Province of the - Curriculum Subjec… · · 2013-02-203.9 Problem areas identified in the teaching of content ( using SBA moderation reports, examiners reports, analysis of results,

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Province of the EASTERN CAPE DEPARTMENT OF EDUCATION

DIRECTORATE: CURRICULUM FET PROGRAMMES

PROVINCIAL

SUBJECT IMPROVEMENT PLAN

Agricultural Subjects 2013

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PROVINCIAL SUBJECT IMPROVEMENT PLAN FOR AGRICULTURAL STUDIES

1. GENERAL INFORMATION

1.1

NAME OF SUBJECT PLANNER

MR SM MDAKA

DESIGNATION

Deputy Chief Education Specialist

1.2

CONTACT DETAILS : Tel: 040 6084648 Cell: 072 263 4051 / 082 083 6074 Fax: 086 5487 422 email:[email protected]

2. INTRODUCTION

2.1

Purpose of the Provincial Subject Improvement Plan for 2013

To improve learner performance in Grade 10-12 Agricultural Sciences, Agricultural Management Practices and Agricultural Technology

To be customized into District Subject Improvement plan

To maintain a 100% pass with quality in AMP and Agricultural Technology

To attain 83% Provincial Pass in Agricultural Sciences

2.2

How will the Subject Improvement Plan be used?

2.3

My vision for my subjects for 2013

2.4 List achievable/do-able goals set for my subject for the current school year

All Grade 12 teachers orientated with CAPS

Ensuring that Grade 10-11 implement CAPS

All schools offering Agricultural Sciences have access to question paper bank

Each learner to have a copy of textbook from approved national catalogue

Ensure that each learner has Avusa newspaper supplement

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2.5 Subject Pass rate pledge for Grade 12 for 2013 in each of the 23 districts

NAME OF DISTRICT TARGET PASS RATE FOR 2013

Butterworth 82

Cofimvaba 94

Cradock 83

East London 80

Fort Beaufort 66

Graaff Reinet 86

Grahamstown 80

Dutywa 79

King William’s Town 78

Lady Frere 90

Libode 81

Lusikisiki 81

Maluti 96

Mbizana 88

Mount Frere 86

Mount Fletcher 90

Mthatha 93

Ngcobo 87

Port Elizabeth 87

Queenstown 79

Qumbu 88

Sterkspruit 86

Uitenhage 100

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3. GENERAL AREAS REQUIRING INTERVENTION (Add to the list if necessary according to the needs of the subject)

3.1 Establishment of Provincial Subject Committee 2013 Time frame: 11 to 13th of February 2013

Name Contact details Designation

Cell Fax Email

Mr SM Mdaka 072 263 4051 / 082 083 6074

086 5487 422 [email protected]

Chairperson

Deputy

Secretary

Additional members

3.2 Development of Committee Meeting agendas and reporting tools with timeframes

Provincial Committee meeting dates

Proposed Agenda Items for discussion

Responsibility Reporting tools

District Committee meeting dates

Proposed Agenda Items for discussion

Responsibility Reporting tools

11-13 Feb Analysis of 2012 results Under-performing schools Subject improvement Strategies Curriculum coverage On-site support SBA moderation Elections of committee members

Subject Planner

Letter of invitation, reports, attendance register

20-28 February Analysis of 2012 results Under-performing schools Subject improvement Strategies Curriculum coverage On-site support SBA moderation Elections of committee members

Subject Advisor


10-12 April Prescribed content coverage

Subject Planner


2-3 May Prescribed content coverage

Subject Advisor


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Grade 10-12 SBA moderation

Grade 10-12 SBA moderation

Learner performance and support

Learner performance and support

Career opportunities Career opportunities

29-31 July Curriculum coverage Under-performing schools Subject improvement Strategies Curriculum coverage On-site support SBA moderation

Subject Planner


12-13 august Curriculum coverage Under-performing schools Subject improvement Strategies Curriculum coverage On-site support SBA moderation

Subject Advisor


4-5 Sept Grade 12 interventions SBA moderation

Subject Planner


17-19 September Grade 12 interventions SBA moderation

Subject Advisor


3.3 List professional development needs for Subject Advisors and Teachers with timeframes 3.3.1 ICT TRAINING 3.3.2 Assessor And Moderator Course

How will the identified professional development needs be addressed?

