MINISTRY OF EDUCATION - nied.edu.na · PDF fileMINISTRY OF EDUCATION ... Example of a Life...

Republic of Namibia

MINISTRY OF EDUCATION

SENIOR PRIMARY PHASE JUNIOR SECONDARY PHASE SENIOR SECONDARY PHASE

For implementation in:

Senior Primary Phase 2016 Junior Secondary Phase 2017 Senior Secondary Phase 2019

LIFE SKILLS SUBJECT POLICY GUIDE

GRADES 4 - 12

Ministry of Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, 2015 Life Skills Subject Policy Guide Grades 4-12 ISBN: 978-99945-2-149-4 Printed by NIED Website: http://www.nied.edu.na Publication date: 2015

TABLE OF CONTENTS 1 Introduction ...................................................................................................................... 1 2 Aims of the Life Skills Subject Policy Guide ..................................................................... 1 3 Subject specific issues..................................................................................................... 1

3.1 Year plan................................................................................................................... 1 3.2 Schemes of work ....................................................................................................... 2 3.3 Written lesson preparation ........................................................................................ 2 3.4 Homework ................................................................................................................. 2 3.5 Maximum time on task .............................................................................................. 2 3.6 Teaching and learning materials ............................................................................... 2

3.6.1 Teachers’ manuals/guides ................................................................................. 3 3.6.2 Other resources and specialised equipment....................................................... 3 3.6.3 Classroom displays ............................................................................................ 3 3.6.4 Textbooks .......................................................................................................... 3 3.6.5 Exercise books/portfolios ................................................................................... 3

3.7 Assessment .............................................................................................................. 3 3.8 Learner-centred education (LCE) .............................................................................. 4 3.9 Continuous professional development ....................................................................... 4

4 Subject management issues ............................................................................................ 4 4.1 Line management ..................................................................................................... 4 4.2 The Life Skills teacher ............................................................................................... 5 4.3 Subject meetings....................................................................................................... 5 4.4 Managing subject and phase materials ..................................................................... 5 4.5 Regional School Counsellors .................................................................................... 6 4.6 Life Skills cluster groups ............................................................................................ 6 4.7 Teachers’ resource centre (TRC) and school library ................................................. 6

5 Operational files............................................................................................................... 6 5.1 Administration File ..................................................................................................... 6 5.2 Preparation File ......................................................................................................... 7 5.3 Subject File ............................................................................................................... 7 5.4 Life Skills Resource File ............................................................................................ 8

Annexe 1: Example of a year plan ........................................................................................... 9 Annexe 2: Example of a Life Skills Scheme of work .............................................................. 12 Annexe 3: Example of a Life Skills Lesson preparation format .............................................. 15 Annexe 4: Assessment rubric ................................................................................................ 16 Annexe 5: Life Skills assessment record sheet for Grades 4—11 .......................................... 17 Annexe 6: Life Skills assessment record sheet for Grade 12 ................................................. 18

Life Skills Subject Policy Guide Grades 4-12; NIED 2015

1

1 Introduction This document is the official subject policy guide for Life Skills. Life Skills teachers should regularly consult this document as well as the National Curriculum for Basic Education to ensure that they teach within the guidelines of the Ministry. The success of teaching Life Skills to a large extent depends on effective subject management. The purpose of this subject policy document is to guide the Life Skills teacher in the school. It simultaneously strives to leave scope for each Life Skills teacher to take initiative, especially in presenting subject content and facilitating learning. 2 Aims of the Life Skills Subject Policy Guide The subject policy guide for Life Skills aims to

provide guidelines for Life Skills teachers in controlling teaching and learning activities guide Life Skills teachers in organising their administrative duties and in planning teaching

and learning to meet the expectations of the national standards and performance indicators

