Best Practice

education survey

See page 3

Training courses

at the CTLI

See page 5

The use of language in the

Mathematics classroom

See page 7

2016 Planning calendar

for schools

See page 8

I N S I D E | N E W S I N S I D E | N E W S I N S I G H T DAT E S T O R E M E M B E R

SEPTEMBER 2015 ISSUE 18update Newspaper of the WCED

EDUCATION

SPECIAL EDITION

SEPTEMBER 2015TEACHERS’ DAY SUPPLEMENT

Newspaper of the WCED

UNESCO INAUGURATED 5 OCTOBER AS WORlD TEACHERS’ DAy.

World Teachers’ Day (WTD) represents a significant effort to raise awareness, understanding and appreciation for the vital contribution that teachers make to education and development across the globe.

This year’s WTD celebrations highlight the importance of empowering teachers as a critical step towards quality education and sustainable societies.

WTD acknowledge that teachers are not only instrumental in implementing education goals, they are the key to sustainability and national capacity in achieving learning

and creating societies based on knowledge, values and ethics.

However, they continue to face challenges brought about by staff shortages, poor training and low status. The UNESCO Institute for Statistics estimates that to achieve the goal of universal primary education by 2020 countries will need to recruit a total of 12.6 million primary teachers.

The Incheon Declaration at the World Education Forum (WEF) in May 2015 clearly recognised the importance of empowerment. At the forum, 1600 participants from 160 countries committed to “ensure that teachers and educators are empowered,

adequately recruited, well-trained, professionally qualified, motivated and supported within well-resourced, efficient and effectively governed systems”.

The Oslo Summit, “Education for Development”, held in July 2015, highlighted the need for further investment in teacher education. The proposed Sustainable Development Goals include a specific objective under Goal 4 to, by 2030, “substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states”.

Source: UNESCO

The Western Cape Education Department wishes all teachers a happy World Teachers’ Day.

We have the pleasure of enclosing a special Teachers’ Day supplement to acknowledge the achievements of our teachers, share best practice and keep you up to date on what is happening in our various components.

Enjoy!

Time to celebrateour teachers

It goes without saying that teachers are the WCED’s most important resource, and that we have to do everything possible to support our teachers as we strive to improve access to quality education.

In honour of our teachers we publish this special edition of Education Update in anticipation of World Teachers’ Day on 5 October.

This publication highlights the special position of teachers in our schools and our commitment to supporting them, in line with the objectives of World Teachers’ Day.

This edition includes information on what World Teachers’ Day is all about, examples of best practice in language, mathematics and science teaching, and an example of how eLearning can support teaching, in this case, Business Studies.

We look at our approach to presenting our systemic test results, and our new online course registration system for the Cape Teaching and Leadership Institute.

We include self-help books for teachers, advice on the use of language in teaching mathematics, and planning information for 2016.

We thank all of our teachers for your dedicated, caring and professional service.

Penny VinjevoldHead of EducationWestern Cape

World Teachers’ Day 2015 Empowering teachers, building sustainable societies

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2 SPECIAL EDITION

Strategic partnerships

bring science to life for learnersWendy Horne, Principal of Protea Heights Academy and the Western Cape’s Top Science Teacher in 2013, provided the following tips for Science teachers to make the subject as interesting as possible for learners:

C O l l A B O R AT E

Einstein said: “Logic will get you from A to B. Imagination will take you everywhere.”

Awakening the imagination and bringing the subject of science to life for learners is the challenge shared by all the teachers.

Many of us don’t know where to start and what is available to us. Science teaching should tap into that natural curiosity that every child is born with.

Teachers often fall into the trap of getting through CAPS and presenting science as a body of facts to be memorised, and the learning of science as a rigid step by step procedure that can deaden many a learner’s natural spirit of inquiry. We should recognise that the textbooks are not a tool that is going to awaken the natural curiosity of a learner.

In order to engage learners we need to make use of science organisations, industry, the web and YouTube.

We do not have to re-invent the wheel, there are many organisation that present science based activities that showcase science in the world around us and foster analytical and enquiry based learning. Some that I have worked with are HIP2B2, who present an array of competitions and fun interactive activities, the Science Centre, SAICE, who do the bridge building and aqualibrium competitions, the ESKOM Science Expo and many more.

