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POLICY GOVERNING CURRICULUM DELIVERY ENGLISH

PLANNING FOR CURRICULUM DELIVERY, ASSESSMENT, MODERATION, REPORTING AND REPORTING


This policy seeks to guide the delivery of the academic curriculum. For this purpose, curriculum delivery is regarded as a linear process that encompasses the following steps:

STEP 1: PLANNING FOR TEACHING & ASSESSMENT

STEP 2: ASSESSMENT

STEP 3: MODERATION

STEP 4: RECORDING

STEP 5: REPORTING

STEP

WHAT DOES THIS STEP ENTAIL?


Contact time (the learning activities that take place every period of the academic year) is thoroughly planned. Planning will be finalised before a quarter commences (This applies to 2007 only. Ideally, an academic years planning should be in place at the end of the previous year.) Lesson Planning (Planning for Assessment) is prepared in accordance with a Learning Areas Programme of Assessment, and will show the following: 1. The task that learners will attempt which will formally be assessed by the educator. 2. All the learning activities the educator plans on engaging learners in, in order to prepare them for the assessment task. (Ideally, the wording of these learning activities should be guided by the wording given in the sub-skills of the Assessment Standards in the NCS. See 4 below.) 3. The resources (worksheets, rubrics, audio-visual aids, etc) the educator plans on using to assist in accomplishing 2 above. 4. The Learning Outcomes and Assessment Standards + sub-skills learners will be exposed to in 1 and 2 above. 5. The time frame the educator envisages for the completion of 1 and 2 above. Lesson Plans are to be presented coherently. (A suggested template is included. See Addendum 1). Assessment refers to: 1. Formal Assessment: the marking and grading of all tasks stipulated by the Programme of Assessment. This is the minimum amount of assessment an educator will perform in an academic year. This minimum is non-negotiable. 2. Informal Assessment: the marking of any additional tasks, the setting of which is not stipulated by the Programme of Assessment, but which is deemed necessary by the educator. The tools used to assess learners work (memos, rubrics, checklists, etc) will be filed in the educators portfolio.

ASSESSMENT STEP2:

PLANNING STEP 1:

WHO IS RESPONSIBLE? The educator responsible for teaching the learning area to the specific grade.

RESOURCES / DOCUMENTS NEEDED Relevant Subject Assessment guidelines. Relevant Programmes of Assessment. Planning Template Relevant NCS document.

The educator responsible for teaching the learning area to the specific class.

Relevant Programmes of Assessment. Prescribed assessment tools eg. rubrics (where applicable)

STEP 4: RECORDING

Moderation encompasses the following 2 processes: (a) Internal Moderation and (b) External Moderation. In the interests of transparency, fairness and development, the subject educator will adhere to both processes in their entirety. Internal Moderation involves: 1. Evaluation of Planning: The Subject Head receives the educators planning preferably at the end of a quarter for the next quarter and evaluates it. Findings of these moderation sessions should be recorded as evidence of moderation. (A suggested template is included. See Addendum 2.) The Subject Head will file the report and will furnish the principal and the educator with a copy of it. 2. Evaluation of the marking of learners tasks: The subject team evaluates each members marking of the various tasks on the relevant Programme of Assessment. (A suggested template is included. See Addendum 3.) This process of evaluating a colleagues assessment practice will take place on an ongoing basis. The scheduled, weekly subject meetings should be used for this. If internal moderation reveals a difference in a mark and the educator concurs, that mark should then be changed. Findings of these moderation sessions should be recorded as evidence of moderation. (A suggested template is included. See Addendum 3). The Subject Head will file the report and will furnish the principal and the educator with a copy of it. External Moderation involves: 1. Attending all Standard Setting meetings for the subject, on the dates determined by the Curriculum Advisor. 2. Attending all Subject Cluster meetings on the dates determined by the cluster, and fully engaging in the moderating activity determined by that cluster. Learners will file their own work once the educator has returned it to them for consideration. This will occur after a task has been moderated. Marks and codes will be recorded on an ongoing, regular basis, throughout the quarter, on the Excel sheets provided. Marks will be recorded quarterly, using the assessment tasks completed by learners in a particular quarter. The final mark for each learner will be recorded electronically, on the software program specified by the SMT. (English Electronic Marksheets supplied by CA) Marks will only be recorded once a task had been moderated by the Subject team. The correctness of the recording will be verified by the Subject Head.