ACTIVITY RESPONSIBILITY TIMEFRAME

ICT Workshop ELI April – May

Assessment workshop AgriSETA and ASAAE On-going

3.4 List teaching and learning techniques and skills to be enhanced 3.4.1 Team teaching 3.4.2 Co-operative learning 3.4.3 Individual attention to underperforming learners

How will the teaching and learning methodologies identified be remediated together with timeframes


Life Sciences, Maths and Agric teachers planning and assisting one another

HOD and Subject Advisor On-going

Each teacher mentoring a team of 4 learners Subject Teachers January - December

3.5 List moderation processes and procedures to be enhanced

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3.5.1. Level 1 Moderation by SMT, twining with other schools where necessary to share expertise 3.5.2. Grade 10 and 11 SBA moderation 3.5.3

How will the moderation processes and procedures identified be remediated together with timeframes


Capacity building on moderation Subject Advisors On-going

More intensive Moderation of Grade 10 and 11 learner portfolio

HOD’s Clusters and Subject Advisors On-going

3.6 List ways in which the interpretation of Policies and Guidelines is to be cascaded to Subject Advisors and teachers with timeframes 3.6.1 Meeting with newly appointed Subject Advisors 3.6.2 Meeting with newly appointed Subject teachers

How will the interpretation of Policies and Guideline be cascaded with timeframes


Induction and support of Subject Advisors Subject Planner 11-13 February 2013

Induction and support of Subject teachers Subject Advisor On-going 3.7 Identify Subject Planning needs (Work Schedule/ Annual Teaching Plan, Lesson Plans and Programme of Assessment) and how these will be

accomplished with timeframes 3.7.1 Adherence to annual teaching Plan, 3.7.2 Adherence to Programme of Assessment

How will the identified subject planning need be remediated together with timeframes


Monitoring content Coverage Subject Advisors and SMT On-going

3.8 List classroom practice (questioning techniques, record keeping, discipline etc) to be developed 3.8.1 Usage of the Appropriate Agricultural language when teaching 3.8.2 A 15 minutes compulsory structured reading of scenarios and case studies during every Agric period 3.8.3 More developmental/informal activities must be given to learners to deepen and enhance learning 3.8.4 Usage of ten point guideline developed by the Province 3.8.5 Twinning arrangement with Maths, Physical and Life Sciences teachers

How will the classroom practice identified be remediated together with timeframes


Provide learners with case studies to read and explain concepts

Subject teachers On-going

More written work must be given to learners Subject teachers On-going

3.9 Problem areas identified in the teaching of content ( using SBA moderation reports, examiners reports, analysis of results, question by question analysis

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of Grade 12 Final examination question papers, memorandum discussion, interviews with chief markers and moderators) 3.9.1 Calculations ( percentages, ratios, conversions of decimals, mass, weight and length) 3.9.2 Graphing and interpretation ( All types and aspects of Graphs) 3.9.3 Basic Genetics : basic crossing ( calculations of phenotypic ratio and Punnet Square indicating genotype of parents ) 3.9.4 Animal nutrition

Suggested remediation for identified problem areas:


Workshop for content enrichment focusing on calculations, Graphs and Basic genetics and animal nutrition

Subject Advisors : Education Leadership Institute 22 -31 January 2013

3.10 Problem areas identified in the setting of exam question papers and memoranda (using examiners reports, analysis of results, question by question analysis of Grade 12 Final examination question papers, memorandum discussion, interviews with chief markers and moderators) 3.10.1 Calculations involving nutritive ratio and Pearson square 3.10.2 Suitability and adaptability of villus

Suggested remediation for identified problem areas


Conducting Workshop Subject Advisor During term one

3.11 Problem areas identified in the moderation of School Based Assessment (SBA) using Department of Basic Education Moderation report and the Provincial Moderation Reports 3.11.1 Mark allocation in research projects 3.11.2 Quality of marking of research projects 3.11.3 Design and usage of marking tools/rubric

Suggested remediation of identified problem areas


Conducting Workshop on research project, and Marking rubric

Subject Advisor During term one

3.12 Identify any co-curricular activities related to the subject that will be initiated or continued in 2013 and how information will be cascaded to subject advisors and teachers with timeframes

ACTIVITY TIMEFRAME TARGET GROUP RESPONSIBILITY METHOD OF ADVOCACY

WHAT WILL THE ACTIVITY ACHIEVE FOR THE SUBJECT?