On a tour to the United States, I visited some STEM schools. They have an innovative approach to bring science to life and showcasing its relevance in the world around us. As part of their social responsibility programme, employees of local companies are asked to donate some time to the schools. The one example I saw in action was the engineers of Boeing working with learners in doing projects that utilised the theory learnt in class. The students, on completion of their projects, had to present them to a panel from Boeing who evaluated the projects. This

taught the students not only the content and theory of the science, but also exposed them to the cutting edge technology available at Boeing. Along the way they also developed the soft skills of collaboration, doing a presentation and writing up reports while making them curious to find out more. All of this is achieved within the confines of a syllabus, similar to our CAPS.

I am hoping to give my learners a similar type of experience with a company that we approached to install solar panels in the school to lower our electricity bill. Similarly Contrado (Ltd) Pty is presenting a 3D printing course at our school, which allows learners to apply their maths and science in an industry that is about to revolutionise the how manufacturing is done.

There are many industries right here in Western Cape, such as wine making, the harbour and shipping, fruit and SKA to mention a few, that could be approached to donate their expertise and time to the development of our learners.

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”

We must move away from the mind-set of asking for money to one of asking for time.

Many of us are lone science teachers in our schools. Sometimes we feel as lost as the Starship Enterprise in deep space. Each educator working on their own, replicating one another’s work is not very logical or scientific. As science teachers we should establish a community of teachers in order to share what we do inside

and outside of the classroom walls. Science teachers, let’s gather our combined expertise and inspire our learners as Einstein said: “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”

SEPTEMBER 20 15updateEDUCATION

3SPECIAL EDITION

OWEN BRIDGENS, MONDAlE HIGH SCHOOl

Mondale High School was one of the schools that have shown the greatest improvement in the Grade 9 Language and Mathematics tests for the period 2012, 2013 and 2014.

Principal Owen Bridgens said the school always had good literacy results but lagged behind in terms of their achievement in Mathematics. “Our results for Grade 9 Mathematics averaged

between 20 and 30%, improved to 47% and then jumped to 62% last year.”

He said learners who achieved less than 50% in Mathematics attended extra classes on Tuesday and Thursday afternoons.

“We have committed and qualified teachers and learners who are willing to put in the hours and do the hard work

to improve the results. Our school’s ethos is to do well and we acknowledge learner achievement at assemblies. This year’s Grade 9-learners are therefore eager to emulate the performance of last year’s cohort.”

Bridgens said this year’s Grade 10 June results were also the best ever and can be attributed to the work done in Grade 9 to improve learners’ performance in Mathematics.

Best practiceImproving your Language and Mathematics results

The Western Cape Education Department recognised 66 schools for achievements and improvement in the 2014 Language and Mathematics Systemic Tests.

O U T C O M E S

The department selected the top overall performers in each of the province’s eight districts, as well as those in disadvantaged communities in each district who had shown the greatest improvement.

The awards recognised overall performance and improvement, as well as performance in literacy and numeracy.

Awards were presented to schools that consistently performed well over the three year assessment period as well as schools that have shown substantial progress.

The WCED has tested primary school learners in Language and Mathematics every year since 2002, alternating initially between Grades 3 and 6. The WCED added Grade 9 to the tests in 2010, when the department started testing all three grades in the same year.

The tests have provided valuable data to inform the department’s Language and Mathematics strategies.

We asked two principals to provide us with tips on how to improve your school’s results.

Mondale High School’s HODs for English and Mathematics, Lynn Petersen and Harry Horlin with Penny Vinjevold, Head of Education, and Debbie Schäfer, Western Cape Education Minister at the Litnum Awards Ceremony.

lucky draw for teachers

The Western Cape Education Department has organised a lucky draw to celebrate Teachers’ Day on 5 October.

Head of Education, Penny Vinjevold, will draw the names of five winning teachers on the day.

Each winning teacher will receive a R500 shopping voucher.

To enter, send you name, school and contact details to events@westerncape.gov.za

This is just one way of acknowledging and thanking teachers on this special day.

“We have committed and qualified teachers and learners who are willing to put in the hours and do the hard work to improve the results. Our school’s ethos is to do well and we acknowledge learner achievement at assemblies.”

WENDy MBUDE, WAllACEDENE PRIMARy

While Wallacedene Primary achieved a considerable improvement in Language in Grade 3 – an 11.5% increase from 21.2% in 2013 to 32.7% in 2014 – their Grade 6 results have seen a remarkable increase.

In Grade 6, the school improved its mathematics results from 9.4% in 2013 to 56%, a substantial improvement of 46.4%. In 2013, the school achieved 4% in language results and improved on this by 57.5% to achieve 61.9%.

Wendy Mbude, Wallacedene Primary School Principal, said when she saw how badly her school did in the 2013 systemic tests, she realised that drastic action was necessary.

