STRATEGY (20 copies per school) FLYER
Eastern Cape 28 520 114 080 65 000
Free State 6 855 27 420 30 000
Gauteng 13 605 54 420 65 000
KwaZulu-Natal 30 745 122 980 65 000
Limpopo 30 745 81 240 65 000
Mpumalanga 20 310 37 280 36 000
Northern Cape 2 885 11 540 20 000
North West 7 850 31 400 65 000
Western Cape 8 350 33 400 20 000
District coordinators 172 860 85 000
Provincial coordinators 18 261 2 225
HEI'S 23 023 2 000
Unions 10 10 2 000
Stakeholders 30 30 3 000
DBE 3 832 33 856 91 700
TOTAL 153950 548800 616925
33
34
IMPROVING LANGUAGE PROFICIENCY
PROV SUMMARY OF MAIN ACHIEVEMENTS KEY CHALLENGES PLANS FOR 2016/17
EC EAC - 420 Subject Advisors orientated. Subject Advisors incorporate the EAC strategies in their workshops . Monitoring the impact of EAC on teaching and learning. Consolidation of EAC training and monitoring of implementation .
FS A total of 980 teachers trained in EAC. Teachers were trained for 32 hours. Monitoring the impact of EAC on teaching and learning. Consolidation of EAC training and monitoring of implementation .
GP Procured dictionaries in English Mathematics and Technology for all priority schools. EAC is a critical component embedded in all training programmes in all subjects. Monitoring the impact of EAC on teaching and learning. Planning to roll out EAC in a more comprehensive and focused way to all Subject advisors and Teachers.
KZN EAC workshops were conducted in 8 Districts., a total of 8612 teachers attended. Vocabulary/concept lists in all 8 high enrolment subjects developed and distributed to teachers Monitoring the impact of EAC on teaching and learning. Consolidation of EAC training and monitoring of implementation .
LP 10 English subject advisors trained by British Council Monitoring the impact of EAC on teaching and learning. Roll out EAC in a more comprehensive and focused way to all Subject advisors and Teachers
MP District eliminations in relation to debates are on-going in preparation for the final provincial competition in 08 August 2015. Monitoring the impact of EAC on teaching and learning. Schools have been encouraged to factor EAC in all the Subject Performance Improvement plans (SPIPs).
NC A provincial manual to implement the Strategy for teaching English across the Curriculum was sent to schools in 2014. The implementation thereof is continuously monitored. Monitoring the impact of EAC on teaching and learning. Enhanced focus on teaching subject terminology and its application which are more direct and succinct
NW Each subject has compiled a list of subject specific glossary to assist learners with subject English, Monitoring the impact of EAC on teaching and learning. Consolidation of EAC training and monitoring of implementation .
WC All teacher development workshops are infused with the EAC strategy. WCED Five Year Language Strategy has been finalised. It incorporates a more vigorous and structured approach to promoting reading. Monitoring the impact of EAC on teaching and learning. Implementing the WCED Five Year Language Strategy.
34
35
  • LTSM PROVISIONING

35
36
SIYAVULA TEXTBOOKS PROVIDEDMATHEMATICS AND
PHYSICAL SCIENCES TEXTBOOKS
PROVINCE MATHEMATICS PHYSICAL SCIENCE
Eastern Cape 77 060 50 460
Free State 28 900 21 960
Gauteng 79 920 57 210
KwaZulu- Natal 115 260 79 070
Limpopo 077 090 56 720
Mpumalanga 33 750 27 400
Northern Cape 8 860 6 900
North West 20 550 16 920
Western Cape 30 420 19 960
TOTAL 471 810 336 600
The table illustrates the number of Siyavula
Mathematics and Physical Science textbooks that
were distributed in 2013 from which the present
cohort benefited.
36
37
PROVISION OF MIND THE GAP STUDY GUIDE SERIES
PROVINCE COMBINED COPIES DELIVERED ECONOMICS GEOGRAPHY ACCOUNTING LIFE SCIENCES
Eastern Cape 151 700 32 620 43 000 31 860 44 220
Free State 051 440 10 710 13 640 12 870 14 220
Gauteng 167 350 37 340 48 470 37 270 44 270
KwaZulu-Natal 305 390 63 980 87 740 75 000 78 670
Limpopo 214 450 46 550 69 040 39 160 59 700
Mpumalanga 099 830 22 480 30 820 20 530 26 000
Northern Cape 021 960 03 250 06 450 04 180 08 080
North West 065 300 10 530 23 960 11 720 19 090
Western Cape 092 380 16 010 26 460 18 880 31 030
TOTAL 1 169 800 243 470 349 580 251 470 325 280
37
38
  • ICT
  • PROVISIONING

38
39
PROVISION OF ICT RESOURCES TO SCHOOLS
  • A DBE educational TV Channel was established
    (Available on Open View Higher Definition (OVHD)
    (Channel 201), DSTV (Channel 319) StarSat
    platforms)
  • Currently 830 schools have access to DBE TV
    channel. Grade R, 4 6, 8 9 10 -12 Live
    pre-recorded lessons are broadcast daily.
  • Revision lessons are broadcasted during school
    holidays (Easter, Winter and Spring) during
    examination sessions (Supplementary, June,
    Preliminary Final examinations).
  • Broadcast schedules are available on the DBE
    website also made available to provincial
    curriculum structures offline.

