Outcomes-based Education Manual for Teachers Policies/OBE_manual.pdfWhat is outcomes-based...

OBETeacher’s Manual

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Find out more about outcomes-based education

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What is outcomes-based education?.......................................................................................................................................................... 2What are the learning areas?................................................................................................................................................................................ 31. Language, Literacy and Communication (LLC)........................................................................................................... 32. Mathematical Literacy, Mathematics and Mathematical Sciences (MLMMS)................ 33. Natural Sciences (NS) ......................................................................................................................................................................................... 34. Technology (T) .............................................................................................................................................................................................................. 35. Human and Social Sciences (HSS).................................................................................................................................................... 46. Economic and Management Sciences (EMS)..................................................................................................................... 47. Arts and Culture (A&C)................................................................................................................................................................................. 48. Life Orientation (LO).......................................................................................................................................................................................... 4What are the learning programmes? ......................................................................................................................................................... 5• Foundation Phase learning programmes ................................................................................................................................. 5• Intermediate Phase learning programmes .............................................................................................................................. 5• Senior Phase learning programmes.................................................................................................................................................. 5What are the different kinds of outcomes?...................................................................................................................................... 6What are the Critical Outcomes? .................................................................................................................................................................. 7What are the Specific Outcomes?.................................................................................................................................................................. 8What are phase organisers?.................................................................................................................................................................................... 9• Phase organisers for the Foundation Phase......................................................................................................................... 9• Phase organisers for the Intermediate Phase...................................................................................................................... 9• Phase organisers for the Senior Phase ......................................................................................................................................... 9What are programme organisers? ............................................................................................................................................................. 10What is required for an integrated learning programme?...................................................................................... 11Integration in the Foundation Phase ..................................................................................................................................................... 12Integration in the Intermediate Phase.................................................................................................................................................. 13Integration in the Senior Phase...................................................................................................................................................................... 13What is outcomes-based assessment?................................................................................................................................................... 15Why do you assess? ....................................................................................................................................................................................................... 16What do you assess?..................................................................................................................................................................................................... 16Formal, summative assessment...................................................................................................................................................................... 17Formal, continuous assessment..................................................................................................................................................................... 17Informal, continuous assessment................................................................................................................................................................ 17What modes and contexts can you use for assessment?........................................................................................... 18How often do you need to assess your learners?................................................................................................................ 18How do you know whether your learners are achieving the appropriate level?................... 18What are Expected Levels of Performance? ............................................................................................................................... 19How do you record assessment?................................................................................................................................................................. 19How do you report assessment to parents and other teachers? .................................................................... 19Why is phase planning important?.......................................................................................................................................................... 20Some tips for groupwork, pairwork and group teaching ....................................................................................... 21Getting the right atmosphere in the classroom...................................................................................................................... 22Using main languages.................................................................................................................................................................................................. 23How can you involve parents in their children’s learning?................................................................................... 24Specific Outcomes and Assessment Criteria for Language, Literacy and Communication (LLC) in the Intermediate Phase............................................................................................................. 25


What is outcomes-based education?

According to the National Department of Education’s PolicyDocument (1997), outcomes-based education (OBE) should bedriven by the outcome displayed by the learner at the end of theeducational experience. OBE starts with the philosophy that alllearners can learn. From this starting point, OBE clearly defines the knowledge, understanding, skills, attitudes and values thatlearners are to learn.

Thus it is clear that the end products of the learning process arecalled outcomes. And that when we decide, before learning takesplace, what the end products of the learning process must be, wesay that a system is outcomes-based.

Outcome statements have been developed as part of NationalDepartment of Education policy documents to indicate what thelearner needs to achieve. Critical outcomes, specific outcomes,assessment criteria and performance indicators are all statements of outcomes.

The specific outcomes of the eight learning areas are organised so that schools can prepare learning programmes appropriate for each phase of education.

Teachers and materials-developers will prepare lessons andactivities to assist learners to meet the required outcomes.

The learner will be assessed to see if he or she can demonstrate the outcomes. The results of the assessment show whether thelearner is competent or still needs assistance in order to achieve a particular outcome.

If a learner still needs assistance, more activities are designed aroundthe same outcomes in the learning programme. These activitiesaddress the learner’s weaknesses. If the learner is competent, he or she can start working on more complex outcomes.


What are the learning areas?

There are eight learning areas within the schooling system thatreplace the subjects of the previous system.