3 Subject specific issues The time allocation for Life Skills is two (2) periods per cycle for grades 4 - 12. The subject Life Skills must appear on the official time table of the school. The Life Skills syllabus is a concise and general statement of intended learning which describes the following:

the purpose of the subject - these are the rationale and aims which give the reason for and direction of the course;

the content of the subject - this is described in terms of domains and topics; objectives, defined in terms of what learning is intended to happen at the level of a subject; competencies/specific objectives are the significant cognitive operations, skills, attitudes

and values which all learners should be able to demonstrate, and which can be assessed; assessment describes how learner achievement will be assessed and how the course will

be evaluated. Life Skills teachers should be well-acquainted with the syllabus content and teach according to the topics in the syllabus. All Life Skills syllabuses should be in the Subject File. However, only the syllabuses of the grades the teacher teaches should be in the teacher’s Administration and Preparation Files (also see 5.1 and 5.2 further below). 3.1 Year plan A year plan is used by the subject teacher to plan teaching and learning for the year and is divided into terms. Each grade should have its own year planner for Life Skills. The year planner should be kept in the Preparation File and a blank copy in the Subject File.


2

3.2 Schemes of work The scheme of work must be developed from the syllabus and the year planner and not from the textbook. Target dates must be set (in ink) on the schemes of work at the beginning of the year. Each grade should have its own scheme of work for Life Skills. The scheme of work should be kept in the Preparation File and a blank copy in the Subject File. Completion dates need to be indicated (in ink) after a topic was covered.

3.3 Written lesson preparation Written lesson preparation is compulsory for every teacher, irrespective of experience. Preparation should be done on the template provided in this document or on the template provided in the CD, well in advance of delivery in the classroom. When preparing for a lesson the learning styles of different learners should be catered for. Attention also should to be given to learners in need of learning support, e.g. learners with reading and writing difficulties as well as gifted learners. After lesson delivery the teacher should write critical reflections on the lesson, noting how teaching strategies could be changed to meet the lesson objectives. The lesson should then be filed for future adaptation.

3.4 Homework

No formal homework will be given in Life Skills. However, teachers may task learners to collect materials, information or do research. 3.5 Maximum time on task The subject Life Skills has a curriculum with syllabus content to complete as for promotional subjects. Success in teaching Life Skills depends on maximum time on task and it is expected that:

the teacher and learners attend every class as indicated on the timetable (learners should not be allowed to wander around on the school grounds or use these periods for homework);

the teacher and learners arrive punctually in the morning for school and for every class; lessons are planned so that there is as much time on task as possible; the Life Skills period must not be used for any other purpose than teaching Life Skills.

3.6 Teaching and learning materials

The Life Skills teacher should strive to accommodate different teaching and learning styles. Life Skills teachers should be creative and innovative to produce their own teaching and learning materials.


3

3.6.1 Teachers’ manuals/guides These very important official documents guide teaching and learning in the classroom and should be fully utilised. A list of the manuals/guides must be available in the Subject File. Teachers’ manuals and guides remain the property of the school. 3.6.2 Other resources and specialised equipment The Life Skills teacher will be responsible for accessing, returning and storing resources (toolkits, equipment, etc.) provided by government and other organisations or purchased by the school. Teachers should use the equipment to enhance learning and make teaching fun. A list of available items should be part of the school policy and updated regularly. Resources used in teaching Life Skills remain the property of the school. 3.6.3 Classroom displays Pictures, wall charts and/or artefacts should be displayed on the walls to make the classroom print-rich and learning interesting. Classroom displays will contribute to a conducive and creative classroom atmosphere and stimulate learners visually. The following are ideas for wall displays:

pictures should be selected to stimulate learners to ask questions or begin working; learners should make some displays themselves; learners’ classwork should be on display.

