Title: OCR Document
Author: Readiris
Last saved by: PC10
Company: I.R.I.S.

CAPE TOWN STUDIES AND TOURS.

OUR SUBMISSION ON ASPECTS AFFECTING QUALITY OUTCOMES IN SCHOOLS.

1. Curriculum content

Life Science - Gr 12 practical work is difficult to execute, eg reproduction and DNA application.

- Gr 11 is not a foundation of Gr 12

Natural Science - The subject lacks continuity - it is too 'bitsy'.

	- Some topics are too advanced for Gr 9 - excretion and respiration

	- Some practical work is not achievable

English - Lack of emphasis on correct spoken language

	- Policy for foreign learners

Mathematics - The gap between Gr 9 and 10 is too vast

- It is easy to 'teach down' in Gr 9 and it becomes possible for learners to achieve well with very little effort (Exam should count at least 50% of [mal mark)
- Too little time spent on Algebra in Gr 9
- All tests must be meaningful and the work must be linked to Gr 10 work
-  There should be more Algebra and problem-solving work.

- The benefits of rote learning must be taken into account

Mathematics in FET - Inclusion of absolute values

Rather do work thoroughly than do too much. Is there really a need for Paper 3? Do we need to study Hyperbolas and Exponential graphs in depth? Can we not incorporate Transformation Geometry into Functions

- Standard setting of paper

- Inclusion of basic continuity

2. Values.

2.1 Educators - Educators can only be held accountable to a point otherwise learners will not learn accountability

	- A passion for one's subject should be encouraged

	- On-going learning through networking, in-service training

2.2 Learners - Must learn self-discipline and responsibility through meaningful and relevant discipline. Having channels to deal with discipline issues is ineffective because it takes too long for learners to see the error of their ways. This impacts on learning especially the learning of basic skills like reading and numerical skills. (Big classes hinder the acquisition of these skills.)

Classes are big because of a shortage of educators caused by poor pay and excessively large work-load.

The teaching of literacy and numerical skills could be investigated. Are we using the best and most effective methods? How are these skills being taught in the pre-schools by PRE-SCHOOL teachers?

2.3 Parents - Parents should have their responsibilities spelled out to them, whatever the Department or school decides - ensuring homework is done, studying takes place, correct values are instilled and 'teacher bashing' is not allowed.

2.4 Learners in trouble with the law. Special schools, normal schools?

2.5 Homeless and orphans - mobile schools (buses or trucks, discarded containers)

2.6 Teacher development - Preparatory courses for first year teachers, meetings to cover work schedules.