These learning areas are:Language, Literacy and Communication;Mathematical Literacy; Mathematics and Mathematical Sciences;Natural Sciences;Technology;Human and Social Sciences;Economic and Management Sciences;Arts and Culture;Life Orientation.

The learning programmes of each phase are the vehicles throughwhich the requirements of each learning area at that phase arecovered. The learning programmes are broader than any individuallearning area. The learning areas, however, highlight the need for adegree of specialisation and prepare learners to enter the FurtherEducation and Training Band.

1. Language, Literacy and Communication (LLC)This learning area is fundamentally important since language,literacy and communication are central to learning. The learningarea outcomes are the same regardless of whether you are learningyour primary language, an additional language or alternative andaugmentative methods of communication (such as sign language).

2. Mathematical Literacy, Mathematics and Mathematical Sciences (MLMMS)

This learning area empowers learners to develop numeric, spatial,temporal, symbolic, communicative and other conceptual tools,skills, knowledge, attitudes and values. A key focus of theoutcomes is that mathematics is a human activity that is used to try to understand the world. It therefore deals with things like patterns, problem-solving and logical thinking.

3. Natural Sciences (NS)This learning area includes physical science, life science and theearth sciences. It focuses on a systematic study of natural and made environments in the material universe. A new emphasis is that science is a human activity involving investigation that is dependent on assumptions, which may change over time, and within different social settings.

4. Technology (T)This learning area is completely new to the school curriculum andhas two core aspects. Firstly, it involves learners in solvingproblems by investigating, designing, developing and evaluatingproducts, processes and systems. Secondly, it encourages a critical


understanding of the interrelationship between technology, society,the economy and the environment.

5. Human and Social Sciences (HSS)Within this learning area, learners will study the relationshipbetween people, and between people and their environment.Focuses will be on social processes and organisation, environment,resources development, and citizenship and civics. All learning iscontextualised in space and time.

6. Economic and Management Sciences (EMS)This learning area enables learners to understand the importance ofreconstruction, development and economic growth for a sustainableeconomic future. Economic and management skills are developed aswell as an understanding of the wealth creation process.

7. Arts and Culture (A&C)In this learning area the arts, lifestyles, behaviour patterns,heritage, forms of societal organisation and power, and knowledgeand belief systems of human society are studied. The learning areaaffirms the integrity and importance of art forms such as dance,drama, music, visual arts, media and communication, artstechnology, design and literature.

8. Life Orientation (LO)This learning area is fundamental in empowering learners to livemeaningful lives. Emphasis is placed on developing and practisingpositive values, attitudes, behaviours, skills, promoting a humanrights culture, developing individual learner’s potential andencouraging a healthy lifestyle.


What are the learning programmes?

Learning programmes are the vehicles through which thecurriculum is implemented at various learning sites such as schools.They are the sets of learning activities in which the learner will beinvolved in order to achieve the necessary outcomes.

Another way of seeing the learning programmes is as everythingthat the teacher brings together (resources, activities, materials,textbooks) to enable learners to meet the critical outcomes, thespecific outcomes, assessment criteria, range statements andperformance indicators of each learning area, and the requirementsof integration across the other learning areas.

Each phase has a different number of learning programmes. Eachlearning programme is built around the core of either one or twoof the eight learning areas (e.g. Literacy is built around Language,Literacy and Communication).

It is important to remember that each learning programme needsto integrate elements of all the learning areas, and that a learningprogramme is not the same as a learning area.

Foundation Phase learning programmesThe Foundation Phase is organised into three learningprogrammes: Literacy; Numeracy; and Life Skills.

Intermediate Phase learning programmesThe Intermediate Phase is organised into five learning programmes:Language, Literacy and Communication; Mathematical Literacy,Mathematics and Mathematical Sciences; Natural Sciences andTechnology; Human, Social, Economic and Management Sciences;and Arts, Culture and Life Orientation.

Senior Phase learning programmesThe Senior Phase is organised into eight learning programmes:Language, Literacy and Communication; Mathematical Literacy,Mathematics and Mathematical Sciences; Natural Sciences;Technology; Human and Social Sciences; Economic andManagement Sciences; Arts and Culture; and Life Orientation.


What are the different kinds of outcomes?

In order to understand the learning area documents, it is importantto know that there are different levels of outcomes. Outcomestatements can be specific or general. Obviously, the more specifican outcome statement, the easier it is to determine if a learner has attained it or not. However, if all the outcome statements were defined in great detail, a holistic sense of capability would be lost. Look at the following three outcome statements to seewhat this means:1. Learners should be able to communicate effectively using

visual, mathematical and/or language skills in the modes oforal and/or written presentation.