Mbude identified language as a barrier and decided to rope in English Home Language speakers to assist learners with their communication skills.

Learners attended extra English classes weekdays from 7am to 8am to make learning English fun and remove the fear that comes with learning another language.

The teachers also encourage reading and writing.

SE PTEM BER 20 15updateEDUCATION

4 SPECIAL EDITION

ON FRIDAy, 21 AUGUST 2015 All ROADS lED TO THE TRANqUIl SETTINGS OF NORMAN HENSHIlWOOD HIGH SCHOOl IN CONSTANTIA FOR THE INAUGURAl GR 12 BUSINESS STUDIES HIGH SCHOOl qUIz.

This pilot project involved eight schools each from Metro Central and Metro South and a total of 128 Grade 12 Business Studies learners representing 16 high schools. All the schools were allowed to enter two teams of four learners each for the quiz, which was based entirely on the Grade 12 Business Studies curriculum.

The Business Studies Quiz was the first of its kind in that it was conducted exclusively on-line.

The quiz questions were all uploaded to the WCED Moodle site and learners accessed these on laptops via Wi-Fi access. The final round comprised panel questions, and this was facilitated via a buzzer app on tablets. No paper was used in this quiz at all. The value and power of the Moodle system for an on-line quiz was evident through the following:

The quiz consisted of 5 rounds, each made up of two sessions. All the rounds and sessions were switched on/off only as needed.

This meant that no team could access any quiz until the appropriate time.

As the time was stipulated, the Moodle system tracked the number of minutes taken to complete each session.

At the completion of each session, the Moodle system self-marked the quiz and produced a set of results for each team. At the completion of a round, the system dynamically averaged the two sessions, and provided an overall grade for each team. These results were then exported, and ranked thereby providing the quiz organisers with the winners in each round.

Through a process of elimination the 32 teams were reduced to four teams who competed for the Cup and Plate trophies.

Learners from Lotus High School competed against Kensington High School in the Plate Final. After a close battle, Kensington was the overall winner.

In the Cup Final, Arcadia High School competed against Ikamvalethu High School. Arcadia High School was the eventual winners and acquired the bragging rights as reigning Business Studies Quiz champions.

The school received a floating trophy and gold medals were awarded to all four team members. Damelin awarded each team member a study bursary of R10 000 each and Nedbank awarded each team member with R250 in cash.

The Business Studies Quiz was a collaboration between the Business Studies Curriculum Planner at head office and the Subject Advisors at the Metro Central and Metro South district offices as well as the e-Learning

teams at the two district offices. Central’s e-Learning team set-up and configured the laptops and e-Learning South set up the quiz space, formatted and uploaded the questions of the quiz. Both e-Learning teams were on the floor during the quiz to assist learners. The Business Studies Advisors developed questions, and the Business Studies Senior Curriculum Planner quality assured the quiz questions and answers.

A special word of thanks

goes to the team at Norman Henshilwood High for their technical assistance, especially with the final round. The Wi-Fi connectivity was stable and provided for a smooth running of the quiz.

This initiative has shown the power of collaboration between Business Studies and e-Learning, and furthermore, the potential of the WCED LMS Moodle for on-line assessments.

Complaints from schools that the report on their systemic test results contained too much information that was difficult to understand and interpret have prompted the department to change the look and feel of the report.

Andile Siyengo, Director: Research, said while the data and results were still the same, the report provided to each school was easier to read, provided clear pointers to overall trends and contained targeted narrative on the meaning of the graphs and tables.

Siyengo said the new template was piloted late last year and early this year and schools provided positive feedback.

The main aim of the report was to inform each school of its performance levels in the WCED Systemic Tests while also providing

enough information for each school to compare itself to groupings of schools within the system.

“We hope to help schools see themselves as part of the larger system and therefore provided circuit, district and provincial results. Historical data was provided to help the school understand its performance trends and the performance trends of the system.”

He added that the report contained very useful information for the principal as it aimed to create better understanding of the performance of each class and showed where the strengths and weaknesses were.

Language and MathematicsHow are we doing?The WCED tests learners in Grades 3, 6 and 9 every year. This report provides the results of your school for the 2014 tests. The pass percentage for these tests is 50%.