Wall displays can be combined with Life Skills corners consisting of books and other Life Skills related items. Displays should be changed regularly. 3.6.4 Textbooks Life Skills textbooks are available. The Life Skills teacher should take full responsibility for control over the Life Skills textbooks. Learners should be educated to look after their textbooks and respect them as very important resources. Textbooks should be covered with plastic. A list of textbooks in use should be available in the Subject File. 3.6.5 Exercise books/portfolios An A4 72 pages exercise book or a file can be used as a portfolio. Every learner must have a new portfolio every year. Files or exercise books should be neatly covered. Learners should be educated to look after their exercise books/files and respect them as very important resources. Portfolios should contain learners’ written and creative work. Portfolios are confidential and should be kept in the classroom and be available at any time. 3.7 Assessment Learners should be assessed through informal continuous assessment methods. Marks should be awarded according to the prescribed assessment rubric. Marks should be converted into symbols (letter grades). Symbols for tasks assessed in Life Skills should appear on the learners’ school reports every term. A record of learners’ grades should be kept in the teacher’s Administration File and should be


4

monitored by school management. Proof of assignments done should always be available. A record of learners’ grades should be kept in the teacher’s Administration File and should be monitored by school management. Proof of assignments done should always be available. Grades 4 – 11: Two different tasks need to be assessed during a term for the first and second

term. One task and the learners’ portfolios need to be assessed during the third term.

Grade 12: Three different tasks need to be assessed during the first term and two tasks and the learners’ portfolios need to be assessed during the second term.

The following documents should guide assessment in Life Skills:

the subject syllabus Teaching and Assessment Guidelines

Marking of projects and assignments should be done by the teacher and handed back to the learners as soon as possible. 3.8 Learner-centred education (LCE) Learner-centred education sometimes requires that learners have space to move around or work in small groups. This might be challenging in overly large classes, and teachers will need to be creative to ensure that teaching and learning is learner-centred. Principles for learner-centred education can be found in the following publications:

the Life Skills syllabus Teaching and Assessment Guidelines Learner-Centred Education: A Conceptual Framework How Learner-Centred are you?

These documents are available for downloading from the NIED website at: www.nied.edu.na 3.9 Continuous professional development The school should share in the responsibility for in-service training of Life Skills teachers. The value of peer training at circuit and cluster level must be emphasised. Workshop materials and handouts must be kept in the Resource File and remain the property of the school. Applicable parts should be kept in the Administration File of the Life Skills teacher. Teachers should share information, experiences and strategies they were equipped with during training. In the Subject File a record sheet will indicate the dates, venues and names of teachers who attended workshops in Life Skills. 4 Subject management issues 4.1 Line management The principal is accountable for the effective management of Life Skills in the school and the attainment of satisfactory results. The principal may, by way of delegation, assign managerial responsibilities for Life Skills to the Subject Head (HOD/phase head/senior teacher).


5

The principal is responsible for the establishment and maintenance of proper subject administration and is accountable for the completion of the Life Skills Monitoring and Evaluation form. The principal is responsible to ensure that regular Life Skills subject meetings are conducted and should attend these meetings. 4.2 The Life Skills teacher The Life Skills teacher as the classroom manager has, inter alia, the following responsibilities:

strive towards the achievement of the objectives contained in the National Standards for Schools and Performance Indicators;

create a conducive environment in the classroom for quality teaching and learning; establish a disciplined teaching and learning environment; meet the requirements of the curriculum and the syllabus; facilitate teaching and learning both inside and outside the classroom in order for the

learners to acquire the necessary knowledge, skills, values and attitudes; compile a year planner; complete an effective and efficient scheme of work; establish positive attitudes among learners; promote the establishment of project work; be creative and innovative in lesson preparation and the production of own teaching and

learning materials; consult the nearest resource centre in connection with training opportunities and sources

of information, and teaching and learning materials; liaise with the subject head with regard to the smooth running of the subject; control learners’ written work and give feedback (read, date and sign); mark activities for continuous assessment purposes according to the prescribed rubric; plan special activities to improve the English reading, writing and spelling skills of learners; communicate with parents; adhere to the Roles and Responsibilities of the Life Skills teacher Circular: Form Ed

06/2012. Take note: Life Skills teachers do not need to indicate all grammar and spelling mistakes. Life Skills is about the acquiring of skills. The assessment of tasks will be about learners’ comprehension of the tasks and not about correct spelling or grammar used.