2. Learners make and negotiate meaning and understanding.3. Learners are able to summarise a text.

Obviously the third outcome is the easiest to assess. It will be quitestraightforward to identify which learners are able to identify themain ideas of a text and write these succinctly. But if all outcomeswere written to this detail, the bigger picture as represented inoutcomes 1 and 2 might get lost. And it certainly isn’t true to saythat if a learner can summarise, then he or she is able to make andnegotiate meaning and is therefore able to communicate effectively.If the learner is able to summarise, then he or she has attained apart of outcome 2 and therefore a part of outcome 1.


What are the Critical Outcomes?

Certain skills that will help learners develop into competent,creative, responsible, and thinking citizens have been identified.These skills are critical for the transformation and growth of SouthAfrican society and underpin all learning areas and learningactivities. Seven Critical Outcomes (COs) encompass these skills.They are:1. Identify and solve problems in which responses display that

responsible decisions, using critical and creative thinking, havebeen made.

2. Work effectively with others as members of a team, group,organisation and community.

3. Organise and manage oneself and one’s activities responsiblyand effectively.

4. Collect, analyse, organise and critically evaluate information.5. Communicate effectively using visual, mathematical and/or

language skills in the modes of oral and/or writtenpresentation.

6. Use science and technology effectively and critically, showingresponsibility towards the environment and health of others.

7. Demonstrate an understanding of the world as a set of relatedsystems by recognising that problem-solving contexts do notexist in isolation.In addition, it has been agreed that all learners should becomeaware of the importance of:• reflecting on and exploring a variety of strategies to learn

more effectively• participating as a responsible citizen in the life of local,

national and global communities• being culturally and aesthetically sensitive across a range of

social contexts• exploring education and career opportunities• developing entrepreneurial opportunities.


What are the Specific Outcomes?

Many Specific Outcomes (SOs) have been derived from the eightlearning areas. These SOs refer to the skills, knowledge and valuesthat need to be achieved in a specific learning area. Within each ofthe Foundation, Intermediate and Senior Phases these SOs havedifferent levels of complexity. Each learning area documentprovides Assessment Criteria (ACs) which we can use to determinewhether learners are achieving the SOs as required in theappropriate phase. Assessment using SOs and ACs is a majorfeature of Outcomes-Based Education.

Here is an example of some specific outcomes:

Specific Outcomes and Assessment Criteria for Language, Literacy and Communication (LLC) in the Intermediate Phase

SO1 Learners make and negotiate meaning andunderstanding.AC1 . . . . . . Original meaning is created through personal texts.AC2 . . . . . . A key message is identified and clarified.AC3 . . . . . . Meaning is created through reading and inferences are

made from texts.AC4 . . . . . . Meaning is constructed through interaction with other

language users.AC5 . . . . . . Ways in which construction of meaning varies

according to cultural, social and personal differencesare identified and responded to.

AC6 . . . . . . Ways in which context affects meaning andunderstanding are identified and responded to.

AC7 . . . . . . Writer’s/speaker’s/signer’s point of view is criticallyreflected on.

AC8 . . . . . . Reasoned arguments about interpretation and meaningare developed.

AC9 . . . . . . Discourse is sustained.

See pages 25 to 26 for a full list of LLC Specific Outcomes andAssessment Criteria for the Intermediate Phase.


What are phase organisers?

Phase organisers have been developed to facilitate integration andcoherence of learning areas and learning programmes. There aresix phase organisers for the Foundation Phase and five each for theIntermediate and Senior Phase. There is some difference in thephase organisers across the phases. However the same phaseorganisers are used to organise all the learning programmes withina phase. They reflect the critical outcomes and summarise what iscurrently considered important for the transformation anddevelopment of South African society.

Phase organisers for the Foundation PhaseThere are six phase organisers for the Foundation Phase. These are:• Personal development• Health and safety• Environment• Society• Entrepreneurship• Communication

Phase organisers for the Intermediate PhaseThere are five phase organisers for the Intermediate Phase. These are:• The learner as communicator• The learner as enquirer• The learner as active, creative participant• The learner in the environment• The learner and personal development

Phase organisers for the Senior PhaseThere are five phase organisers for the Senior Phase. These are:• Personal development and empowerment• Environment• Culture and society (including citizenship)• Economy and development• Communication


What are programme organisers?