39
40
Audience on DStv
IMPACT OF ICT SUPPORT MINDSET
Audience Flow, Daily Reach (000) Compact/Other
Individuals (Weekdays) Source DStv-i, Tues - Mon
0600 2400
Highest reach during LXL
The graph suggests that the highest number of
DSTV viewership (especially the Educational TV
channel) happens between 1530 and 1900  
40
41
THUTONG PORTAL
  • The 2014 NCS Examination Question Paper and Memos
    of the 12 subjects have been uploaded on Thutong
    Portal for access by Grade 12 learners
  •  A total of 38 subjects were uploaded on the
    Thutong Educational Portal.
  • Thutong Educational Portal has 31,496 online
    content resources
  • Other resources available on the portal includes
  • Mind the Gap Study Guides and
  • Siyavula textbooks

41
42
  • SUBJECT INTERVENTIONS

42
43
CRITERIA FOR INTERVENTIONS
  • Provinces presented targeted subject specific
    interventions to improve learner performance in
    the eleven (11) key subjects. Criteria to
    identify and select schools that participated in
    the intervention programmes
  • Schools that achieved below 60 / 70 pass in the
    2014 results
  • All schools that enrolled 100 or more learners
    for a subject in 2015
  • Schools that enrolled 50 or more learners in 2015
    but performed below 70 in the 2014 NSC
    examinations
  • Schools that constitute the high risk learners
    that would have progressed into Grade 12 because
    of the new progression policies

43
44
SUBJECT-SPECIFIC INTERVENTIONS
  • Accounting
  • Agricultural Sciences
  • Business Studies
  • Economics
  • English First Additional Language.
  • Geography
  • History
  • Life Sciences
  • Mathematical Literacy
  • Mathematics and
  • Physical Sciences.

44
45
STANDARD OF THE 2015 NSC PAPERS
45
46
STANDARD THE OF 2015 NSC PAPERS
  • The standard of question papers ranges from high
    to astronomically high.
  • The cognitive levels have radically shifted in
    some of the subjects.
  • The levels of difficulty within cognitive levels
    have geometrically moved.
  • The new questions introduced are just too many in
    each of the aspects per subject.
  • The phrasing (difficult language) of questions
    has been either too ambiguous or difficult.