Result Description ArrowSubstantial Improvement

Results improved by 10% and above

Improvement Results improved between 5 and 9.9%

No Substantial Change

Results changed between -4.9 and 4.9%

Decrease Results decreased between -5 and -9.9%

Substantial Decrease

Results decreased by -10% and below

Not Applicable

No testing in previous cycle

In brief: SchoolGrade 3 Mathematics results Grade 3 Language results

no change 100%

Gr. 3100%

Gr. 3

In brief: ProvinceGrade 3 Mathematics results Grade 3 Language results

43%

Gr. 3

no change 40%

Gr. 3

Enhancing teaching and learning through

ICT integration partnerships

New approach to presenting Literacy and Numeracy Data

e - l E A R N I N G

Arcadia High School’s winning team members of with the Curriculum Manager of MSED, Charmaine Pietersen, Enid de Wet of Damelin College, Pearl Van der Rheede, the Business Studies teacher at Arcadia and the Curriculum Manager at MCED.

Sy

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IC T

ES

T R

ES

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In the case of Mathematics the report provided an opportunity for the school to understand how learners performed in subgrade items.

Siyengo said the department welcomed the feedback from schools on the new report.

SEPTEMBER 20 15updateEDUCATION

5SPECIAL EDITION

The WCED CTLI Courses platform has been designed and built to be as easy to use as possible.

The site is divided into five main parts:

1 COURSE INFORMATION Course information is made available to all site visitors. The Courses List can be accessed through the main navigation menu.

2 REGISTRATION Registration is a simple process where a user creates a username and password and confirms his/her email address, in order to be able to sign in.

3 PROFIlE CREATION Full profile creation is a prerequisite for course application.

4 APPlICATION Anyone is allowed to register, sign in and then apply for a CTLI Course.

5 APPlICATION MODERATION The moderation area is accessible only by district officials, district directors and programme coordinators, assigned as such. Each submitted application must be moderated by a district official, district director and finally a programme coordinator before the applicant can attend the CTLI Course applied for. Applicants can sign in and view the status of the submitted applications at any time. They will also be informed, by e-mail, of progress throughout the process.

BEFORE Ask yourself why you want

to go for training – if it is

for any other reason than

improving you competency

as a teacher, don’t do it.

Don’t do it for a certificate;

don’t do it because

someone else expects it

of you; don’t do it to get

away from school. Do it for

yourself and for your own

professional development.

Training is sometimes like

get rich quickly schemes – if

it sounds too easy or sounds

too good to be true, don’t

do it – no pain no gain.

Do you think you are a

better equipped teacher

than the average or do you

think you are not as good as

the average teacher? Come

to a relevant CTLI course to

benchmark yourself against

others. You can then learn

from others and share your

experience, expertise and

knowledge with them.

Be wary of short one

day workshop-type

interventions – research

indicates that these type

of courses rarely impact on

competency.

Focus on courses that are

practice based and practical

in nature, with a direct link

to what you do every day.

Choose the right course for

you.

DURING Ensure that you use the

time optimally, participate,

interact and ask questions.

Focus exclusively on

the course – don’t allow

distractions like other

appointments.

Form relationships with

other people in training,

share thought and ideas.

AFTER Ensure that you implement

as much of what you have

learnt as soon as possible –

if you don’t, most of the new

found knowledge will fade

away after two weeks.

Form small discussion or

contact groups to keep in

touch with other colleagues

and communicate and

share information regularly

– a type of a Professional

Learning Community. You

can use e-mail, WhatsApp,

twitter to keep in touch.

Share your new found

knowledge and skills with

other colleagues to activate

positive change. Be the

change you want to see.

Register onlinefor training courses at the CTLIThe Cape Teaching and Leadership Institute (CTLI) courses platform allows teachers, principals, deputy principals and department heads to easily apply for applicable CTLI courses online. The landing page introduces the CTLI courses and invites site visitors to either register or to sign in, if already registered.

How to get the most out of

teacher trainingEddie Kirsten, Director of the Cape Teaching and Leadership Institute in Kuils River, provided the following tips to ensure that you choose the right course and see a healthy return on the time you invested in your professional development:

D E V E l O P M E N T

Cape Teaching & Leadership Institute

Not logged in. Login/Register

SE PTEM BER 20 15updateEDUCATION

6 SPECIAL EDITION

Be that teacher: Fill your classroom with wonder and excitement

R E S O U R C E S

You can borrow these and similar titles from your Education District Resource Centre or EDULIS Library