Programme organisers are sub-sets of phase organisers. Phase organisers are too broad to use for structuring learningprogrammes and so they are divided into smaller structures or programme organisers, which are used to develop learningprogrammes. Whilst the phase organisers are predetermined by the policy documents, the programme organisers will be created by the teacher or the materials-developer. For example, you mayhave Personal Development as the phase organiser and any of the following as programme organisers: Our bodies, Caring forourselves and others, Understanding feelings, Becoming moreassertive, etc.


What is required for an integrated learning programme?

Integrated learning happens when things that are similar orassociated in some way are learnt about at the same time in aholistic way rather than in separate chunks. The structuring oflearning areas which cross disciplines already creates a level ofintegration in the curriculum. However, integration in the newcurriculum goes even further in that links between differentlearning areas must be made. It is for this reason that learningprogrammes are the vehicle through which the curriculum isimplemented. The learning programmes are different from thelearning areas because they include outcomes from all of thelearning areas. Outcomes from all of the eight learning areas need to be included in each of the three learning programmes of the Foundation Phase, the five learning programmes of theIntermediate Phase, and the eight learning programmes of theSenior Phase.


Integration in the Foundation Phase

Outcomes from the eight learning areas need to be integrated intoall three learning programmes of the Foundation Phase: Literacy,Numeracy, and Life Skills. You need to do this while maintainingthe specific learning area focus of each learning programme, thusensuring that the knowledge, skills, attitudes and values of thatlearning area are achieved. For example, while you need tointegrate outcomes from all the learning areas into each of thelearning programmes, the Literacy learning programme shouldhave a different focus to the Numeracy and Life Skills learningprogrammes. You need to ensure it meets the literacy andcommunication requirements of all the eight learning areas anddevelops knowledge, skills, attitudes and values of all eightlearning areas as they are associated with literacy at this level.

The phase organisers and programme organisers provide the vehiclethough which this integration takes place. It is important that youdeal with all six of the phase organisers for the Foundation Phaseand relevant programme organisers in each of the learningprogrammes. There are different ways you can do this across thelearning programmes. Some possibilities are described below.

You can work with the same phase organisers and programmeorganisers across all the learning programmes at the same time.For example, you could work with the phase organiser Personaldevelopment and the programme organiser ‘About me’ and workwith these in Literacy, Numeracy, and Life Skills at the same time.You would give each of them an emphasis that reflects the focus ofthe learning programme and integrate the requirements of all theeight learning areas into each learning programme. You could thenwork through all six phase organisers in this way, probably usingeach phase organiser more than once during the year with adifferent programme organiser each time.

You could also choose to work with a different phase organiser andprogramme organiser for each learning programme at any one time.For example, you may decide at a particular time to work with aprogramme organiser for Health and Safety in Literacy, aprogramme organiser for Environment in Numeracy, and aprogramme organiser for Entrepreneurship in Life Skills. You wouldalso ensure that you worked with all six phase organisers withineach learning programme during the year and integrate outcomesfrom all of the eight learning areas into each learning programme.

There are advantages to each of these approaches to integration inthe Foundation Phase. In the first you can ensure your learnershave the vocabulary, concepts and skills they require across all thelearning programmes, thus reinforcing their learning. It can alsobring a very holistic experience of learning about things that areassociated or related in some way. A disadvantage is that you may


have difficulty getting enough variety of activities, and childrenmay get bored. The second approach still brings a high degree ofintegration but allows for more variety at any one time andtherefore may be more successful in keeping the learners’ attention.

The approach you choose will be influenced by your own and yourschool’s preference and also by the resources and materials thatyour school has.

Integration in the Intermediate Phase

Outcomes from the eight learning areas need to be integrated into all five learning programmes of the Intermediate Phase:Language, Literacy and Communication; Mathematical Literacy,Mathematics and Mathematical Sciences; Natural Sciences &Technology; Human, Social, Economic & Management Sciences;and Arts, Culture and Life Orientation. You need to do this whilemaintaining the specific learning area focus/es of each learningprogramme, thus ensuring that the knowledge, skills, attitudes and values of that/those learning area/s are achieved. For example,while you need to integrate outcomes from all the learning areasinto each of the learning programmes, the Natural Sciences &Technology learning programme should have a different focus to the Mathematical Literacy, Mathematics and MathematicalSciences learning programme.