46
47
DEVIATIONS IN COGNITIVE LEVELSExample Physical
Science P1
Cognitive Level CAPS Requirement November 2014 November 2015
Remembering 15 23 marks 15 23 marks 12.7 19 marks
Understanding 35 52 marks 13.3 20 marks 21.3 32 marks
Analysing, Applying 40 60 marks 65 97 marks 56 84 marks
Creating, Evaluating 10 15 marks 6.7 15 marks 10 15 marks
47
48
AMBIGUOUS QUESTIONS Example Physical Science P1
Question Challenge Marks
Question 4.2 The terminology used in question 4.2 (average force) even though it is correct for this case caused confusion to learners, as it is not a concept required as per CAPS. Furthermore an understanding of 2D motion is required in order to fully understand the question. 2D motion for Projectile Motion is not in CAPS. The absence of this knowledge disadvantaged learners here. Furthermore the omission of neglecting friction further complicated the solution. Many learners were trying to calculate the velocity with which the bullet struck the block. 5
Question 8.3 Many learners could not answer sub question 8.3 because the instruction given was not to do a calculation to determine the magnitude of the force what was impossible as learners had to multiply by 2 to get the correct answer. 1
Question 9.3 The language used in sub question 9.3 confused learners as some interpreted devise R as a power supply, complicating their solutions. This type of device is not in CAPS. 5
48
49
AMBIGUOUS QUESTIONS Example Physical Science
P2
2014 2015
The flow diagram below shows the processes involved in the industrial preparation of fertiliser Q. Using a flow diagram provided Write down the 10.1.1 NAMES or FORMULAE of the reactants used in the Haber process 10.1.2 Balanced equation for the formation of fertiliser Q Question 10 (27 marks) Ammonia is an important fertiliser. Large amounts are prepared from hydrogen and nitrogen in industry. 10.1 For the industrial preparation of ammonia, write down 10.1.1 The name of the process used (1) 10.1.2 A balanced equation for the reaction that occurs (3) 10.1.3 The source of nitrogen (1)
The flow diagram below shows the processes involved in the industrial preparation of fertiliser Q. Using a flow diagram provided Write down the 10.1.1 NAMES or FORMULAE of the reactants used in the Haber process 10.1.2 Balanced equation for the formation of fertiliser Q 10.2 The yield of ammonia changes with temperature and pressure during its industrial preparation. The graphs below show how the percentage of ammonia in the reaction mixture that leaves the reaction vessel varies under different conditions (Graph attached). 10.2.1 Use the appropriate graph to estimate the percentage of ammonia present in the reaction mixture at 240 atmosphere and 400 C. (1) 10.2.2 State TWO advantages of using high pressure in the preparation of ammonia. (2)
49
50
DEVIATIONS IN COGNITIVE LEVELS Example
Mathematics P2
Levels of Thinking Suggested November 2014 November 2015
Knowledge 20 20.7 11.33
Routine Procedures 35 38.7 37.33
Complex Procedures 30 31.3 33.34
Solving Problems 15 9.3 18
50
51
DEVIATIONS IN COGNITIVE LEVELS Example
Afrikaans SAL P1
Section 3 CAPS 2015 Paper Deviation
Lower Order 40 28 -12
Medium 40 57 17
Higher order 20 15 - 5
51
52
UNFAIR QUESTIONSExample Accounting
Question Motivation Marks
1.1.1 Marks cannot be deducted for foreign items in a calculation. No marks were allocated for the totals if the candidate did not continue with the balancing below. 1 1
1.1.2 For the confusion with allocating marks for the balancing figure. 1
1.1.3 Rolling of cash is fraud and marks ought to have been allocated as candidates recognised it more easily as fraud. The memorandum did not cater for this adequately. 1
2.2.1 The question required TWO points of advice. There was no indication that an explanation was necessary. Therefore, two marks ought to have allocated for each point of advice. 2
2.2.2 Due to the confusion caused by responses in the dummy scripts with regard to the comment, it is only correct to make provision for the marks lost by candidates following the dummy scripts. 1
52
53
UNFAIR QUESTIONSExample Accounting
Question Motivation Marks
2.2.3 This question was poorly answered because there was no indication that it had to be answered strictly from a stockholding or sales perspective. Candidates viewed this question from a profitability point of view and the memorandum did not make provision for this. 3
3.1.1 Two marks were allocated for accuracy in respect of the figure as well as the sign /-. The figure had to be calculated. Therefore, the marks should be apportioned one for figure and one for the sign. Four figures had to be calculated. 4
4.3.1-4.3.3 Due to the fact that the text boxes did not make provision to separate the evidence from the comments, many candidates lost one mark on the comment. 3
4.3.4 There was no clear indication in the question paper that financial indicators quoted in questions 4.3.1-4.3.4 could not be mentioned in this question. Hence, candidates interpreted above as question 4.3.3 and consequently made mention of the financial indicators from question 4.3.1 and 4.3.2. 1
53
54
UNFAIR QUESTIONSExample Accounting
Question Motivation Marks
5.2.1 The second part to this question required an explanation for 1 mark whether the employees would be satisfied or not. Firstly, the inflation rate was not provided. Secondly, the lesser amount for directors fees shown in the income statement goes against Accounting principles unless a director was dismissed. 1
5.2.4 This question was similar to question 4.2.1 the third bullet that required the calculation of net change in cash and cash equivalents as well as the calculation of the bank balance in question 5.1 cash budget and therefore, presented the same difficulty to learners 2
25
54
55
UNFAIR QUESTIONSExample Consumer Studies
Question Motivation Marks
1.1.9 and 2.1. Dual testing the same content (3)
1.2. Contained the answers for question 3.5.1 (2)
1.3. Contained the answers for question 5.1. (4)
1.5. The phrasing of the question was ambiguous in nature which misled learners. (3)
2.5. Not part of the CAPS content. In addition, the cartoon is misleading, it focus on interest rate cuts, but the question focus on repo rate. This confused learners and led to them misreading the question and therefore responds to interest rate. Secondly, the majority of the answers in the memo for this question are incorrect. (4)
3.5.1. The term Potato chips misled learners as it is also colloquial term used to refer to French fries. Learners considering this perspective were disadvantaged. (2)
55
56
UNFAIR QUESTIONSExample Consumer Studies
Question Motivation Marks
4.3. The case study deals with an aspect outside the context of the majority of learners. Subsequent questions hinges on understanding the term HEMP. Not only is this term not stipulated in the CAPS, but it confused the learners as the word hemp also refers to a mens shirt. (8)
4.4. The questions states give but the memo expects an explanation. Learners who only stated the correct reason without explaining were not credited. (4)
5.4. The term collateral security was incorrectly translated into Afrikaans. (2)
6.4.3. Vital information not provided in the question renders the answer incalculable. The question should have included a mark- up for learners to determine profit. The memo did not declare this question invalid, rather it expected learners to calculate without the mark- up , which many learners did not do. (9)
6.4.5. This question was inextricably linked to 6.5.4, and because of the error in 6.4.3. learners are not able to adequately respond to the question. (10)
  TOTAL 51 marks (25.5)
56
57
UNFAIR QUESTIONSExample Hospitality Studies
Question Motivation Marks
1.2.4. Ambiguous phrasing confused learners. Two correct answers were accepted. In addition, the incorrect term Hertzog teacake added to the confusion. (1)  
1.3.2 Ambiguous phrasing led to three answers. (1)
1.3.3 Ambiguous phrasing led to two answers. (1)
1.3.5 Ambiguous phrasing led to two answers. (1)
1.4.9. The instruction to learners requires one word or term, but the answer actually comprises of two words. This confused learners. In addition, the vague phrasing and the use of the incorrect term utensils instead of cutlery added to learner confusion. (2)
1.5.1. More than two correct answers (2)
1.5.2 More than two correct answers (2)
57
58
UNFAIR QUESTIONSExample Hospitality Studies
Question Motivation Marks
2.2.3 Ambiguous phrasing of the question and the use of the word activities renders the question open to a myriad of possible answers that have no bearing on the subject. (3)
3.2. The use of an unfamiliar example beignets to test basic content disadvantaged learners. (10)
3.3.2 The unusually high mark allocation learners were unsure what to include in the answer. (4)  
4.1.4 Due to the expected response the mark allocation is too high (3)
4.3.4 The English and Afrikaans questions are different due to incorrect translation. (2)  
4.5. Phrasing is vague, while the marking guideline was expanded to assist, it could not cater for the varied interpretations by learners. (4)
TOTAL 36 marks
58
59
  • SECOND CHANCE MATRIC PROGRAMME

59
60
AIM OF THE PROGRAMME
  • To provide support to learners who have not been
    able to meet the requirements of the NSC thereby
    meeting the goals of the NDP and the sector by
    increasing learner retention