MODERATIONSTEP 3:

The Subject Head (Evaluation of Planning). The entire subject team (Evaluation of marking). The educator responsible for teaching the learning area to the specific grade. (Attendance at meetings.) The Assessment co-ordinator (for overall monitoring).

The complete set of instructions learners received. The assessment tool used to assess learners tasks. A document that can capture the findings of the moderation sessions (templates have been suggested elsewhere in this document.) The educators portfolio (for the filing of the reports)

The educator responsible for teaching the learning area to the specific class. (for recording of marks) The Subject Head (for verification of the recorded marks). The Assessment co-ordinator (for overall monitoring).

The electronic (computer) file. The educators own mark sheets. The educators portfolio. Learner portfolios.

The school will formally report to parents on learner progress in the 1st, 2nd and 3rd quarters. This will take the form of an official (signed and stamped) Report Card, printed on an original school letterhead. Quarterly reporting will take place at the end of a quarter (preferably) or, if circumstances dictate, no later than 10 school days into the next quarter. Quarterly reporting on learner progress will be based on a learners performance across the Assessment Tasks (as stipulated in the Programme of Assessment) completed in that particular quarter. The quarterly report will, in addition to the learners academic achievement, also reflect (a) the number of days a learner has been absent for that quarter, and (b) the school fees still owed to the school. The school will report on learner promotion at the end of the 4th quarter. This will take the form of an official (signed and stamped) Report Card, printed on an original school letterhead. Reporting on learner promotion will take cognizance of: 1. The learners academic performance throughout the year, i.e across all the tasks stipulated by the Programme of Assessment, 2. The number of years a learner has been in a phase (this currently applies to Senior Phase only.) 3. The learners chronological age. 4. The learners attendance record.

The SMT, under the guidance of the Assessment coordinator.

Departmental regulations governing progression and promotion.

REPORTINGSTEP 5:

ADDENDUM 1:

SUGGESTED PLANNING TEMPLATE

SUBJECT / LEARNING AREA: ___________________________________________________ EDUCATOR: __________________________________________ DURATION: From _______________________ to _______________________. 5. TIME FRAME 4. LOs & ASs 3. RESOURCES TO BE USED

GRADE: ____

2. LEARNING ACTIVITIES

1. FORMAL ASSESSMENT

ADDENDUM 2: SUGGETSED CHECKLIST TO EVALUATE LESSON PLANS

LESSON PLAN CHECKLIST


Developing learning through language. This means that reading, writing, listening, thinking, visualizing (pictures and graphics) and speaking, should be integrated with all subject content. Too often, teachers rely on the old chalk and talk method, and do not develop other skills. Learning requires the ability to use all knowledge acquisition skills. It is intended that the following be used as a checklist when planning lessons. You will note that, if you do use the checklist, your lessons (if they are not so already!) will become more structured, more focused, more learner-centered, and more aligned with the learning outcomes as defined in the NCS guidelines. You will find that you cannot use all of these in one lesson; however, the checklist does have the potential to refine and improve your classroom practice:

