1. Foundations for Learning Campaign Laying solid foundations for learning PRESENTATION TO THE EDUCATION PORTFOLIO COMMITTEE Mrs Palesa Tyobeka Deputy Director-General: General Education 08 September 2009

2. Background to the Foundations for Learning Campaign Primarily a national response to persistent unacceptably low levels of literacy and numeracy at GET level. Minister launched campaign on 18 March 2008 in Cape Town as a call to schools and communities to focus on reading, writing and calculating. A call for commitment to teaching & learning the art and skill of reading, writing and calculating to ensure a better life for all.

3. Background to the Foundations for Learning Campaign Focus is on all schools Anchored on the provision of clear directives and expectations for quality education at primary school level (to every teacher, every principal and every manager in the system) – not to add new requirements The campaign is designed to focus attention on key activities that lead to good literacy and numeracy development. By 2011 no school should attain less than 50% in external assessments Clear directives are provided through the gazette regarding : Basic resourcing for all grades; Expected teacher performance; and Assessment

4. Current state of performance in literacy and numeracy The Department is increasingly strengthening measurement to provide credible evidence to inform necessary interventions and support and improve quality of learning for all learners. Achievement of high quality learning outcomes is periodically measured against contextual factors of access, equity and quality that might impact on learning and teaching. National priority at the basic education level is on literacy/language and numeracy/mathematics and these are monitored through periodic systemic evaluations and annual national assessments.

5. Available Evidence

8. Observed Levels of Achievement Baseline studies showed average scores of 36% in literacy and 35% in numeracy at grade 3 level (2007) – an improvement of 5/6% on 2001 average performance; 38% in language and 27% in mathematics at grade 6 level (2004). Localised tracer studies (QIDS UP) indicate appreciable increases in performance where there has been focused interventions (e.g. provision of basic learning-&-teaching resources) and regular measurement.

9. Distribution of Achievement

10. Lowest performance is in the largest (previously disadvantaged) provinces of Eastern Cape and Limpopo However, individual rural schools in these provinces have been identified that tend to over-perform their socio-economic circumstances.

11. Major Predictors of Performance Key predictors and the “percentage difference (diff.) they account for ” in learner achievement: Teaching practices (diff. = 59%) Language of learning and teaching (diff. = 49%) School resources (diff. = 49%) Access to learning materials (diff. = 28%) Time-on-task (diff. = 20%)

12. Addressing key predictors of performance Provide content, structure and creative teaching tips around properly sequenced and paced content for teachers – to assist with effective and relevant teaching practice in the classroom; Assistance with assessment activities covering the entire curriculum and assessing the different skills envisaged by the curriculum; Ensure maximum time on task; Provide critical resources for effective teaching; Provide support for under prepared teachers in all grades.

13.  Key strategies and documents: FFL Gazette: clearly spells out expectations in respect of daily teaching activities, assessment and basic resources for effective teaching; FFL Assessment Frameworks: Milestones, that guide teachers to pace learning and teaching and monitor learner performance; Quarterly Assessment Activities: to assist teachers to assess appropriate competencies in learners, at the right level and monitor their progress on a quarterly basis: Lesson plans for each quarter to provide teachers with guidance on how to approach Literacy and Numeracy teaching and learning. ReadRight Supplements: Provide useful tips and support not only to teachers and learners but to parents as well – and make Literacy and Numeracy promotion everyone’s business.

14. 2009 and beyond The Foundations for Learning Grade R Toolkit will be sent to all schools with Grade R by November 2009. This comprises all the basic resources a Grade R teacher needs in a year for effective teaching; Lesson plans for all terms for Grades 1-6 will be sent to all schools for the start of the 2010 academic year (scheduled for distribution by November 2009); National assessments for all Grades 1-6 to be conducted again at the end of 2009, and schools assisted to use results in SIPs; A programme of support by districts to be developed with district advisors for a qualitative focus on improving outcomes.

15. Feedback from schools Positive about support but indicated areas in which more support is required. The DBE is responding to the request: is strengthening the “milestones”: documents- will be on website at the end of November. finalizing “milestones” in all official languages- will be on website at the end of November. holding a workshop with district officials (6-9 Oct) to clarify roles and responsibilities and communicate the essential and core requirements for curriculum implementation to intensify support to schools.