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PROJECT SCOPE
  • Three phases viz.
  • (i) Learners that qualify to write the
    supplementary (max 2 subjects) examinations to be
    piloted in 2016 in seven (7) subjects with a low
    achievement and high enrolment rate and in
    districts with large numbers of prospective
    learners (Examinations written in Feb/March)
  • (ii) Progressed learners out of school
    learners (pilot 2016) who will have multiple
    opportunities to complete the NSC, conditional to
    shelf life of the SBA. (Examinations written in
    June) 7 000 learners nationally
  • (iii) Learners that failed to meet the NSC
    requirements which will be planned for in 2016
    and rolled out in 2017

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SUPPORT OFFERED
  • Face-to-face classes offered in 2 districts per
    province, in two venues per district (36 venues)
  • Telematics Broadcasting Solution 322 schools
  • Internet Broadcasting Project (IBP) Free State
    60 schools
  • Mindset Broadcasts (DSTV and HD Open View) 828
    of 1 000 schools installation complete
  • Vodacom/Teacher Centres 74

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PRINTED LTSM
  • Books will be printed for Phase II learners
  • Mind the Gap books will be retrieved from
    learners for use by other Second Chance Learners
    in order to save costs
  • DBE subject Advisors are currently finalising the
    extraction of difficult questions, for the 7
    pilot subjects based on the diagnostic reports
  • The collation of questions from the exemplar
    papers, 2014 November, 2015 March and 2015
    November question papers and memos will be
    circulated to district offices for printing
    (limited numbers will be printed and shared) and
    circulation to face to face classes. DBE will
    print bulk copies and send via courier to the
    venues

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INTERNET SUPPORT
  • DBE Website -
  • Vodacom Website www.vodacom.co.za/e-school
  • Face Book Page Second Chance Programme

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SUMMARY OF THE 2016 NATIONAL STRATEGY FOR LEARNER
ATTAINMENT
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PURPOSE OF THE NSLA
  • The National Strategy for Learner Attainment
    (NSLA) strives to meet the targets set out in
    Action Plan to 2019 Towards Schooling 2030 to
    improve learning and teaching in the schooling
    system

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2016 NSLA
  • reflects a differentiated approach in providing
    support to under-performing provinces, districts
    and schools and high enrolment subjects
  • Learners with special education needs
  • Girl learners in MST subjects
  • Addressing weaknesses and gaps provided in the
    subject profiles and
  • Support for repeating and progressed learners in
    all grades.

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2016 NSLA
  • NSLA to ensure clear accountability
  • Detailed Performance Indicators to improve
    accurate reporting
  • Making the framework grade and phase specific
    with a special focus on Senior Phase aligned to
    the interventions
  • Specific focus on Progressed learners and
    Retained learners
  • Inclusion of the 14 Mathematics project
  • Including measuring the impact of interventions
    and
  • Differentiated approach to performance and
    under-performance.

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PILLARS OF 2016 NSLA
  • Section 1 Management and Leadership
  • Section 2 Early Childhood Development
  • Section 3 Primary/GET Schools Foundation
    Phase Intermediate Phase Senior Phase
    Rural Education and Reading.
  • Section 4 High/FET Schools
  • Section 5 Mathematics, Science and
    Technology
  • Section 6 Comprehensive Teacher
    Development Programme
  • Section 7 Resource provisioning
  • Section 8 Inclusive Education Special Schools
    Full-service schools Home Education
  • Section 9 ICT

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NSLA IMPLEMENTATION REPORTING
  • TDCM
  • HEDCOM
  • CEM
  • Portfolio Committee
  • UMALUSI

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SUMMARY OF THE 2015 DIAGNOSTIC REPORT
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NATIONAL DIAGNOSTIC ANALYSIS
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PURPOSE
  • Provide feedback to learning and teaching.
  • Provides teachers, subject advisors and education
    planners with the common areas of weakness
  • Ensure that these areas are constructively
    addressed in the teaching programme planned for
    2016
  • Assists in school based diagnostic assessment and
    intervention.

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SCOPE OF THE NATIONAL DIAGNOSTIC ANALYSIS
  • Covers 11 of the subjects with high enrolments
    namely
  • Accounting, Agricultural Science, Business
    Studies ,Economics,
  • English First Additional Language,
    Geography, History ,Life Sciences,
  • Mathematics, Mathematical Literacy and
    Physical Science.
  • Attempts to track progress made in the subject
    and content areas
  • that were highlighted as problematic in
    the previous years.
  • (c) For each subject the following are included
  • general overview of learner performance
  • analysis of performance on individual questions
  • aspects of the curriculum identified as
    problematic and
  • suggestions for improvement.

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SCOPE OF THE NATIONAL DIAGNOSTIC ANALYSIS
  • The National Diagnostic Report also includes an
  • improvement framework for the FET phase
  • (for all subjects)
  • Covers grades 10 to 12
  • Focuses on remedial measures indicating the
    responsibility at each level of the sector (DBE,
    PED, district, teachers etc.)
  • Also includes resources to be utilised and
  • Suggests time frames for the implementation of
    these remedial measures

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GENERAL FINDINGS
  • NSC 2015

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FINDINGS
  • Poor language skills indicated as major reason
    for under achievement.
  • Lack of understanding and applying the correct
    subject specific terminology and content.
  • This could be attributed to short-comings in
    teaching strategies and methodologies and content
    knowledge of teachers.
  • Lack of proficiency in dealing with analytical,
    evaluative or problem solving questions.