EDUlIS

14

1 lEARNING IN THE FAST lANE: 8 WAyS TO PUT All STUDENTS ON THE ROAD TO ACADEMIC SUCCESSRollins, S.P. 2014

2 SERIOUS FUN: PRACTICAl STRATEGIES TO MOTIVATE AND ENGAGE STUDENTSHirst-Loucks, C. 2014

3 REACH BEFORE yOU TEACH: IGNITE PASSION AND PURPOSE IN yOUR ClASSROOMPrentis, P.T. 2014

4 FUTURE WISE: EDUCATING OUR CHIlDREN FOR A CHANGING WORlDPerkins, D.N. 2014

5 TEACH SMART: 11 lEARNER-CENTERED STRATEGIES THAT ENSURE STUDENT SUCCESSCaposey, P.J. 2014

6 ENGAGING MINDS IN THE ClASSROOM: THE SURPRISING POWER OF jOyOpitz, M.F. 2014

7 AN ESSENTIAl GUIDE TO IMPROVING ATTENDANCE IN yOUR SCHOOl: PRACTICAl RESOURCES FOR All SCHOOl MANAGERSReid, K. 2014

8 50 STRATEGIES FOR COMMUNICATING AND WORkING WITH DIVERSE FAMIlIESGonzalez-Mena, J. 2014

9 MANAGING THE DIGITAl ClASSROOM: DOzENS OF AWESOME TEACHER-TESTED IDEAS THAT HElP yOU MANAGE AND MAkE THE MOST OF EVERy DIGITAl TOOl IN yOUR ClASSROOM. (BOOk + CD-ROM)Hyman, A. 2014

10 TEACHING WITH TABlETS: HOW DO I INTEGRATE TABlETS WITH EFFECTIVE INSTRUCTION?Frey, N. 2013

11 THE 5-MINUTE TEACHER: HOW DO I MAxIMIzE TIME FOR lEARNING IN My ClASSROOM?Barnes, M. 2013

12 9 HABITS OF HIGHly EFFECTIVE TEACHERS: A PRACTICAl GUIDE TO PERSONAl DEVElOPMENTTurnbull, J. 2013

13 ClOSING THE ATTITUDE GAP: HOW TO FIRE UP yOUR STUDENTS TO STRIVE FOR SUCCESSKafele, B.K. 2013

14 THE TEN-MINUTE INSERVICE: 40 qUICk TRAINING SESSIONS THAT BUIlD TEACHER EFFECTIVENESSWhitaker, T. 2013

15 EDUCATING STUDENTS IN POVERTy: EFFECTIVE PRACTICES FOR lEADERSHIP AND TEACHINGLineburg, M.Y. 2013

16 THE 12 TOUCHSTONES OF GOOD TEACHING: A CHECklIST FOR STAyING FOCUSED EVERy DAyGoodwin, B. 2013

17 TAlk THAT TEACHES: USING STRATEGIC TAlk TO HElP STUDENTS ACHIEVE THE COMMON COREParatore, J.R. 2013

18 REACHING AND TEACHING STUDENTS IN POVERTy: STRATEGIES FOR ERASING THE OPPORTUNITy GAPGorski, P. 2013

19 ACHIEVEMENT FOR All: RAISING ASPIRATIONS, ACCESS AND ACHIEVEMENTBlandford, S. 2013

20 MINDSETS IN THE ClASSROOM: BUIlDING A CUlTURE OF SUCCESS AND STUDENT ACHIEVEMENT IN SCHOOlSRicci, M.C. 2013

21 TEACH lIkE A PIRATE: INCREASE STUDENT ENGAGEMENT, BOOST yOUR CREATIVITy, AND TRANSFORM yOUR lIFE AS AN EDUCATORBurgess, D. 2012

DVDS

1 TEACH lIkE A CHAMPION FIElD GUIDE: A PRACTICAl RESOURCE TO MAkE THE 49 TECHNIqUES yOUR OWNLemov, D. 1 Book + 1 DVD

2 ClASSROOM INSTRUCTION THAT WORkS. ElEMENTARy SCHOOl(50 min.)

3 ClASSROOM INSTRUCTION THAT WORkS. HIGH SCHOOl(50 min.)

4 THE STRATEGIC TEACHERSilver, H. 1 DVD (68 min.)

5 MANAGING AND MOTIVATING CHAllENGING CHIlDREN1 DVD + 1 CD-ROM

6 21ST CENTURy SkIllS: PROMOTING CREATIVITy AND INNOVATION IN THE ClASSROOMNam, T. 1 DVD (25 min.)

7 GIVING EFFECTIVE FEEDBACk TO yOUR STUDENTS3 DVDs

8 ACCOMMODATING DIFFERENT lEARNING STylESLovering, M. 1 DVD (29 min.)

HOW DO I BORROW THESE RESOURCES?

HOW DO I BORROW THESE RESOURCES?