ASAAE National 01-03 February 2013 Teachers and Subject Subject Planner with Conference Empower Agricultural

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Conference

Advisors PEC presentations teachers Improve learner performance

3.13 Explain how the coverage of curriculum content will be monitored and supported during the academic year with timeframes


Fourth nightly reports on content coverage HOD On-going

Monthly reports on content coverage Subject Advisor On-going

Analysis of tests and exam Subject teacher and Advisor March , June and September

3.14 Extra LTSM identified for usage 3.14.1 Textbooks available in most schools , NB Teachers to use several textbooks 3.15.2. Avusa newspaper supplement 3.15.3. Study guides supplied by the Province 3.15.4 Agricultural Magazines e.g. Farmers weekly.

3.15 List equipment and resources available 3.15.1. School garden 3.15.2. ASAAE CD’s supplied 3.15.3 DVD’s on Artificial Insemination 3.15.4. Tools supplied by Dept of Agric ( some schools) 3.15.5 Television programms such as Agric TV on SABC 2

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4. ANALYSIS OF RESULTS

District Name Entered W

rote

No

t R

esu

lte

d

Pas

s [0

-29

%]

Pas

s [3

0-3

9%

]

Pas

s [4

0-4

9%

]

Pas

s [5

0-5

9%

]

Pas

s [6

0-6

9%

]

Pas

s [7

0-7

9%

]

Pas

s [8

0-1

00

%]

Pe

rce

nt

(%)

Butterworth 1,047 1,015 32 231 318 270 133 54 8 0 77.1

Cofimvaba 441 429 12 46 96 138 83 43 18 5 89.3

Cradock

AgrS 183 AMP 21 Agr T 17

180 21 17

3 0 0

38 0 0

61 0 2

41 2 8

26 7 3

13 12

4

1 0 0

0 0 0

78.9 100 100

Dutywa 1,133 1,063 70 272 329 275 134 45 5 2 74.3

East London 639 610 29 136 193 162 82 24 12 1 77.7

Fort Beaufort

Agr 927 AMP 32 Agr T 15

867 32 15

60 0 0

328 0 0

255 4 1

161 8 6

90 13

5

30 5 3

3 2 0

0 0 0

62.2 100 100

Graaff-Reinet 37 37 0 7 13 8 4 5 0 0 81.1

Grahamstown 89 87 2 21 35 22 4 3 2 0 75.9

King Williams Town

Agr1,811 AMP 53

1,761 51

50 2

460 0

638 17

405 25

178 9

60 0

14 0

1 0

73.6 100

Lady Frere 390 388 2 58 123 111 67 22 6 1 85.1

Libode 1,325 1,233 92 295 413 322 143 54 5 1 76.1

Lusikisiki 1,366 1,305 61 302 443 340 159 49 7 3 76.7

Maluti 351 339 12 29 112 108 70 15 3 2 91.4

Mbizana 940 898 42 148 243 275 153 59 18 2 83.5

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Mt Fletcher 394 386 8 55 132 100 74 22 2 0 85.5

Mt Frere 929 912 17 167 319 242 129 40 13 1 81.6

Mthatha 1,129 1,096 33 130 308 324 204 90 29 11 88.1

Ngcobo 427 407 20 73 113 112 78 25 5 1 82.1

Port Elizabeth 63 61 2 11 25 13 8 4 0 0 82.0

Queenstown 549 534 15 139 192 126 51 23 2 1 74.0

Qumbu 507 495 12 83 145 146 79 34 7 1 83.2

Sterkspruit 542 526 16 98 196 138 62 26 4 2 81.4

Uitenhage 23 23 0 1 3 8 5 3 2 1 95.7

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4.2 Comparison of the % pass rate to other years