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SUBJECT SPECIFIC ANALYSIS
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Life Sciences Performance Distribution
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Life Sciences P1 (Per question)
Q1 Multiple Choice, Terminology, Matching, Eye and Plant Hormones
Q2 Ear, Meiosis, Scientific investigation on Reproduction and the Nervous System
Q3 Homeostasis, Scientific investigation and Human Impact on the Environment
Q4 Human Reproduction
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Life Sciences P1 Per sub question
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Life Sciences P1 - Shortcoming
  • Life SC P1
  • Investigative methodology not well
    understood(planning, conducting and reporting not
    well taught). Knowledge gap
  • In Q2.3.1, many candidates provided steps that
    reflected conducting an investigation rather
    than planning an investigation. For example,
    they wrote record results in a table rather
    than decide how to record the results.
  • Remediation
  • Learners should be taught to differentiate
    between the planning and conducting phases of an
    investigation as well as ways of clearly
    expressing the steps involved in both phases. In
    Q 2.3.1, for example, the table below shows how
    answers on similar aspects will differ under
    planning and under conducting.
  •  
  •  
  •  
  •  

Planning Conducting
Decide on the sample size Use a sample of 50 women
Decide on the age-group of the participants Use women in the investigation that are between the ages of 20 and 25
Decide on how to record the results Record the results in a table
Decide on the duration of the investigation Measure the follicles over 25 days
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Life Sciences P2 (per question)
Q1 Multiple choice, Terminology, Matching and Evolution
Q2 Evolution, Meiosis and Genetics
Q3 Nucleic acids, Genetics, Scientific Investigation
Q4 Protein Synthesis
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Life Sciences P2 Per sub question
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Mathematics Performance Distribution
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Mathematics P1
Q1 Equations, Inequalities and Algebraic Manipulation
Q2 Number Patterns Sequences
Q3 Number Patterns Sequences
Q4 Functions and Graphs Exponential Graphs
Q5 Functions and Graphs Straight Line, Inverses and integration with Calculus
Q6 Functions and Graphs Parabola and Hyperbola
Q7 Finance
Q8 Calculus First principles and rules of differentiation
Q9 Calculus Cubic function
Q10 Calculus Applications in optimisation
Q11 Probability and Counting Principles
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Mathematics P2
Q1 Data Handling
Q2 Data Handling
Q3 Analytical Geometry
Q4 Analytical Geometry
Q5 Trigonometry
Q6 Trigonometry
Q7 Trigonometry
Q8 Euclidean Geometry
Q9 Euclidean Geometry
Q10 Euclidean Geometry
Q11 Euclidean Geometry
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Physical Sciences Performance Distribution
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Physical Sciences P1
Q1 Multiple choice questions - all topics
Q2 Newtons Laws of Motion
Q3 Vertical projectile motion
Q4 Momentum
Q5 Work, energy and power
Q6 Doppler effect
Q7 Electrostatics (Coulombs Law)
Q8 Electrostatics (Electric Fields)
Q9 Electric circuits
Q10 Motors, generators and alternating current
Q11 Photo-electric effect
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Multiple choice Physical Sc.P1
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Physical Sciences P2
Q1 Multiple choice questions all topics
Q2 Organic nomenclature
Q3 Organic reactions
Q4 Physical properties of organic compounds stoichiometry
Q5 Reaction rate stoichiometry
Q6 Chemical equilibrium
Q7 Acids and bases stoichiometry
Q8 Galvanic cells
Q9 Electrolytic cells
Q10 Fertilisers
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Multiple choice Physical Sc.P2
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KEY RECOMMENDATIONS
  • NSC 2015

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RECOMMENDATIONS
  • Integrated interventions focused on addressing
    real gaps in teaching and learning
  • Urgent application of subject-content knowledge
    and teaching-practice interventions- a high
    priority
  • Diagnostic report
  • should inform plans for 2016
  • be mediated with subject advisory services
  • Used as planning tool to identify gaps and
    strengthen school-based assessment (SBA) and
    support teacher development activities.
  • Teacher development to focus on
  • exposing learners to a full range of cognitive
    levels in teaching and assessment activities and
  • Aspects of language competence and examination
    technique