Become a member by contacting your Education District Resource Centre / EDULIS Library or you can register electronically. Membership is FREE.

Electronic registration GO TO http://tinyurl.com/edulis-registration (Please read terms and conditions).

OR go to our website: http://edulis.pgwc.gov.za Click on “e-Learning” Click on “EDULIS” Click on “Libraries” Click on “register as member” (Please read terms and conditions) Click on “Library membership registration form” Complete the form and submit

EDULIS LibraryTel: 021 957 9618Fax: 021 948 0748edulis@westerncape. gov.za1st Floor Middestad MallCharl Malan StreetBELLVILLE

Metropole EastCheryl JosephTel: 021 900 5111Cehjoseph@westerncape.gov.zaOld Nooiensfontein RoadKUILS RIVER

Metropole SouthNtombi MngxumaBrian O’Connell Resource CentreTel: 021 370 2084Fax: 021 372 1856Nmngxuma@westerncape.gov.zaAZ Berman DriveLengtegeurMITCHELLS PLAIN

OverbergSara CleggMT Ndzuzo Resource CentreTel: 028 214 7386Fax: 028 214 7400sclegg@westerncape.gov.za15 College StreetCALEDON

Metropole NorthJenny CarotoTel: 021 938 3197Fax: 021 938 3183jcaroto@westerncape.gov.zaTimmerman StreetPAROW

SEPTEMBER 20 15updateEDUCATION

7SPECIAL EDITION

The use of language in the Mathematics classroomLanguage is important for learning and should be promoted through the teaching of Mathematics. We asked two academics to provide more insight on the use of language in the Mathematics classroom.

I N S I G H T

“We must have x on one side and the numbers on the other side.” 2x + 1 = 5“So we take over the plus one and it becomes a minus one on the other side.” 2x = 5 – 1“So two x equals four. Now we must get rid of the two.” 2x = 4“Two’s at the top, so it goes to the bottom on the other side.” x = 4/2“So x equals two.” x = 2

The question of whether or not language is important in the teaching of mathematics is not, in the first instance, one of the correct use of language. It is, instead, a question of whether or not language is used in a manner that is generative of the particular specialisation of consciousness we refer to as mathematics.

One of the most interesting and productive computational features of mathematics is that we can get to a desired outcome in a variety of ways from a set of initial conditions. Teachers routinely exploit this feature and it is at that point that language and mathematics intersect in a manner that is of the first importance to the learning of mathematics.

A problem of profound significance thrown up by language use in teaching situations derives from the fact that there is no necessary association between a particular word, or symbol, and anything in the world. It is not words that refer to things and ideas, it is people who do so—and they often do so in ways that are linguistically unfamiliar and surprising and, as teachers, in ways that can either assist or disrupt the growth of mathematics in the learner. This feature of language, in combination with the fact that mathematics is computationally flexible, often occasions the production of computational resources that are mathematically questionable.

Consider a familiar topic, the solution of linear equations. Imagine a teacher working through the problem, “Solve for x if 2x + 1 = 5”, and presenting their learners with the following solution.

The teacher has constructed a calculus that blends direct operations on symbols with arithmetic operations in a manner that enables their learners to solve such problems. Are the particular ideas, mathematical entities and operations of relevance to the topic referred to linguistically by the teacher? The answer to that question is a resounding “No!” The solution procedure is one that can be employed without attending to the idea of an equation, the latter being the regulative idea that ought to govern the computations required to solve the problem. The operations on the symbols cannot be incorporated into basic arithmetic because the collections of entities over which they are implicitly defined are not actually numbers. While the presented written solution is apparently reasonable, the linguistic references entailed in the teacher’s explanation encourage the realisation of computational resources that are mathematically questionable

and which disrupt the growth of mathematics in the learner.

That is why attending to language in mathematics teaching is of fundamental importance.

Dr. zain Davis lectures in mathematics education in the School of Education at the University of Cape Town. He taught mathematics in a

secondary school before moving to the Mathematics Education Project of the University of Cape Town, and then on to the School of Education.

Language is the main vehicle used to understand and convey mathematics knowledge. Many teachers in SA have experienced that language can prove to be a challenging barrier in the classroom to the understanding of mathematics concepts and to assessment items aimed at eliciting mathematical understanding. To be able to read a problem does not mean that a learner understands the problem and all the terminology in it, and this is also not a challenge limited to second language English speakers only. Learners’ understanding depends on a grasp of both the academic language of mathematics as well as the academic language used to teach it.

