1. CURRICULUM & ASSESSMENT POLICY STATEMENT NATIONAL ORIENTATION WORKSHOP FOR LANGUAGES GRADES 4 – 6

2. NATIONAL CURRICULUM ASSESSMENT POLICY STATEMENT I’m not good at future planning, I don’t plan at all. I don’t plan at all. I don’t know what I’m doing tomorrow. I don’t have a day planner and I don’t have a diary. I completely live in the now, not in the past, not in the future- Heath Ledger Planning is bringing the future into the present so that you can do something about it now – Alan Lakein Those who plan do better than those who do not plan even though they rarely stick to their plan - Winston Churchill

3. Resource–based-learning materials CAPS p.15 3 Core materials Prescribed language textbook Dictionary A reader/readers containing the following text types Folklore Short stories Novel Drama Poetry Media materials Newspaper Magazine Radio / TV Programmes

4. Resources for the teacher The prescribed language textbook used by learners and other textbooks for resource purposes in addition to the prescribed one Dictionary (monolingual, bilingual, multilingual, thesaurus, encyclopaedia Prescribed literature genres A variety of media materials: newspapers, magazines, brochures, flyers, posters, notices, advertisements Access to audio/visual aids to be used in the classroom 4

5. Classroom resources A range of texts to accommodate different reading levels, e.g. a selection of readers with sufficient copies of texts at each level for the class. A variety of media materials: newspapers, magazines, brochures, flyers, advertisements, posters, notices, etc. Audio/visual aids 5

6. Purpose for choosing LTSM General : 1.to ensure the provision of good quality, appropriate resources in schools which 2. will enrich the learning experience for learners, and 3.encourage a life-long reading habit. 6

7. Non-Fiction Non-fiction includes encyclopaedias, almanacs, dictionaries, anthologies, atlases, handbooks, pamphlets, periodicals and information books. Scope and purpose - to fulfil the purpose of the item (quick reference browsing or extensive research) - to support and enrich the curriculum - to balance subject coverage: detailed account or general overview as appropriate 7

8. Fiction This includes picture books, story books, beginner readers, early books, graphic novels and novels.  Scope and purpose  to provide enjoyment  to stimulate imagination  to develop language  to extend the learner’s experience  to develop discriminatory and independent readers  to support the curriculum  to develop lifelong readers 8

9. Activity 1: Planning in line with TP & LTSM Instructions: Duration: 60 minutes Participants, study the Gr. 4 – 6 Teaching Plan in the CAPS HL : pp36-87 FAL: pp33-92 SAL: pp30-62 o What levels of planning are necessary from here? o How does the content progress from Grade 4 to Grade 6

10. Activity 1: Planning (continued) o Is content presented in the correct order? o Are the listed LTSM/resources relevant? o What are the requirements for the Teacher Resource File? o Report Back and Discussions Resources: CAPS

11. SUMMARY OF PLANNING  Planning is important and necessary.  It should be done for accountability to parents, officials and other stakeholders.  A proper annual teaching plan gives teachers a plan in terms of content, resources, assessment and completion time.

12. SUMMARY OF PLANNING WITH LTSM When designing an integrated two-week cycle, the teacher may cluster activities around a topic / theme (e.g. Working World) (see suggested themes in SAL), an issue (e.g. climate change), a setwork, a skill from the curriculum (e.g. debate, argumentative writing, argument structures), or a text. The sequence of lessons in a two-week cycle can follow any order (e.g. a cycle might start with reading and progress to discussion (speaking), which is followed by writing). Either the setwork text (where appropriate) or another text can be used for the activities. Sample teaching plans are packaged so that every two weeks learners o participate in a listening and speaking exercise; o read a comprehension passage and answer questions or develop a summary; o read prescribed literature; o write an essay and/or a transactional piece; and o develop and practise knowledge of language structures and conventions for communicative purposes (speaking, listening, reading, and writing). Teachers should design their teaching plans / work schedules (or use/adapt the one from their textbooks) to teach the content per term using any appropriate sequence and pace. 12

13. Role of Textbook/ LTSM an effective tool for teaching and learning presents all the topics in the content overview knowledge and concepts are well scaffolded to provide understanding and insight variety of activities/ exercises that are clear and address different cognitive levels NB: Each learner should have a textbook in each of his/her subjects to take home to study and do homework.

14. How to choose a textbook? Content o Coverage  Fully, width and depth  Not only knowledge/skills – understanding and insight that underpin the knowledge/skills  Transfer knowledge and skills to new situations to solve problems, lead to innovation  Correct, relevant, up-to-date  Graphics / texts must be relevant / support content / enhance / emphasise  Subject specific, e.g. visual texts 14

15. How to choose a textbook? (continue) Presentation o Properly introduced / background (relevant to topic) – not too much, too little o Approach / Scaffolding o Sequence o Clear, coherent manner that flows naturally from one topic / concept to another o Structured – easy to find info, important info clearly indicated, summaries, etc. that will facilitate referencing and learning o Language – short sentences, reading index (e.g. Fog) should be appropriate to age - http://en.wikipedia.org/wiki/Gunning_fog_index http://en.wikipedia.org/wiki/Gunning_fog_index 15

16. How to choose a textbook? (continue) Activities / Exercises – daily assessment o Variety that suits the subject o Scaffolded across activities as well as within activities o All cognitive levels, from drilling type and reinforcing to scenario type that integrates concepts and topics to challenging problem solving o Meaningful, well thought through, clear objective o Not to keep them busy: learning to take place o Zero surprises in examinations 16

17. Teacher Resource File What is the importance of a Teacher Resource File? Each teacher must keep a single file for planning and moderation purposes. What are the essential requirements of a teacher file? The file must consist of: Teaching Plan Assessment Plan Formal Assessment Tasks and memoranda / rubrics

18. Teacher Resource File (continue) Indication of Textbook(s) and any other resources to be used Record sheets containing learners’ marks for each formal assessment task Any intervention that is planned by the teacher to assist learners especially those who are experiencing barriers to learning.

19. WRAP UP NOTE:  A textbook serves as time regulator  A textbook provides ready-made language skills 19

20. HOMEWORK GO AND ASSIST EDUCATORS ON THE FOLLOWING:  The formation of a school LTSM committee  Choosing, ordering and tracking LTSMs and  Selecting of LTSMs

21. THANK YOU /DANKIE NDZA KHENSA/ NGI YA BONGA/ REA LEBOGA/RI A LIVHUWA Mulalo Ndaa!