Namaqua District Meeting Basic Concept Programme (BCP) Tuesday , 15th May 2018

How does BCP fit into the policy priorities? Gr R Curriculum Assessment Policy Statement (CAPS) Basic Concepts Program 3 Subjects- Taught in an integrated way Afrikaans Home Language (Literacy) Mathematics Life skills CAPS Gr 1 –first term – review Basic Concepts- from Gr R- Baseline assessment 6 Basic concepts domains Well-known superordinate concepts:- Colour, Shape, Size, Position, Number, Letter These concepts are regarded as crucial for creating a basis for future learning Aims: Active and critical learning: Encouraging an active approach to learning, rather than a transmission/rote based approach. The National Curriculum Statement (Grades R – 12) aims to produce learners that are able to: • identify, solve problems and make decisions using critical and creative thinking; • work effectively as individuals as well with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and are responsible towards the environment and the health of others; • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation; Inclusivity should become a central part of the organisation. BCP was developed to enhance the thinking skills of young learners (Gr R-3) - it develops independent, logical and flexible thinking in learners - In this way it promotes thinking patterns consider important for success in all school learning areas(subjects) and especially in reading, writing, spelling and mathematics.

Continued… Inclusivity - CAPS BCP- intervention program Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity.To address barriers in the classroom, teachers should use various curriculum differentiation strategies. The programme is appropriate for learners: Who have specific learning difficulties Have significant cognitive and development delays e.g. FAS- Foetal Alcohol Syndrome Have learning difficulties that may be related to their poor socio-economic circumstances

Implementation of the BCP in the District Namaqua District – divided 4 circuits – 53 schools Gr R classes are attached to these schools - there are also 2 community base sites with Gr classes 74 practitioners -1591 Gr R learners 21 practitioners still need to be trained: 15 practitioners in the Calvinia area and 6 Springbok area 38/74 practitioners were fully trained Practitioners received – 3x2 days training with on-site visits to support them Gr R District official constantly do site visits to monitor and support the practitioners Every practitioner received a BCP toolkit during the training and every learner has a BCP workbook The practitioners do BCP work with their learners in the mornings (x5 days) for an hour per day We identify control schools with Gr 1 learners who did not undergo training and we test these learners at the beginning and end of the year and compared the results with learners who went through the training to assess the impact of the programme 5 schools – 150 learners participated in the testing Provide reports on progress – we use a monitoring tool At the end of every training – practitioners were rewarded with a certificate for participating in the program – certificate ceremony During our cluster sessions – demonstration lessons –practitioners share their experience – best practices

Role of the District District officials have been trained to monitor and support the practitioners on a ongoing basis - They make use of a monitoring tool and report on their findings The Department of Education (DOE) budget was used for traveling, accommodation and meals during the training sessions. DOE fleet cars were used during monitoring and support visits. Pre- and post-tests were administered at the beginning and end of year. Support sessions are arranged when needed – demo lessons and sharing of best practices to help practitioners with the planning of their activities. The BCP is part of our curriculum because it helps the practitioners and provides them with a teaching methodology as well as with curriculum implementation BCP is here to stay in the Namaqua District

Positive Outcomes BCP helps the practitioners with routines in the classroom Helps the practitioners to work systematically Helps practitioners to focus – they know what to do and when to do it The Gr 1 teachers find that learners at the beginning of the school year are more responsive- they can see the difference between learners who went through the programme. We have national winners in our WOW Spelling competitions – these learners participated in the BCP Learners also do better in our maths Olympiads – Gr R and Gr 1-6 2 practitioners were nominated for teacher awards – one national winner and also a provincial winner

Positive Outcomes Boosts learners’ self-esteem and self-confidence Improves and expands learners’ vocabulary (learners had limited vocabulary when they started school) The conceptual vocabulary of the programme helps to expand the learners’ vocabulary It improves their thinking- and reading skills Learners are able to distinguish between relevant and irrelevant information - It improves their visual discrimination skills Because of the emphasis of the programme on group work- learners with barriers to learning are also able to participate in activities Parental involvement has improved

Challenges Some difficulties with the programme because of poor understanding at the start Lack of interest in some (limited) teachers Distances to the schools Manpower Other programmes like Provincial Meetings

Follow-up after training Ongoing follow up site visits BCP is part of the curriculum Interaction between Project Manager (Dr. Benjamin) and District officials Empowerment sessions

Follow-up after the project Monitoring Support Demonstration lessons Guidance

District Plans To ensure that all Gr R practitioners in the district were trained and continue to implement the programme To extend the programme to Gr 1 teachers To use the programme as an intervention for learners with barriers to learning To continue to empower parents and unit officials

Overall evaluation of the BCP This is a very good program It gives us a lot of direction It has a good methodology The learners’ thinking skills show improvement Because of good results other districts in our Province also want to be part of the BCP Dr. Benjamin is good to work with – he regularly follows-up – a good, hard working NGO

THANK YOU