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ACCOUNTING
IDENTIFIED WEAKNESS REMEDIAL MEASURE RESPONSIBILITY
Calculations Could not calculate depreciation especially on diminished balance method. Unable to successfully deal with certain calculations. Poor understanding of the logic of the calculations required e.g. positive/negative signs, rands/cents, percentages and ratios. Balance sheet and notes Could not Prepare notes on retained income and share capital. Feed information on the balance sheet. Identify relevant financial indicators, ratios and the trends. Ratios Concepts of profitability, liquidity, solvency, return, and gearing/risk were not properly understood Self-study guides for Grade 10 to 12 and document on calculations and Accounting concepts printed and provided to provinces and uploaded on Thutong. Mediation of Study Guides at subject advisor training. Monitor and support training and implementation of the challenging content. DBE
Calculations Could not calculate depreciation especially on diminished balance method. Unable to successfully deal with certain calculations. Poor understanding of the logic of the calculations required e.g. positive/negative signs, rands/cents, percentages and ratios. Balance sheet and notes Could not Prepare notes on retained income and share capital. Feed information on the balance sheet. Identify relevant financial indicators, ratios and the trends. Ratios Concepts of profitability, liquidity, solvency, return, and gearing/risk were not properly understood Download Study Guides from Thutong, print and distribute to schools Mediation of Study Guides at district officials workshops Monitor and support training in the districts. PDE
Calculations Could not calculate depreciation especially on diminished balance method. Unable to successfully deal with certain calculations. Poor understanding of the logic of the calculations required e.g. positive/negative signs, rands/cents, percentages and ratios. Balance sheet and notes Could not Prepare notes on retained income and share capital. Feed information on the balance sheet. Identify relevant financial indicators, ratios and the trends. Ratios Concepts of profitability, liquidity, solvency, return, and gearing/risk were not properly understood Mediate the study guides for teachers. Train teachers on how to use the study guides. Support, guide and monitor performance in the challenging content. Conduct demonstration lessons in the challenging content area Districts
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BUSINESS STUDIES
IDENTIFIED WEAKNESS REMEDIAL MEASURE RESPONSIBILITY
Financing Types of Capital Unable to interpret questions due to lack of understanding of verbs. Unable to understand different types of shares , unit trust , investment securities etc. Legislation Could not Differentiate rights and responsibilities Human rights Social rights Economic rights , and compliance Leadership Styles Lacked diverse creative thinking on Forms of ownership business strategies Leadership styles Industrial tools Monitor use of marking guide lines , CAPS , ATP , and EG . uploaded on Thutong. Develop case studies Provide a table with concepts for easier accessibility and understanding Monitor and support training and implementation of the challenging content. DBE
Financing Types of Capital Unable to interpret questions due to lack of understanding of verbs. Unable to understand different types of shares , unit trust , investment securities etc. Legislation Could not Differentiate rights and responsibilities Human rights Social rights Economic rights , and compliance Leadership Styles Lacked diverse creative thinking on Forms of ownership business strategies Leadership styles Industrial tools Train district officials on rights using examples Train officials on leadership styles and theory , ownership etc. PDE
Financing Types of Capital Unable to interpret questions due to lack of understanding of verbs. Unable to understand different types of shares , unit trust , investment securities etc. Legislation Could not Differentiate rights and responsibilities Human rights Social rights Economic rights , and compliance Leadership Styles Lacked diverse creative thinking on Forms of ownership business strategies Leadership styles Industrial tools Develop case studies , identify challenges, evaluate challenges devise strategies to overcome the challenges . Train teachers , monitor teachers, implement recommendations Districts
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ECONOMICS
IDENTIFIED WEAKNESS REMEDIAL MEASURE RESPONSIBILITY
Calculations Used the wrong formula to do the calculations Data response items were misunderstood or misinterpreted Language Ability Could not understand action verbs Apply knowledge to real life situations link for e.g. factors of production to market failure Reason or debate issues Unpack concepts. Graphs Lacked interpretation of graphs Laffer curve Components and conversions of figures Demand curve and supply curve Confusion over , the Lorenz curve the Phillips curve and the Laffer curve. Distribute self study guide . Mediate guide and monitor progress Develop case studies Provide a table with concepts Compile document to explain action verbs with subject specific content DBE
Calculations Used the wrong formula to do the calculations Data response items were misunderstood or misinterpreted Language Ability Could not understand action verbs Apply knowledge to real life situations link for e.g. factors of production to market failure Reason or debate issues Unpack concepts. Graphs Lacked interpretation of graphs Laffer curve Components and conversions of figures Demand curve and supply curve Confusion over , the Lorenz curve the Phillips curve and the Laffer curve. Print and distribute , monitor distribution and use of the guide Train district officials on the Action verbs Concepts Graphs. PDE
Calculations Used the wrong formula to do the calculations Data response items were misunderstood or misinterpreted Language Ability Could not understand action verbs Apply knowledge to real life situations link for e.g. factors of production to market failure Reason or debate issues Unpack concepts. Graphs Lacked interpretation of graphs Laffer curve Components and conversions of figures Demand curve and supply curve Confusion over , the Lorenz curve the Phillips curve and the Laffer curve. Monitor implementation of the guide Distribute and monitor implementation Train teachers , monitor teachers, implement recommendations Districts
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HISTORY
IDENTIFIED WEAKNESS REMEDIAL MEASURE RESPONSIBILITY
Lack of content knowledge and historical concepts Could not explain basic concepts in climatology, geomorphology, settlement and economic geography Inability to interpret sources Experiencing difficulty with words such as limitations, bias, similarities and differences Inability to write a paragraph and essay Could not develop a well structured essay and sustain a line of argument. Distribute Self-study Guide on Historical sources skills Distribute DBE question paper exemplar booklet Print DBE exemplar Guide on History essays Support and monitor curriculum coverage DBE