Where two learning areas, such as Natural Sciences and Technology,make up one learning programme, these two learning areas need tobe integrated within the learning programme. They should not betaught as two separate units, however, it is important to make itclear to learners when particular knowledge, skills and attitudes arepertinent to one of the learning areas but not to the other.

The phase organisers and programme organisers provide the vehiclethrough which integration takes place. It is important that you dealwith all five of the phase organisers for the Intermediate Phase andrelevant programme organisers in each of the learning programmes.

You can work with the different approaches to integrationdiscussed under Integration in the Foundation Phase, however, the learner’s capacity and experience becomes broader in theIntermediate Phase and thus the first approach discussed becomeseven more limiting.

Integration in the Senior Phase

Outcomes from the eight learning areas need to be integrated intoall eight learning programmes of the Senior Phase: Language,Literacy and Communication; Mathematical Literacy, Mathematicsand Mathematical Sciences; Natural Sciences; Technology; Human& Social Sciences; Economic & Management Sciences; Arts &


Culture; and Life Orientation. You need to do this whilemaintaining the specific learning area focus of each learningprogramme, thus ensuring that the knowledge, skills, attitudes andvalues of that learning area are achieved. For example, while you need to integrate outcomes from all the learning areas intoeach of the learning programmes, the Mathematical Literacy,Mathematics and Mathematical Sciences learning programmeshould have a different focus to the Economic & ManagementSciences learning programme.

The phase organisers and programme organisers provide the vehiclethrough which integration takes place. It is important that you dealwith all five of the phase organisers for the Senior Phase and relevantprogramme organisers in each of the learning programmes.


What is outcomes-based assessment?

Learners are assessed in terms of whether or not they are able todemonstrate an outcome. To do this, assessment must be criterion-based. This means that learners are assessed against criteria thatindicate if an outcome has been attained. Criterion-basedassessment is different to the old form of assessment in whichlearners were tested against other learners’ performances or againsta customary norm.

Assessment should take place in an authentic context and in acaring, non-judgemental environment. It should serve as a positiveaffirmation of the learner and should acknowledge whatevercompetencies and outcomes each learner has attained to date, andshould take into account the learner’s previous performance levels.

The new curriculum encourages teachers to assess learnerscontinuously. This doesn’t mean lots of tests, but rather that you use many different methods of assessment and evaluation to monitoryour learners’ progress throughout the year and give each learnermore than one opportunity to demonstrate the ability to attain anoutcome. The success of continuous assessment throughout the yearrests on sound and meticulous methods of recording learnerachievement. While assessment is ongoing, recording should takeplace on a regular basis – at least twice a term. Learner profiles andrecords of attainment should accompany each learner from grade tograde and portfolios with samples of work (built up over a period oftime) can be retained as evidence of the development andimprovement of learner achievement.

Assessment should assist teachers with identifying learners whorequire additional support at an early stage. Under no circumstancesshould any form of assessment be detrimental to the development ofthe learner. Assessment must be broad enough to include attitudes,processes and skills as well as knowledge and concepts. Effective andinformative assessment involves learners and parents, enablesteachers to pace learners, is bias-free and is sensitive to the gender,race and cultural backgrounds, and abilities of the learner.


Why do you assess?

The main reasons for assessing children at school are:• to recognise prior learning,• to help you to identify whether they have understood and

acquired new learning, and whether or not they are ready totake the next step in the learning process,

• to identify any difficulties that they may be having and to helpthem to overcome these difficulties,

• to give you a clear idea of each learner’s abilities, personalityand learning patterns so that you can pass this information onto parents and other teachers.

What do you assess?

When you are doing any form of assessment, you should have aclear focus. Use the policy documents to identify the critical orspecific outcome you need to assess and the assessment criteria andperformance indicators that are appropriate for your learners. Thenchoose an activity from which you can observe whether each learneris able to meet the outcome. You can also work the other way wherefirst you choose an activity and then you decide which outcome youcan best assess from it. Often you will find that more than oneoutcome is relevant to any one activity so choose the outcome youneed to assess. In choosing outcomes, you need to ensure thatlearners have a number of opportunities to show that they arecapable of meeting the appropriate level of the outcome during theterm. You do not need to cover them in any specific order.

Always link your assessment directly to the outcomes you set foractivities by asking yourself, “What do I want the learners to do,understand or achieve?” Ensure that you make the purpose(outcomes) of activities clear to the learners. If learners know whatis expected of them, they are far more likely to focus on andachieve the expected outcomes.