4.3 Subject meetings Subject meetings for Life Skills must be held at least once per term. An agenda will be compiled; minutes must be kept and stored in the Administration and Subject Files. The purpose of the meetings will be informative, administrative, and may include activities such as planning, guest speakers, sharing of ideas, lesson presentations (model lessons), improvement of methodology, feedback on workshops, etc. 4.4 Managing subject and phase materials All material, whether provided by government or donated, should be indicated on the inventory of the school and is the property of the school.


6

4.5 Regional School Counsellors Regional School Counsellors (RSC) have extensive knowledge of the subject Life Skills and their responsibilities are, amongst others, to ensure quality in education through rendering of liaison and support services as well as subject guidance. The school should fully utilise the expertise available from the RSCs. 4.6 Life Skills cluster groups The purpose of Life Skills cluster group meetings is to improve efficiency, build capacity and empower Life Skills teachers. Attending and participating in Life Skills cluster activities can play a positive role in collaborative development and improving quality teaching and learning. 4.7 Teachers’ resource centre (TRC) and school library Life Skills teachers are encouraged to utilise the resources and facilities offered at TRCs. If a certain item is not available at the local/regional TRC, it is possible to make inter-library or inter-TRC loans with the help of the TRC manager. 5 Operational files

5.1 Administration File (Responsibility: Life Skills teacher)

The Administration File is the file that every Life Skills teacher must have with important subject information and any other school-related information.

Content of the Administration File a. File monitoring form b. Table of content c. Organisation:

- Personal timetable - Personal information of teacher - Register class’ timetable (where applicable) - Official School Calendar of MoE and the school - List of reference books for teachers – in the library or in the teacher’s possession - List of textbooks issued to learners - Register class list indicting the attendance of learners for each class taught by the Life

Skills teacher - Continuous assessment forms

d. Policies: - The Code of Conduct for Teachers - The Code of Conduct for Learners - Towards Improving Continuous Assessment in Schools: A Policy and Information

Guide (NIED document) - Learner-centred education Policy - Dress Code for Teachers - A copy of the National Standards for Schools and Performance Indicators (booklet) - Teacher’s Self-Evaluation Instrument (blank copy) - Classroom Observation Instrument (blank copy) - National Curriculum for Basic Education


7

- The Life Skills Subject Policy Guide (a NIED document) - The school’s Internal Subject Policy Guide for the subject taught

e. Additional documents - Latest syllabuses - Teaching and Assessment Guidelines - Year plan - Scheme(s) of work

f. Monitoring - Classroom observation reports - Life Skills monitoring and evaluation form

g. Meetings - Agendas and Minutes of staff, departmental, subject and cluster meetings for all

subjects taught h. Circulars and Report from the MoE, Regional Offices and Regional School Counsellors

- Roles and responsibilities of full time Life Skills teachers - Other circulars

i. Workshop hand outs j. Inventory of items in the classroom k. Correspondence l. Teachers’ Manual (should be available although not necessarily in thefile)

5.2 Preparation File

(Responsibility: Life Skills teacher) Written lesson preparation is compulsory for all Life Skills teachers in Namibia. It is the responsibility of management to monitor these files regularly. Teachers may keep all the subjects they teach in one file.

Content of the Preparation File a. File monitoring form b. Table of contents c. Teacher’s personal timetable d. Life Skills syllabuses for all the grades taught this year (latest editions) e. Year plan for Life Skills f. Completed schemes of work for Life Skills g. Up to date daily/weekly written lesson preparation

Up-to-date written lesson preparations based on the latest syllabus

5.3 Subject File (Responsibility: HOD)

For any subject to be taught and administered successfully it is essential to be well organised. A functional Life Skills Subject File should be put in place. The file should be used regularly and kept up to date continually, and be accessible to all Life Skills teachers.