Lack of content knowledge and historical concepts Could not explain basic concepts in climatology, geomorphology, settlement and economic geography Inability to interpret sources Experiencing difficulty with words such as limitations, bias, similarities and differences Inability to write a paragraph and essay Could not develop a well structured essay and sustain a line of argument. Hold content workshops for subject advisors Distribute DBE Self-study Guide on Historical sources skills, question paper exemplar booklet and e exemplar Guide on History essays and Support and monitor curriculum coverage PDE
Lack of content knowledge and historical concepts Could not explain basic concepts in climatology, geomorphology, settlement and economic geography Inability to interpret sources Experiencing difficulty with words such as limitations, bias, similarities and differences Inability to write a paragraph and essay Could not develop a well structured essay and sustain a line of argument. Hold content workshops for teachers Distribute DBE Self-study Guide on Historical sources skills, question paper exemplar booklet and exemplar Guide on History essays and Support and monitor curriculum coverage Districts
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GEOGRAPHY
IDENTIFIED WEAKNESS REMEDIAL MEASURE RESPONSIBILITY
Lack of basic concepts content knowledge Could not explain basic concepts in climatology, geomorphology, settlement and economic geography Failure to interpret cartoons, graphs, sketches and photos Mapwork Lack of skills such as drawing, measuring, calculation, interpretation and analysis Lack of Geography Information system (GIS) skills Reprint the DBE question answer guide Reprint the DBE Mapwork guide Provide Mind the Gap CDs Support and monitor curriculum coverage DBE
Lack of basic concepts content knowledge Could not explain basic concepts in climatology, geomorphology, settlement and economic geography Failure to interpret cartoons, graphs, sketches and photos Mapwork Lack of skills such as drawing, measuring, calculation, interpretation and analysis Lack of Geography Information system (GIS) skills Distribute the DBE question answer guide Distribute DBE Mapwork guide Print Mind the Gap CDs and Provide content workshop for subject advisors. Support and monitor curriculum coverage PDE
Lack of basic concepts content knowledge Could not explain basic concepts in climatology, geomorphology, settlement and economic geography Failure to interpret cartoons, graphs, sketches and photos Mapwork Lack of skills such as drawing, measuring, calculation, interpretation and analysis Lack of Geography Information system (GIS) skills Distribute the DBE question answer guide Distribute DBE Mapwork guide Print Mind the Gap CDs and Provide content workshop for teachers. Support and monitor curriculum coverage Districts
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MATHEMATICS
IDENTIFIED WEAKNESS REMEDIAL MEASURE RESP
Monitor the implementation of CAPS. Provide guidance and support to provincial and district subject specialists. Ensure that the concepts that are taught across the phases meaningfully in the Senior Phase to heighten conceptual understanding in FET. DBE
Conduct focused workshops to capacitate subject advisors on meaningful practices to effectively address the challenging topics. Ensure that the concepts that are taught across the phases are taught meaningfully in the Senior Phase to heighten conceptual understanding in FET. Ensure that probability problems done in Grade 10 and 11 are used when explaining counting principle in Grade 12. Intensify the monitoring of curriculum coverage in terms of curriculum width and depth. PDE
Capacitate teachers on meaningful practices to effectively teach these topics Emphasize the difference between similar and congruent triangles, especially in the Senior Phase through the 14 Intervention. Intensify the monitoring of curriculum coverage in terms of curriculum width and depth. Ensure that teachers and learners know conditions for independent events in probability. Ensure that probability problems done in Grade 10 and 11 are used as a foundation when explaining counting principle in Grade 12. Districts
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MATHEMATICAL LITERACY
IDENTIFIED WEAKNESS REMEDIAL MEASURE RESP
Difficulty converting between units such as Units of distance, area and volume. Units of mass e.g. pounds to kilograms. Currency. Time (e.g. years to weeks). Taxation Calculation of UIF learners used 1 instead of 2 for calculation of the total monthly UIF VAT Working with large number and rounding off Million and billion Rounding Ensure that the concept of conversions is addressed meaningfully in the DBE-developed textbooks (and workbooks) for Grades 4-12. Sensitise provinces and districts that conversions are done in the GET and 14 Intervention Model should be utilised to mitigate against the challenges associated with this concept early. Distribute the DBE Question Paper Exemplar Booklet. Conduct workshop for teachers on taxation in collaboration with Bright Media. DBE
Difficulty converting between units such as Units of distance, area and volume. Units of mass e.g. pounds to kilograms. Currency. Time (e.g. years to weeks). Taxation Calculation of UIF learners used 1 instead of 2 for calculation of the total monthly UIF VAT Working with large number and rounding off Million and billion Rounding Ensure that districts address the concept of conversions adequately and meaningfully during the cluster sessions of the 14 Intervention Model Conduct focused workshops for subject advisors. Distribute the DBE Question Paper Exemplar Booklet to and mediate them with the subject advisors. Conduct workshop for teachers on taxation in collaboration with Bright Media. Ensure that subject advisors have the most recent SARS table when teaching taxation obtainable from SARS offices or at www.sars.gov.za PDE
Difficulty converting between units such as Units of distance, area and volume. Units of mass e.g. pounds to kilograms. Currency. Time (e.g. years to weeks). Taxation Calculation of UIF learners used 1 instead of 2 for calculation of the total monthly UIF VAT Working with large number and rounding off Million and billion Rounding Distribute the DBE Question Paper Exemplar Booklet to and mediate them with the teachers. Conduct focused workshops for teachers. Provide teachers with the most recent SARS table to teach taxation. Districts
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PHYSICAL SCIENCES
IDENTIFIED WEAKNESS REMEDIAL MEASURE RESPONSIBILITY
Unable to use and/or no access to scientific calculators. Unable to answer pure recall questions Poor problem-solving skills. Lack of practical work. Development of Lesson Plans and Practical Guide in Physics Conducting Lesson Study in Physics Monitor and support implementation of the challenging content and curriculum coverage DBE
Unable to use and/or no access to scientific calculators. Unable to answer pure recall questions Poor problem-solving skills. Lack of practical work. Ensure that all schools have equipment and graph books/paper. Workshop teachers on practical work. Distribute DBE Lesson Plans and Guide to practical work to schools. Ensure that all learners have scientific calculators and are able to use them. PEDs
Basic concepts on all chemistry sections not well defined and explained. Add to it exercises that test the concepts Develop material and exercises explaining concepts for schools. DBE
