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

2. 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.

3. 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

4. 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 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. Follow-up after the project
Monitoring
Support
Demonstration lessons
Guidance

11. 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

12. 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

13. THANK YOU