Formal, summative assessment

Formal, summative assessment is done to determine a learner’scompetence in relation to a specific learning programme or sectionof a learning programme. It helps to determine if a learner is ableto move forward in the learning programme or onto a newlearning programme or if further work is needed. It is formallyimplemented in a planned and structured way and is carried out bythe teacher or a moderator. The results are recorded and reportedto the learner and his or her parents or guardians.

Formal, continuous assessment

Formal, continuous assessment helps to develop a profile of alearner’s development over time. It helps to assess if a learner isable to progress in a learning programme or if more practise isneeded on the current work. It takes place several times during ayear in a planned and structured way. The assessment is carriedout by a teacher or moderator and recorded in a learner profilethat reflects the learner’s progress. This information about thelearner gained from this type of assessment should be used forreporting on progress to the learner’s parents or guardians.

Informal, continuous assessment

Informal, continuous assessment takes place throughout the year. Itcan take various forms. It may be:• Self-assessment in which the learner assesses his or her own

progress.• Peer assessment where a group of learners assess each other.• Assessment done by the teacher, who observes the strengths

and weaknesses of the learners while they are involved inactivities.

• Assessment done by a parent or guardian.This progress is not formally recorded, but sometimes a teacher orlearner might want to write down his or her observations. Thistype of assessment provides learners with immediate feedback ontheir strengths and weaknesses. It also provides the teacher withthe opportunity to recognise where support and extension activitiesare required for learners.


What modes and contexts can you use for assessment?

Ensure you use a variety of modes for assessment of each outcome– a combination of writing, drawing, oral, projects, etc. as somechildren will be fully capable of meeting the expected outcomes inone mode and not in another.

You should also use a variety of the following contexts for assessment:• Groups and pairs: observe children while they are working in

groups and pairs (i.e. spend some time with the group while theyare busy with an activity), and/or assess the product of groupwork (i.e. a poster, a book, a performance, or another project).

• Individuals: evaluate individual written and oral work, talk tochildren about how they approached an activity, check to seethat they fulfilled the requirements of a task.

How often do you need to assess your learners?

You should be doing informal assessment all the time by observingyour learners and noting each one’s progression so that you candetermine whether they require any extra support or extensionactivities. You should also engage them in self and peer assessmentson a continual basis.

You could do formal continuous assessment less often (forexample, quarterly) and formal summative assessment could takeplace once or twice a year.

How do you know whether your learners are achieving the appropriate level?

You will need to do careful phase planning with the other teachersin the appropriate phase to ensure that you are assessing yourlearners at a level that is appropriate for the grade you areteaching. For each phase, the policy document’s performanceindicators and assessment criteria give you guidelines as to whatlearners should be able to achieve by the end of the relevant phase.This allows for flexibility as to what various schools would expectfrom each grade as a whole and within each grade there is someflexibility as to what to expect from each learner. Your team ofteachers for each phase must ensure that by the end of that phaselearners will be able to achieve the outcomes necessary for thewhole phase and that there are appropriate expectations for eachgrade. Expected Levels of Performance are being developed andthese will give a more detailed breakdown of the levels ofprogression expected in relation to grade.


What are Expected Levels of Performance?

National Expected Levels of Performance will give a more detailedbreakdown of the levels of progression expected in relation tograde. You will be able to use these in conjunction with the specificoutcomes, assessment criteria and performance indicators to assesswhether your learners are performing at appropriate levels.

How do you record assessment?

Try to make notes about each learner throughout the week, even ifit is just a few thoughts after talking to a learner or looking at adrawing; in this way you will build up an informal assessmentprofile of each child that can be combined with more formalassessment methods.

Keep a portfolio for each child of all her written work, drawingsand projects throughout the year – this will provide a record oflearning. Portfolios can be made from large envelopes, from boxes,or from paper that is glued or sewn to make a large folder.Learners should write their names on their portfolios and takepride in keeping them neat and up to date.

How do you report assessment to parents and other teachers?

Follow the guidelines your province and school provides you interms of reporting. You can report to parents and other teachers inwritten and/or oral form. Reports should include summarisedcomments about the learners’ performances in each of the learningprogrammes. If you choose to provide a symbol indicating eachchild’s performance it should also include an explanatorycomment. A report should never be just a list of symbols.

Parents need to see portfolios of learners’ work. Portfolios can beaccompanied by reports that allow space for learners, teachers andparents to write comments.