Learners did not seem to understand the contexts for Physical Sciences. Case studies, relevant examples within reach of students to be used in the teaching of Physical Sciences. PDE
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LIFE SCIENCES
IDENTIFIED WEAKNESS REMEDIAL MEASURE RESPONSIBILITY
Biological Terminology Lacked biological terminology and content such as distinguishing between biodiversity and biogeography, chromosome and chromatid, monohybrid and dihybrid. Biological Processes and Concepts Unable to explain biological processes and concepts such as explaining the role insulin plays in stabilising blood glucose levels through a negative feedback system. Challenging content areas Failed to describe and explain complex processes that require higher order thinking skills like natural selection, out of Africa hypothesis and the use of blood groups in paternity testing Collate and distribute material on biological terminology and concepts. Distribute SBA tasks which enhance define and explain biological terminology. Provide support in cluster meetings. Monitor curriculum coverage. DBE
Biological Terminology Lacked biological terminology and content such as distinguishing between biodiversity and biogeography, chromosome and chromatid, monohybrid and dihybrid. Biological Processes and Concepts Unable to explain biological processes and concepts such as explaining the role insulin plays in stabilising blood glucose levels through a negative feedback system. Challenging content areas Failed to describe and explain complex processes that require higher order thinking skills like natural selection, out of Africa hypothesis and the use of blood groups in paternity testing Print and distribute resources to districts. Mediate national vocabulary list to all subject advisors. Monitor and support subject advisors in mediating the vocabulary list to teachers Provide Study Guides to teachers. PDE
Biological Terminology Lacked biological terminology and content such as distinguishing between biodiversity and biogeography, chromosome and chromatid, monohybrid and dihybrid. Biological Processes and Concepts Unable to explain biological processes and concepts such as explaining the role insulin plays in stabilising blood glucose levels through a negative feedback system. Challenging content areas Failed to describe and explain complex processes that require higher order thinking skills like natural selection, out of Africa hypothesis and the use of blood groups in paternity testing Facilitate workshops to mediate biological concepts and processes to teachers. Provide onsite support to teachers in the mediation of biological processes and concepts. Provide support and share information to Professional Learning Communities. Districts
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AGRICULTURAL SCIENCES
IDENTIFIED WEAKNESS REMEDIAL MEASURE RESPONSIBILITY
Biological and Agricultural Terminology Lacked biological and agricultural terminology and content like defining homozygous versus homologous chromosomes Marketing systems and processes Unable to answer higher order questions relating to niche marketing, farm gate marketing and the advantages of each system as well as assessing viability of a production enterprise. Calculations Learners were unable to undertake calculations such as calculating the digestibility coefficient of feed for sheep. Collate and distribute past examination papers. Monitor curriculum coverage and support. Monitor conducting of SBA tasks including tasks on calculations. DBE
Biological and Agricultural Terminology Lacked biological and agricultural terminology and content like defining homozygous versus homologous chromosomes Marketing systems and processes Unable to answer higher order questions relating to niche marketing, farm gate marketing and the advantages of each system as well as assessing viability of a production enterprise. Calculations Learners were unable to undertake calculations such as calculating the digestibility coefficient of feed for sheep. Distribute past papers to subject advisors. Distribute additional notes and material to teachers and subject advisors. Monitor and support the administering of SBA tasks Distribute additional notes and material on calculations to teachers and subject advisors. PDE
Biological and Agricultural Terminology Lacked biological and agricultural terminology and content like defining homozygous versus homologous chromosomes Marketing systems and processes Unable to answer higher order questions relating to niche marketing, farm gate marketing and the advantages of each system as well as assessing viability of a production enterprise. Calculations Learners were unable to undertake calculations such as calculating the digestibility coefficient of feed for sheep. Provide teachers with past examination papers. Mediate SBA tasks and past papers to teachers. Provide onsite support to teachers in the conducting of SBA tasks. Support and mentor teachers in curriculum coverage. Share concepts and SBA tasks at cluster meetings. Districts
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EFAL
IDENTIFIED WEAKNESS REMEDIAL MEASURE RESPONSIBILITY
PAPER 1 Inability to answer higher order questions Inability to use own words to answer the Summary question Inability to answer visual literacy questions visual cues and relating message in and between frames. Inability to answer questions on grammar the weakest link PAPER 2 Inability to use the excerpt i.e. one does not find all answers in the excerpt. Not reading the full text before the examinations. Inability to do open-ended and long questions PAPER 3 Inability to address all the aspects of a genre e.g. only a tribute in an obituary Critical reading learners not able to understand topic requirements Responses do not address the key requirements of the topic. Reprint and distribute the Mind the Gap guide. Mediate diagnostic and provincial subject reports Mediate the Subject Improvement Plan, which should lead to individualised SIPs. Retrain teachers on Critical Language Awareness Retrain teachers in types of questions and how to respond to them DBE DBE PDE DBE PDE PDE Districts PDE Districts
PAPER 1 Inability to answer higher order questions Inability to use own words to answer the Summary question Inability to answer visual literacy questions visual cues and relating message in and between frames. Inability to answer questions on grammar the weakest link PAPER 2 Inability to use the excerpt i.e. one does not find all answers in the excerpt. Not reading the full text before the examinations. Inability to do open-ended and long questions PAPER 3 Inability to address all the aspects of a genre e.g. only a tribute in an obituary Critical reading learners not able to understand topic requirements Responses do not address the key requirements of the topic. Reprint and distribute the Mind the Gap guide Print and distribute edited study guide for literature. Mediate use of both study guides DBE DBE PDE PDE Districts
PAPER 1 Inability to answer higher order questions Inability to use own words to answer the Summary question Inability to answer visual literacy questions visual cues and relating message in and between frames. Inability to answer questions on grammar the
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