DISTRICT GRADE 2012 ≤ ≥ 2011 ≤ ≥ 2010

Identified reasons for the decline or increase in the % pass rate

Butterworth 12 77.1 ≥ 63.3 ≤ 67.6 Intensified monitoring and support

Establishment of ASAAE

Study guides for learners

Improved SBA tasks

Cofimvaba 12 89,3 ≤ 90.5 ≥ 73.5 Cradock 12 78.9 ≥ 73.4 ≤ 82.0 Dutywa 12 73.4 ≤ 76.8 ≥ 65.2 East London 12 77.7 ≥ 71.5 ≤ 73.8 Fort Beaufort 12 62.2 ≤ 65.0 ≥ 61.9 Graaff Reinet 12 81.1 ≤ 100.0 ≥ 87.1 Grahamstown 12 75.9 ≤ 81.6 ≥ 57.6 King William’s Town 12 73.6 ≥ 71.2 ≥ 58.4 Lady Frere 12 85.1 ≥ 84.7 ≥ 78.4 Libode 12 76.1 ≥ 58.3 ≤ 64.6 Lusikisiki 12 76.7 ≥ 74.3 ≥ 73.0 Maluti 12 91.4 ≥ 90.5 ≥ 87.5 Mbizana 12 83.5 ≥ 77.3 ≥ 72.6 Mt Fletcher 12 88.1 ≥ 86.5 ≥ 74.3 Mount Frere 12 81.6 ≥ 76.1 ≥ 75.8 Mthatha 12 88.1 ≥ 84.8 ≥ 73.9 Ngcobo 12 82.1 ≤ 90.4 ≥ 80.4 Port Elizabeth 12 82.0 ≤ 92.2 ≥ 59.5 Queenstown 12 74.0 ≥ 65.6 ≥ 57.7 Qumbu 12 83.2 ≤ 86.3 ≥ 77.4 Sterkspruit 12 81.4 ≥ 76.4 ≥ 66.2 Uitenhage 12 95.7 ≥ 37.3 ≤ 57.1

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District intervention strategies

DISTRICT INTERVENTION / S TIMEFRAME METHOD / HOW?

Butterworth

Constructing of District Specific Subject Improvement Plan

Election of District Subject Committees

Planned itineraries for school visits for 2013 academic year

Reports on curriculum coverage submitted to Subject Planner

Roll out of CAPS orientation and monitoring

Implementation of SBA

Actioning Provincial Subject Improvement Plan (section 5) at cluster meetings

January 2013 Monthly Ongoing

Cluster meetings

Workshops Cofimvaba

Cradock

Dutywa

East London

Fort Beaufort

Graaff Reinet

Grahamstown

King William’s Town

Lady Frere

Libode

Lusikisiki

Maluti

Mbizana

Mt Fletcher

Mount Frere

Mthatha

Ngcobo

Port Elizabeth

Queenstown

Qumbu

Sterkspruit

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Uitenhage

4.3 Topic sand sub-topics in which the learners did not answer successfully

Co-efficient of digestibility and nutritive ratio, Basic genetics ,Agricultural management

4.4 Suggested reasons (e.g. content was not taught, content not assessed during SBA)

Inability to make simple deductions and interpretation of questions, genetics concepts

4.5 Remedial action in identified challenge areas.

Concepts, graphs, use of previous question paper integrate with Life Science as genetics is also part of their content

4.6 Questions in which learners did well

Animal nutrition, animal production ,production factors

4.7 Suggested reasons

Content was mastered and well taught

4.8

How can these reasons be translated into good practice for other areas of the curriculum?

Application of same teaching techniques that produced good results

4.9 Identified content which appeared in the exam paper which was not taught during the year in certain schools and districts. Why?

4.10 Implications of the coverage non-coverage of content during the academic year

Learners will perform poorly

4.11 How were the distribution of the three cognitive levels distributed across the range of questions in the Grade 11 and 12 final exam papers?

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Grade 12 cognitive levels well balanced as it was moderated by DBE

4.12 How can this information in terms of the three cognitive levels determine remedial lesson planning?

Class tests, homework and all assessment tasks must model national papers, in terms of font style, format

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5. OUTLINE OF INTERVENTIONS FOCUSSING ON THREE IMPACT AREAS

AREA ACTIVITY RESPONSIBILITY TIMEFRAME

5.1 PLANNING

Agricultural Sciences is an integrated science, and it must be seen within the holistic science framework: Maths, Physical/Life Sciences

Expose learners to broad career opportunities in Agriculture as an Industry e.g. Agronomy, Agricultural Economist, Plant Pathology etc

Holding subject meetings to plan based on 2012 Grade 10,11-12 analysis of results, and grade 9( ANA ) with emphasis on addressing the problems identified in 2012, viz:

Giving more attention to informal tasks to improve knowledge, skills and values in learning. Tasks must address the LOs and ASs in order to prepare learners for the formal tasks,( where applicable)

Completing Work schedules 10-12 within allocated time (end of August)

Designing of lesson plans and lesson preparation that correlate with the work schedules for 2013.

Twinning arrangement/sharing good practices Recognition and celebration of excellence in the subject (

level 6 & 7) Integration with ICT to enhance teaching and learning Quantifiable targets to be achieved every year

Identifying schools without teachers and taking remedial action.

Ensuring that all schools have resources e.g. every learner has at least one textbook and Study Guides provided by the Province.