Mathematical language found in specialised symbols and expressions, the complexity of everyday words that have different meanings in the mathematics classroom, the formulation and understanding of mathematics word problems and the use of mathematical language in mathematical discourse all contribute

to these challenges. Learners need to master the mathematics register to be successful at maths. The mathematics register includes everyday language used in the mathematics classroom, specific mathematical terms and the symbols used in mathematics. Teachers need to deliberately create opportunities for learners to get familiar with this language of mathematics. A problem-centered approach creates such opportunities when learners learn mathematics through problem solving. In this process the use of mathematical language and notation provides a common basis for understanding and helps learners to clarify their thinking. Mathematical notation is for the learners a tool of thought and for the teacher their notation and discussion around it serve as a window into their thinking. Rich classroom discourse in which learners explain and justify their thinking helps them to get a better understanding of the mathematics language and to understand and become more comfortable in using

the correct notation and vocabulary. It also enables them to choose and use mathematical conventions and generalisation in order to link the mathematics they learn to the mathematical community. Authentic tasks linking mathematics to learners’ own lives are important in problem solving but care should be taken that language or elaborative contexts do not create a barrier to the mathematics in the problem.

Language builds the bridge between mathematics content (what we teach) and the instruction (how we teach the content).

As teachers we are role models – our own use of mathematical language serves as crucial example of effective mathematics communication to learners. In this process, language and communication are key factors

in building understanding and it is hoped that teachers will be motivated to examine and adapt their own practices in order to cultivate productive and meaningful mathematical discourse in their classrooms.

In the mathematics class it is true that “… once students understand HOW things are said, they can better

understand WHAT is being said, and only then do they have a chance to know WHY it is said” (Jamison 2000).

Dr Helena Wessels is a lecturer in the Research Unit for Mathematics Education at Stellenbosch University.

HElENA WESSElS

zAIN DAVIS

SE PTEM BER 20 15updateEDUCATION

8 SPECIAL EDITION

Annual National Assessments (ANAs)

The ANAs for Grades 1 to 9 will take place in September 2016 (final date to be confirmed), and schools will mark the tests internally. More information will be provided by the Department of Basic Education (DBE) in 2016. Reports on the ANAs will be sent to parents by the end of October 2016.

WCED Systemic Tests (Grades 3, 6 and 9)

The WCED will conduct Systemic Tests for Grade 3, 6 and 9. The tests will take place in the morning on one school day during the period 11 – 25 October 2016.

National Senior Certificate (NSC) Examinations

Release of the 2015 NSC examination results: Jan 2016 (tbc) NSC Awards: 12 Jan 2016 (tbc) Supplementary NSC examinations: 5 Feb – 24 March 2016 (tbc) Training of invigilators: 29 Aug – 30 Sept 2016 NSC practical examinations: 19 & 20 October 2016 (tbc) 2016 NSC examinations: 26 Oct – 27 Nov 2016 (tbc) Marking of the 2016 NSC examinations: 5 Dec 2016 (tbc)

Senior Certificate Examinations

3 May – 22 June 2016 (tbc)

ModerationPerformance Assessment Tasks

will be moderated during the first and second term

Grade 12 oral moderation begins August 2016

Grade 12 practical examination begins August 2016

Provincial SBA moderation: September 2016

Schedules with precise dates will be sent to schools well in advance.

The WCED will offer optional courses to meet specific needs, for example, ICT proficiency, special needs education and labour relations. District offices will advertise the training, which will take place after 15:00 on school days.

The Cape Teaching and Leadership Institute (CTLI) will be offering a number of training programmes, seminars and conferences in 2016. Details of these 2-week curriculum (content and methodology) courses for Foundation, Intermediate and Senior Phase teachers and 2-week courses on roles and responsibilities of heads of department, deputy principals and principals, will be sent to all schools in September 2015.

This programme will also be available on the WCED website at http://wced.westerncape.gov.za or www.wcedctli.co.za

Principals’ meetings in circuits: There will be one circuit meeting

for principals per term, starting at 13:00. This may be followed by a meeting of the district principals’ forum.

The dates for the 2016 Provincial Principals’ Forum meetings are as follows:

4 March 2016 20 May 2016 19 August 2016 18 November 2016

Safe Schools Holiday Programmes

Programmes for learners are offered by the Safe Schools Sub-directorate during the school holidays.

27 June – 8 July 2016 2 – 7 October 2016

Representative Council of Learners (RCLs) calendar

The induction of new RCLs is scheduled for Feb – March 2016. All public schools with Grade 8 and higher must elect Teacher Liaison Officers (TLOs) during Sept 2016. Election of RCLs will take place in the last school term of 2016.

