Transcript reason for poor matric pass rate

HOD ASSESSMENT
WORKSHOP
20 APRIL 2013
University of Johannesburg
Presenter
DAYA CHETTY
THEME FOR 2013
“STRIVING FOR 100% PASS
RATE”
LET US BE INSPIRATIONAL
TEACHERS!
MATRIC RESULTS 2012
NATIONAL PASS RATE
73,9%
PROVINCIAL PASS RATE
83,9%
DISTRICT PASS RATE
84%
MATRIC 2012
TOP ACHIEVERS
Megan De Vries
- Fourways High School
No.1
8 distinctions (highest marks overall)
Cindy Ndlovu – Soshanguve Secondary School
No.2 – 7 distinctions -highest mark Acc/B.Studies
TOP SCHOOLS IN PROVINCE
GAUTENG NO.1 PROVINCE
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Hoerskool Waterkloof
Hoerskool Menlopark
Pretoria High School for Girls
Hoerskool Garsfontein
Hoerskool Eldoraigne
MATRIC RESULTS 2012
MOST IMPROVED SCHOOL
Edward Phatudi Secondary School – Atteridgeville
36,6 % in 2011 to 90,5% in 2012
54% increase in matric results (phenomenal)
Reasons for increase:
• One on One meetings with grade 12 learners.
• Learners encouraged to prepare own study
timetable.
• Teachers called parents regularly about learners
homework, studying, marks, attendance, etc.
MOST IMPROVED SCHOOL
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Teachers had extra lessons for learners in the
morning, afternoons and Saturdays.
Motivational speakers
Teachers and learners worked with other
schools.
Teachers motivated learners to do better.
Top students – 4 distinctions.
FOCUS ON QUALITY OF
RESULTS
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Public puts too much pressure on politicians to
produce improved results. Mary Metcalfe
We should rather be putting pressure on them
to improve the conditions and behaviours that
will impact on improved learning.
Deliberate holding back of weaker grade 11
pupils for fear that the school’s grade 12 pass
rate will drop.
Teaching for the exam
FOCUS ON QUALITY OF
RESULTS
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Subjugating the needs of top candidates to those
at the bottom.
Subjugating the needs of the individual to those
of the department of Education. Tim Gordon –
Head of Governing body foundation
The pass rate does not tell us anything about
subject combinations that led to high pass rate.
56% of students took Maths in 2008 only
45% took it in 2011. More opting for Maths
Literacy.
FOCUS ON QUALITY OF
RESULTS
According to Francis faller – Wits University
“ Ultimately beyond access to textbooks and
resources, the one factor that stood above all
was the quality of teachers.”
“ The success and lack of success of a school has a
lot to do with the management of schools.”
MATRIC PASS RATE
2000
 2001
 2002
 2003
 2004
 2005
 2006
 2007
 2008
 2009
4/13/2015
2010
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58%
75%
77%
90%
82%
82%
88%
86%
97%
97,6%
98%
2011
2012
2013
92%
82% *
100% (?)
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REASON FOR POOR MATRIC
PASS RATE
* As you can see from the % pass rate from 2000
to 2012 has shown a clear indicator of what
happens when there is a lack of monitoring.
* Factors of dysfunctionality over a period of
time only start showing up later.
• The lack of effective teaching and learning and
poor supervision from SMT has led to this
situation.
• The school has gone full cycle. The only way
now is UPWARDS!
MATRIC RESULTS
CONCLUSION
We owe it to our children to heed Einstein’s
warning:
“Insanity; doing the same thing over and
over again and expecting different results.”
Politicians, education leaders, unions, and civil
society, especially teachers must reach beyond
the norm in 2013 and do something better to
create a future very different from our past.
CRISIS IN S.A PRIMARY
SCHOOLS
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Comparative research by SA Institute of Race
Relations (SAIRR).
“South African Schools are amongst the worst in
Africa.”
Among Southern and Eastern African countries
that participated in the study on schooling quality,
S.A scored below average on reading and
mathematics proficiency for grade 6 learners.
Only one in five SA learners attained the desired
level of reading mastery.