When children move to a new teacher, whether it is because they aremoving into a new grade or for any other reason, the new teachershould receive all that has been described as necessary for reportingto the parents. They should also receive detailed learner profiles.


Why is phase planning important?

For each phase, the policy document’s performance indicators andassessment criteria give you guidelines as to what learners shouldbe able to achieve by the end of the relevant phase. This allows forflexibility as to what various schools would expect from eachgrade as a whole and within each grade there is some flexibility asto what to expect from each learner. Your team of teachers foreach phase must ensure that by the end of that phase learners willbe able to achieve the outcomes as necessary for the whole phaseand that there are appropriate expectations for each grade.

Another advantage of phase planning is that you will find theprocess of preparing and planning your lessons more enjoyable ifyou work in a group with other teachers working in the samephase as you than if you work alone. In this way you can shareresources, discuss your understanding of the specific outcomes andassessment criteria in the policy documents, and work out learningprogrammes to most suit the learners at your school.

Even when you are using materials that provide a comprehensivelearning programme that could stand alone, it is always best tobring your knowledge of the learners at your school and your ownspecial skills, resources and creativity to tailor a learningprogramme for your class.


Some tips for groupwork, pairwork and group teaching

Critical Outcome 2 states that learners should be able to workeffectively with others as members of a team, group, organisationand community. Groupwork and pairwork allow learners todevelop these skills and give all learners an opportunity toparticipate in an activity. Learners are also able to share their ideasduring groupwork and pairwork sessions.1. During the year, you might like to have a set of similar ability

groups and pairs, and a set of mixed ability groups and pairs.You will probably want to put learners into groups and pairsnear the beginning of the year, before you have had a chance toassess individual learners’ abilities, so divide your class intogroups and pairs based arbitrarily on where they sit in theclassroom. Let each group choose its own name. By observingthese groups and pairs over the next few weeks, you will beable to assess individual learners. You can then re-organise thegroups and pairs into a set of similar ability and a set ofmixed-ability groups and pairs.

2. Watch the groups carefully so that you can move learners who for some reason are not working well within a certaingroup or pair.

3. Large classes should not discourage you from using groupworkand pairwork, or from doing group teaching. Using groups orpairs is often the most effective way of communicating with alot of learners.


Getting the right atmosphere in the classroom

It is important that the classroom atmosphere is warm andsupportive so learners feel confident to participate actively.1. They should feel free to express themselves and trust that you or

other learners will not laugh at their efforts. Your attitude toerrors is very important, because it can influence the freedomwith which learners engage in tasks. Do not worry about smallmistakes. Occasionally, strict correction may have its place if youare working on a specific skill, but most of the time, the learner’sactive involvement in the learning process is more important.

2. Praise and encouragement will keep up learners’ enthusiasm,make them feel positive and successful and encourage them toparticipate spontaneously.

3. Try to make every activity fun and enjoyable for learners, and involve them in doing things as much as possible. Doing is the best way for them to remember and internalise what they have learnt.


Using main languages

If you are using English as the language of learning and you havelearners in the class whose main language is not English, you areencouraged to let learners use their main languages or languagesthey might know better than English. Code-switching means thatlearners speak in English and another language (or possiblylanguages). They can throw in words that they know from otherlanguages, either when they do not know an English word, or iftheir meaning will be conveyed better by the word(s) from otherlanguages. Code-switching is useful because it aids communication.

Learners are able to express a complete sentence, rather thanbecoming frustrated. Code-switching can prevent learners frombecoming muddled if they do not know all the words in English orare afraid to attempt words that may be incorrect. Even if you, theteacher, only speak one language, allowing learners to code-switchwill enable them to explain the meaning of words to one another,and to understand and communicate with one another moreeffectively and productively.


How can you involve parents in their children’s learning?

It is important that parents realise and are constantly reminded ofthe importance of their involvement in their children’s education.They should also be kept up to date about changes in educationand in the classroom, so that they can play an active part in theeducation of their children.1. If you don’t do so already, consider sending a friendly letter to

the parents of your learners or arrange a meeting with them atthe start of the year. Introduce yourself, state your mostimportant aims for the year, and give parents an idea of whatthey can expect from you. This is an opportunity to tell themthat you will quite often ask learners to bring certain items toschool, and that they can help their children with suchrequests. Perhaps you communicate with parents via anotebook or homework book which they sign each day. This isperfect for daily reminders and requests.