Retrieval policy must be in place and fully utilized and factor in parental involvement

Conducting regular content gap workshops on week–ends/school holidays on difficult topics and approaches such as; a) Genetic Engineering b) Business plans & Budgeting c) Hydroponics d) Biodiversity

Subject Advisors, HOD and Agricultural Sciences teachers

On-going

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e) Animal protection and control f) Graphs g) Calculations h) Basic Agricultural Sciences concepts, e.g. anti-biotic and antibodies i) Basic Agricultural Chemistry j) Basic Soil Chemistry

Strengthening the subject committee and making sure that they are active and functional by showing evidence of meetings and activity plans.

Developing common formal assessment tasks at Provincial and District/Cluster level

Supplying every school with a Practical kit so as to incorporate practical work into teaching

Common Agricultural science text books be used as per National catalogue

5.2 TEACHING

Ensuring that Agricultural Sciences is allocated 4 hours a week/160 hours per year,–for work schedule/content coverage to be attained and maximum time for revision is allowed.

Scientific approach to teaching the subject must be emphasized, so as to develop scientific skills in our learners.

Compulsory 15 minutes reading of case/scenario, and DRILL concepts to enhance learning. It must be well structured.

Ten points guidelines developed by the Province must be used to prepare learners for final exams.

Providing learners with quality activities and assessment tasks that will develop their ability to analyse, interpret various data e.g. graphs, tables, case studies, calculations, posters etc. It must be noted that through well structured quality tasks, a number of scientific skills can be developed. Teaching must also be in the context of examinations guidelines, refer to (2009) NSC Exam guidelines

Ensuring that teachers always use LOLT when presenting their lessons and expose learners to various strategies that will improve their proficiency in the


On-going

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language.

Mind-maps and schematic representations must be used as techniques to relate and link different but related concepts.

Encourage schools to organize magazine with agric-related issues, journals, Avusa newspapers supplement and motivate learners to watch agricultural programmes in order to widen their scope on issues pertaining to new developments in Agriculture such as on Bio-fuels, GMO, Permaculture, Global warming, Food Security, Entrepreneurship skills etc.

Make use of Extension Officers from the Department Of Agriculture

Learner activities where possible, should be balanced with international Agricultural practices and trends. e.g. impact of Biofuels on farming, impact of HIV/AIDS on farming, Modern farming activities, impact of Biotechnology on farming(GMO)etc

Ensure that teachers make use of their school and local environment as well as institutions of higher education in order to enrich their knowledge and also make their teaching exciting and interesting.

5.3 ASSESSMENT

School- based moderation (SBA) A detailed Management plan must be in place

Ensure that teachers submit tasks to HOD’s for moderation before administered.

Ensure that SBA is fair, valid and reliable

Ensure that appropriate Assessment instruments are used

Ensure that cognitive levels are adhere to: 40:40:20 CAPS

Feedback noted on the task, dated and signed by moderator for the teacher to effect those changes or recommendations prior the date of administering the task.

Task before effecting changes filled in the Portfolio of the teacher as evidence.

In the absence of HOD in the site / cluster leaders, qualified subject teachers from neighbouring schools and Subject Advisors should provide assistance.


On-going

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Comprehensive district report must be generated by Cluster Leader and Subject Advisor

Marked learners work must be moderated checking on the quality of marking and to correctness of constructive feedback.

Teachers should encourage/develop investigative skills of learners by giving them more challenging and interesting projects. Also consider the Indigenous Knowledge System (IKS) in your communities. Learners can interview senior citizens on certain aspects of traditional farming practices Ensuring that teachers administer daily informal tasks on the basic concepts such as definitions, attaching functions to parts of diagrams, interpretation of data and glossary of key words. More informal tasks must be given to consolidate learning and scaffolding knowledge base.

5.4 MONITORING AND SUPPORT

Identification of areas of weakness during on-site visits, district and Provincial moderation: - Evidence of Lesson planning and preparation.

- Dates on learners’ and teachers’ work - Quality of tasks and adherence to Bloom Taxonomy - Creativity on the part of designing tasks–using exemplars - Understanding how to design a rubric by many teachers. - Ensure that exemplar question papers, memos and other tasks are made

available to learners to groom and familiarize them with the style of questioning.

- Ensure regular targeted monitoring and support to Teaching, Learning and Assessment.

- Ensure that teaching and assessment is in line with the National and Provincial policy

- Ensure post moderation, evaluation and positive support regularly - Ensuring that schools are in possession of/ and use the Examiner’s

Reports


Documents

Province of the - Curriculum Subjec… · · 2013-02-203.9 Problem areas identified in the teaching of content ( using SBA moderation reports, examiners reports, analysis of results,