QUESTIONS I ASK MYSELF: In my lesson plan, did I


1. ensure that learners have writing materials in order to take notes, like writing down main points, vocabulary, etc give an outline of the lesson and the outcomes I hope will be achieved in it? activate and assess learners prior knowledge of the topic under discussion? relate the topic to learners experience? require learners to work in groups or pairs? give varied tasks that require learners to interact with materials and think critically? help to develop study skills, i.e note-taking, extracting and summarizing key information from texts? revise old vocabulary, give new items, ask learners to make a note of new words? require learners to read (aloud / to themselves), write (notes / creatively), speak (to one another ask learners to discover rules (of grammar, spelling, ) by themselves? use higher order questions that employ verbs like: explain, define, justify, contrast, compare, interpret, estimate, analyse, etc give all learners a chance to respond and participate in the lesson? encourage learners to ask questions like: How, why, if this what then, what if? walk around to assess progress, give feedback, make a note of struggling learners? develop knowledge of and insight into global issues human rights, social justice, the environment, trends, etc ask learners to reflect on what they have learnt?

Comment
Note-taking is an important life skill as it forces one to focus and helps to order ones thinking. It should become habitual, but it is not an easy skill; learners will take time to develop. Do spot checks regularly. This could be done in writing on the task sheet, or you could dictate it and, in so doing, give learners practice in listening and writing. Do a spot check. Ask learners to write answers to questions and then ask for verbal answers. Give everyday, familiar examples / texts Encourage groups to talk in English. Choose random learners to report back. For example, taking information from different sources, re-evaluating and restructuring that information Teach learners how to skim a text (read the 1st sentence in each paragraph, find main ideas) and scan for specific information. This improves reading speed. Dont only focus on specialist words / concepts also focus on ordinary linking words like: because of, as a result, consequently, on the other hand Choose individuals, pairs, groups or the whole class to read aloud from the materials / instructions you have given them. This is a valuable skill as it assists in developing cognitive skills and noticing skills Helps to develop cognitive skills. Dont ask Do you understand? They will answer Yes! Even if learners dont know the answer insist that they answer with Im not sure, I dont know the answer, please repeat/clarify the question. Dont ignore fast learners, but dont focus on them too much ask them to help others or give them additional instructions. Use reports (from newspapers, radio, TV) on the issues of the day preferably related. This cycles back to outcomes the ability to reflect, summarise and assess own learning is very important and needs to be practiced regularly and systematically.

2.

3. 4. 5. 6. 7.

8.

9. 10. 11. 12. 13. 14. 15. 16.

ADDENDUM 3: SUGGESTED TEMPLATE FOR INTERNAL MODERATION

..

HIGH

INTERNAL MODERATION REPORT CASS ITEMS LEARNING AREA: ______________________________________ GRADE : ___ EDUCATOR : MODERATOR : DATE : ____________________________________ ____________________________________ __________________

EDUCATOR PORTFOLIO YES 1. Is there an educator portfolio? 2. Are there clear instructions with each task and is the nature of the assessment criterion referenced? 3. Does the task address the subjects LOs and ASs as prescribed in the NCS subject policy document and the Assessment Guidelines? 4. Are the assessment instruments available : memos, rubrics, etc. and are they of an appropriate and desired standard? 5. Are CASS lists with the required totals supplied? NO COMMENTS

LEARNER PORTFOLIO YES 1. Were at least 3 portfolios moderated? 2. Of the portfolios moderated, is there a spread across the range according to the CASS mark? 3. Are there clear instructions with each task and is the nature of the assessment criterion referenced? 4. Have the assessment tools and comments been used to provide learners with meaningful feedback? NO COMMENTS

MODERATION SHEET EDUCATORS NAME: ________________________________ MODERATORS NAME: LEARNERS NAME ________________________________ MAIN LEARNING OUTCOMES ASSESSED FORM OF ASSESSMENT / TYPE OF TASK A MODERATORS ASSESSMENT B EDUCATORS ASSESSMENT C DIFFERENCE BETWEEN EDUCATORS AND MODERATORS ASSESSMENT ( B-A) +5 (10%)

e.g. Eugene Du Toit

LOs 3 & 4

Argumentative Essay

26/50

31/50

COMMENTS : ... ... .. .