Important administrative dates for 2016Activity Due date Submit online applications for growth- or curriculum posts Jan/Feb 2016Applications for NSC exam re-marks and re-checks 19 Jan 2016Closing date for registration for NSC supplementary exams 19 Jan 2016The Snap Survey for ordinary schools 26 Jan 2016Grade 12 subject-change requests 29 Jan 2016Submission, to Directorate: Strategic People Management, of applications to conduct remunerated work outside the public service during 2016/17 (employees will receive responses before the end of March 2016).

29 Jan 2016

CEMIS made available for capturing of information on compensation for school fee exemption

4 April 2016

Annual School Survey at ordinary schools Annual Survey for Early Development CentresSnap Survey for special schools

1 March 2016

Closing date for registration of 2016 NSC exams 15 March 2016Quarterly Attendance Return Capture Screen 18 March 2016

24 June 201630 Sept 20169 Dec 2016

Submit applications for extension and/or curtailment of curriculum to district office

29 April 2016

Update online data on new governing body members 18 March 2016Sign-off: Compensation for School Fee Exemption on CEMIS 24 June 2016Online Grade 10 subject change requests 29 July 2016Online Grade 11 subject change requests 29 Feb 2016Sign-off on CEMIS of Grades 3, 6 & 9 learner registers for the WCED Systemic Tests

29 July 2016

Special Schools Annual Survey (online) 1 Sept 2016Grade 12 SBA scores captured on CEMIS Sept 2016Submit Section 38B applications (schools will be informed of the outcome of the applications by 15 Dec 2016)

31 Oct 2016

CEMIS promotion and progression readiness online 14 Nov 2016Submit school budget for 2016 to district office 2 Dec 2016Capture promotions and progressions online on CEMIS Until 12 Dec 2016

2016 Planning Calendar for SchoolsD I A R I S E

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Protection of teaching timeSchools must protect teaching time and support learning as follows:

1 All learners must be in school and learning for the full 199 days (203 days for teachers), in accordance with the National Learner Attendance Policy.

2 Teaching begins on the first day of each term.

3 On the last day of the school term learners must be at school for at least three hours. Teachers are expected to be at school for a minimum of 5 hours.

4 Minimum teaching hours per grade should be observed (this excludes assemblies and National School Nutrition Programme meals).

5 Educational excursions must be linked to and enhance the curriculum. Applications for excursions should be submitted to the district director at least 4 weeks in advance of the intended date.

2016 School TermsTerm Begins Ends No. of

weeksNo. of school days

1 11 Jan (teachers)13 Jan (learners)

18 March 10 50 (teachers)48 (learners)

2 5 April 24 June 12 55

3 18 July 30 September 11 53

4 10 Oct 7 Dec (learners)9 Dec teachers)

9 45 (teachers)43 (learners)

Internal Examinations

Grades 4 – 6Schools that offer Grades 4 to

6 may not start their examinations before 8 June 2016 and 21 November 2016.

Grades 7 – 9Schools that offer Grades 7 to 9

may not start their examinations before 6 June 2016 and 14 November 2016.

Grades 10 – 12Schools which offer Grades 10,

11 and 12 (where applicable) may not start their examinations before 30 May 2016 and 14 November 2016.

All learners are required by law to attend school throughout any test or examination programme, with the exception of Grade 12 learners, who will be entitled to 5 days of study before the start of the final examinations.

Grade 12 September trial examinations

The examinations should not start earlier than 5 September 2016. The timetable should schedule two examination sessions per day, wherever possible.

All other grades will be busy with internal assessments.

For the full calendar see the version that was sent to schools on 8 August 2015.

This schedule of dates for training programmes, meetings, tests, examinations and important administrative deadlines is provided to aid schools’ planning for 2016.

Training workshops or meetings

Tests and examinations

Online submission of Term PerformanceIn 2016 schools will be requested to complete their term information

per individual learner. Schools will be required to submit the Term Performance for learners on CEMIS by the following dates:

Term Term Performance OPENS for capturing

Term Performance SIGN-OFF for capturing

1 14 March 2016 8 April 2016

2 20 June 2016 22 July 2016

3 26 September 2016 24 October 2016

4 8 December 2016 16 December 2016

School admission datesSchools capture planned enrolment on SAMI 29 Jan 2016

School admissions open: 1 Feb 2016

School admissions close: 11 March 2016

Schools inform parents of the outcome: 24 June 2016

Parents to confirm acceptance by: 25 July 2016