2. Keep in touch with the parents. At least once a term, and moreoften when necessary, consider sending a news update to them.Tell them what your class has been doing and about anyhighlights or problems that they might like to know. Reportback to them about the success (or failure!) of activities forwhich they sent resources. Use the opportunity to remind themabout the items you will need over the next month or two. Ifthe parents know what the purpose of each of your requests is,it is easier for them to be helpful and co-operative.

Specific Outcomes and Assessment Criteria for Language, Literacy and Communication (LLC) in the Intermediate Phase

SO1 Learners make and negotiate meaning and understanding.AC1 . . . . . . . Original meaning is created through personal texts.AC2 . . . . . . . A key message is identified and clarified.AC3 . . . . . . . Meaning is created through reading and inferences are made from texts.AC4 . . . . . . . Meaning is constructed through interaction with other language users.AC5 . . . . . . . Ways in which construction of meaning varies according to cultural,

social and personal differences are identified and responded to.AC6 . . . . . . . Ways in which context affects meaning and understanding are

identified and responded to.AC7 . . . . . . . Writer’s/speaker’s/signer’s point of view is critically reflected on.AC8 . . . . . . . Reasoned arguments about interpretation and meaning are developed.AC9 . . . . . . . Discourse is sustained.

SO2 Learners show critical awareness of language usage.AC1 . . . . . . . Purpose, audience and source of texts are identified.AC2 . . . . . . . Ways in which language is used to transmit and shape socio-cultural

ideas and values are explained.AC3 . . . . . . . The relations between languages and language varieties are recognised.AC4 . . . . . . . Awareness of how language changes over time and place is demonstrated.AC5 . . . . . . . The manipulative uses of language and text are identified, analysed

and responded to.AC6 . . . . . . . Visual and other non-verbal/non-manual features of texts are identified

and analysed.AC7 . . . . . . . Ideologically driven and biased language is identified, analysed and

responded to effectively.AC8 . . . . . . . Biased attitudes towards languages and language varieties are explored,

responded to and challenged.

SO3 Learners respond to the aesthetic, affective, cultural and social valuesin texts.AC1 . . . . . . . Responses to the artistic effects of texts are demonstrated.AC2 . . . . . . . Literary effects of texts are recognised and described.AC3 . . . . . . . Response to texts is linked to personal life and the lives of others.AC4 . . . . . . . Opinions on texts are given and justified.AC5 . . . . . . . Opinions are reviewed in relation to the opinions of others.AC6 . . . . . . . Response to text is linked to personal life and the lives of others.

SO4 Learners access, process and use information from a variety of sourcesand situations.AC1 . . . . . . . The information need is defined.AC2 . . . . . . . The aim of the information search is defined.AC3 . . . . . . . Information is located, accessed and selected.AC4/5/7 . . . The accuracy and relevance of the information is evaluated.

The reliability of the information source is ascertained.The difference between fact, fiction and bias is identified.

AC6 . . . . . . . Organisational skills are applied.AC8 . . . . . . . Reasoned arguments are developed in the course of applying information.AC9 . . . . . . . The results of the information search and processing are presented.AC10-13 . . The relevance of the information search is evaluated by the learner(s).

Awareness of the value of informed decision-making is demonstrated.The ability to integrate new information into existing knowledge is shown.The ability to apply the newly acquired knowledge to real-life situationsis demonstrated.


SO5 Learners understand, know and apply language structures andconventions in context.AC1 . . . . . . . Knowledge of grammatical structures and conventions is applied

to structure text.AC2 . . . . . . . Incorrect and/or inappropriate language usage by self and others

is edited.AC3 . . . . . . . Common features and patterns of different languages are identified,

explained and applied.

SO6 Learners use language for learning.AC1 . . . . . . . Different styles and terminology suited to the demands of

a particular learning area are used.AC2 . . . . . . . Learning strategies are evaluated and adapted according

to the demands of the task.AC3 . . . . . . . Language is used in order to refine ideas and solve problems.AC4 . . . . . . . Language to talk about learning is used.

SO7 Learners use appropriate communication strategies for specificpurposes and situations.AC1 . . . . . . . Appropriate medium of communication is chosen.AC2 . . . . . . . Register, tone and body language are adapted for audience

and situation.AC3 . . . . . . . Purpose of the interaction is identified and achieved.AC4 . . . . . . . Purpose of the interaction is identified and achieved.AC5 . . . . . . . Evidence of planning, drafting and checking is produced.


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