8

The Life Skills Subject file is the property of the school.

Contents of the Subject File a. File monitoring form b. Table of content c. Subject teachers’ information

- Names and the grades they teach - Timetables of the teachers teaching Life Skills - Personal information: qualifications and experience

d. Policies - The Basic Curriculum for Education in Namibia - National and Internal Subject Policy guides - Teaching and Assessment Guidelines

e. Latest syllabuses applicable to the subject / phase f. Year plan (blank copy) g. Schemes of work for all grades (blank copy) h. Monitoring and Evaluation form (blank copy) i. Minutes of subject / cluster meetings j. Classroom observation reports for teachers teaching Life Skills (completed) k. Circulars and correspondence

- Roles and Responsibilities of the Life Skills teacher - Other circulars (subject related)

l. List of Teachers’ manuals m. List of other manuals and workbooks (manuals and workbooks need to be available) n. General

5.4 Life Skills Resource File

(Responsibility: Life Skills teacher)

Contents of the Life Skills Resource File a. File monitoring form b. Table of content c. List of relevant Life Skills material and other resources available at the school and local

Teachers’ Resource Centre d. Career Guidance (relevant resources) e. Holistic Awareness and other health topics (relevant resources) f. Civic Affairs (relevant resources) g. Names and addresses of resources (people and institutions) h. Worksheets i. Projects, assignments, topic tasks, investigations, etc. j. Names and addresses of resources (people and institutions) k. Learning Support Teachers’ Manual (should be available although not necessarily in

the file) l. Learning Support Resource Book (should be available although not necessarily in the

file) m. Course material/workshop hand outs (should be available, although not in the file)


9

Annexe 1: Example of a year plan Year: 20…. Grade: ……… Subject: Life Skills Subject teacher: ………….…….. (Teaching Time = 22-30 weeks)

Term

1

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week …….: ………….……

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……….. ………….……


10

Term

2

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….


11

Te

rm 3

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….

Week ……..…… ………….……….


12

Annexe 2: Example of a Life Skills Scheme of work Name of teacher:………………………………….. Grade: …………… Term 1

Domain Topic Assessment task

Perio

ds

Target date Date completed

20.. 20.. 20.. 20.. 20.. 20.. 20.. 20..


13

Term 2


Perio

ds


20.. 20.. 20.. 20.. 20.. 20.. 20.. 20..


14

Term 3


Perio

ds


20.. 20.. 20.. 20.. 20.. 20.. 20.. 20..


15

Annexe 3: Example of a Life Skills Lesson preparation format Teacher: ……………………………….. Grade: ……………… Date: …………………..

Subject: ……………………………………. Time: …………………..

Domain: ………………………………………………………………………………………….………..

Topic: …….………………………………………………………………………………………………..

Teaching material and resources to be used: ………………………………………………………..

………………………………………………………………………………………………………….…..

Lesson objectives: Learners will: ……………………………………………………..………..……...

………………………………………………………………………………………………………………

Competencies/specific objectives (refer to syllabus): Learners should be able to:

…………………………………………………………………………………………………………..…

…………………………………………………………………………………………………………..…

…………………………………………………………………………………………………………..…

Presentation of the lesson:

1. An appropriate short introduction: ………………………………………………..……………

………………………………………………………………………………………………………….…

………………………………………………………………………………………………………….…

………………………………………………………………………………………………………….…

2. Presentation of subject matter and learning activities: ………………………...………...….

………………………………………………………………………………………………………….…

………………………………………………………………………………………………………….…

………………………………………………………………………………………………………….…

………………………………………………………………………………………………………….…

3. Consolidation: ………………………………………………………………………………..…..

………………………………………………………………………………………………………….…

4. Assessment task: ………………………………………………………………………………….

English across the curriculum: Reading activities: ………………………………………………………………………………….….

Writing activities:………………………………………………………………………………………..