4/13/2015
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NO CHILD LEFT BEHIND
FACTS
“ This was despite SA having a higher per
capita GDP, a higher human development
index rating, and a higher spending per
primary school learner than many of the
countries that recorded better scores.”
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NO CHILD LEFT BEHIND
FACTS
“ This was despite SA having a higher per
capita GDP, a higher human development
index rating, and a higher spending per
primary school learner than many of the
countries that recorded better scores.”
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4/13/2015
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WHAT SHOULD BE DONE?
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There is a basic skills deficit at primary and
secondary school level.
What are parents and experts saying?
They are all calling for a “back to basics”
approach in teaching, focusing on reading,
writing and mathematics.”
4/13/2015
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WHAT DOES THIS MEAN?
How can this be achieved?
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Every learner should receive a quality education.
Educators should go the extra mile to ensure that
work is understood by all.
Create opportunities for both slow and fast learners
in class.
Every educator should have a strategy to deal with
learners that perform poorly in assessments.
Ongoing intervention classes after normal teaching
time.
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NO CHILD LEFT BEHIND
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Ensure that baseline assessment is conducted in
all learning areas before commencing new work.
Ensure that worksheets are at the level of the
grade. Readability check on worksheets can be
done on computer.
Provide more exercises to reinforce learning.
Homework should be given regularly to extend
work done in class.
Plan lessons using a variety of skills and
applications.
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BACK TO BASICS
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Every educator should be a language educator.
Reading should be part of every learning
area/subject, every period.
Teach new vocabulary thoroughly before
commencing with the actual teaching of concepts.
Grammar, content and context should be
integrated in all lessons.
Use comprehension passages and contextual
based questions in all learning areas to create more
analytic thinkers.
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WHAT IS EXPECTED FROM
EDUCATORS?
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Lessons will have to be designed to
accommodate this approach to teaching.
Improved planning and preparation.
More research into teaching methodology
and teaching content. Use a variety of
teaching and learning resources. (Request
more books if required, provided they will
enhance your teaching.)
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NO CHILD LEFT BEHIND
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MATHEMATICS
Drilling and continuous testing of multiplication tables in
all grades.
Use of varied strategies to teach tables and other operation
signs.
Use of other learning areas to address math concepts.
Homework tasks which are enjoyable and ensure mastering
of concepts.
Skilled educators who can teach math and qualified
educators who can address the needs of learners.
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DUTIES AND EXPECTATIONS OF GRADE 8-12
SUBJECT/CLASS EDUCATORS (refer Educators
Employment Act)
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Class Educator duties
Complete attendance registers daily and submit
to office before 9am.
Intervention classes once per week/Saturdays.
Intervention classes 4 days every school
vacation.
Support to learners requiring additional support.
Attend all school functions and parents
meetings.
INTERVENTIONS
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Diagnostic analysis of results after written assessments.
Completion of schedules each term.
Updating learner profiles each term.
Completing learner report cards for each term.
Collect consent forms and other administrative
documents from learners.
GRADE 8- 12 EDUCATORS
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Contact parents for the following reasons:
Communicate poor learner results in
assessments.
Report absenteeism or alleged truanting.
Write and letters and phone regarding discipline
problems (chronic cases).
Follow up to check if newsletters were received.
REASONS FOR POOR PASS RATE
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HIGH ABSENTEEISM
LATE-COMING
LATE SUBMISSION OF PORTFOLIO TASKS
DISRUPTIVE BEHAVIOUR
NO TEXTBOOKS/NOTEBOOKS
FAILURE TO COMPLETE HOMEWORK
POOR STUDY HABITS
POOR DISCIPLINE
COPYING OF HOMEWORK AND
ASSIGNMENTS
REASONS FOR POOR PASS
RATE
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NO COMITTMENT TO SCHOOL WORK
DON’T STUDY FOR TESTS
CELLPHONES AND SMOKING
LATE NIGHTS/LACK OF SLEEP
EMOTIONAL DISTURBANCES
NEGATIVE INFLUENCES
LACK OF PARENT SUPPORT.
CONDONED LEARNERS CAN’T MAKE
THE GRADE.