Programme Executive Summary (Scope):
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Foundation Phase
The development of mother tongue, Setswana, in the Foundation Phase is supported in RBN schools through the Molteno, Breakthrough to Literacy Programme. The methodology and implementation of the programme is workshopped with teachers, supported by RBI staff, and funded through the RBH.
The new government draft policy on education emphasises the need to formalise the teaching of English in Foundation Phase, this to ensure learners are equipped with the necessary English language skills and vocabulary to cope with the content of the Learning Areas in the Intermediate Phase. The RBI will extend the English READ programme, presently in Grade 4 – 7, into the Foundation Phase.
Intermediate Phase
After an initial investigation into primary schools in the Bafokeng region in 2007, it was established that literacy skills, particularly in the Intermediate Phase, i.e. Grades 4 – 6, were below average. The medium of instruction in Foundation Phase is Setswana and changes to English in Grade 4, and it was found that learners were ill-prepared for this change.
Five schools, one in each of the regions, were selected to initiate a literacy project. A contextual reading programme was implemented in the schools and support was given to teachers in the form of planning, assessment and teacher learning support material. A sample of learners was selected in each school and a word recognition test was administered individually, which established reading ages. A year later the same children were tested and positive progress was made.
Over the next eighteen months the programme was then implemented in all Bafokeng primary schools. The process followed was the supplying of materials, a workshop on how to use the programme and a demonstration lesson. All Royal Bafokeng Primary schools are now equipped with the necessary materials to effectively teach English as an additional language.
To ensure standards are maintained, and the programme continues to be implemented utilising sound pedagogical practices, a monitoring and evaluation tool is being developed in conjunction with a professional development course for English first additional language teachers.
Senior Phase
Professional development workshops will be developed to extend the content knowledge and teaching practices of teachers in the Senior Phase. Two schools have been identified where the initial intervention will take place.
FET
A special project will be undertaken at Charora High School with a group of learners who have been identified as having limited literacy skills. The intervention will take the form of remediation of learners and upskilling of language teachers.
Professional development of language teachers at Lebone II and the 13th year programme will be ongoing.
The scope of this project includes and excludes the following items:
In Scope:
- to use READ (a language and literacy programme) material in all Royal Bafokeng primary schools to facilitate the teaching of English
- to plan and organise Break Through to Literacy workshops
- to implement professional development workshops for teachers
- to develop criteria for teacher evaluation
- to identify expert teachers in each region
- to develop teaching skills of English teachers in middle and high schools through workshops
- to develop literacy skills at Charora High School with identified group of learners
- to develop thinking skills and language enrichment for the 13th year students
- to assist Lebone College with curriculum development and teacher support
- to ensure Lebone College refelects the language needs of the RBN
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