Teacher’s reflection: …………………………………………………………………………….…....


16

Annexe 4: Assessment rubric The following criteria should be used when assessing Life Skills competencies:

Task Criteria Description Mark Total Written task Knowledge Knowledge is a familiarity with/ an

awareness of/ a comprehension of the facts, information and descriptions, as well as skills acquired through experience and learning

10 20

Completeness All the requirements of the task are met

5

Presentation General organisation of the task

5

Creative task Neatness of task Overall tidiness of task

5 20

Completeness All the requirements of the task is met

5

Originality Learner generates innovative ideas and alternatives

5

Instructions followed

Task is completed according to given instructions

5

Performing task

Preparation General preparedness of learners

5 20

Participation Learner takes part effectively and freely in given activities

5

Originality/execution Learner generates innovative ideas Presentation is effective

10

Project Applied knowledge Application of information

5 20

Neatness Neatness of project

5

Completeness All the requirements of the task are met

5

Research Indication of resources used

5

Portfolio

Presentation Neatness of portfolio

5 20

Completeness Completeness of portfolio

5

Creativity Layout and decoration of portfolio

10


17

Annexe 5: Life Skills assessment record sheet for Grades 4—11 Teacher: ………………………………………………. Year: ………………………….. School: ………………………………….……………. Grade: …………………………

Names Term

s

Written task Creative task Performing task Project Portfolio K

now

ledg

e

Com

plet

enes

s

Pre

sent

atio

n

Tota

l

Nea

tnes

s

Com

plet

enes

s

Orig

inal

ity

Inst

ruct

ions

follo

wed

Tota

l

Pre

para

tion

Par

ticip

atio

n

Orig

inal

ity/E

xecu

tion

Tota

l

App

lied

know

ledg

e

Nea

tnes

s

Com

plet

enes

s

Res

earc

h

Tota

l

Pre

sent

atio

n

Com

plet

enes

s

Cre

ativ

ity

Tota

l

Tota

l Ter

m M

ark(

40/4

x10)

Year

Mar

k (T

erm

1+2

+3/3

=)

Sym

bol

10 5 5 20 5 5 5 5 20 5 5 10 20 5 5 5 5 20 5 5 10 20 100 100 1 2 3 1 2 3 1 2 3 1 2 3


18

Annexe 6: Life Skills assessment record sheet for Grade 12 Teacher: ………………………………………………. Year: ………………………….. School: ………………………………….……………. Grade: …………………………

Names Term

s

Written task Creative task Performing task Project Portfolio K

now

ledg

e

Com

plet

enes

s

Pre

sent

atio

n

Tota

l

Nea

tnes

s

Com

plet

enes

s

Orig

inal

ity

Inst

ruct

ions

follo

wed

Tota

l

Pre

para

tion

Par

ticip

atio

n

Orig

inal

ity/E

xecu

tion

Tota

l

App

lied

know

ledg

e

Nea

tnes

s

Com

plet

enes

s

Res

earc

h

Tota

l

Pre

sent

atio

n

Com

plet

enes

s

Cre

ativ

ity

Tota

l

Tota

l Ter

m M

ark(

60/6

x10)

Year

Mar

k (T

erm

1+2

/2=)

Sym

bol

10 5 5 20 5 5 5 5 20 5 5 10 20 5 5 5 5 20 5 5 10 20 100 100 1 2 1 2 1 2 1 2 1 2 1 2 1 2


The National Institute for Educational Development P/Bag 2034 Okahandja NAMIBIA Telephone: +64 62 509000 Facsimile: + 64 62 509073 E-mail: [email protected] Website: http://www.nied.edu.na © NIED 2015

MINISTRY OF EDUCATION - nied.edu.na · PDF fileMINISTRY OF EDUCATION ... Example of a Life...

Documents

Transcript of MINISTRY OF EDUCATION - nied.edu.na · PDF fileMINISTRY OF EDUCATION ... Example of a Life...