Transcript Westcliff Proposal

OBJECTIVE
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We strive to give every learner
the opportunity to discover his/ her
potential and
develop fully, by
acquiring skills
in order to reach adulthood,
become a worthy human being and
contribute to the economy of the country.
LEARNERS AT SCHOOLS OF SKILLS
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Cannot progress in mainstream
Very low self esteem
No self-confidence
Emotionally, years behind age group
Curriculum backlog
Limited interest academically
Practically orientated
Cognitively mildly disabled
Behavioural problems due to frustration (No dumping yard)
Tempo of mainstream too fast
Routine essential
LEARNERS AT SCHOOLS OF SKILLS
(cont.)
• Function at a low level (reading + writing)
NON READERS AND WRITERS (2010)
Bridging – 36%
Grade 7 - ?% (2011)
Grade 8 – 37%
Grade 9 – 37%
WHY VOCATIONAL?
• Support and repetition of academic
outcomes.
• Experience more success than in the
academic subjects.
• Placement in private sector.
• Support and development of learner
interests.
• Learn hand-eye co-ordination.
• Develop skills.
CHALLENGES
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Alcohol syndrome learners
Drug Abuse
± 80% ADHD and ADD
Hard of hearing
Physically disabled
Epilepsy etc.
Broken homes
Emotionally neglected
Low socio-economic level (generally)
IT IS IMPORTANT TO FIRST
REPAIR THE DAMAGE
DONE TO THE LEARNERS
BEFORE WE CAN PREPARE
THEM
ADMISSION CRITERIA 2010
INITIALLY
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Born 1995
Failed twice
Failed once with evidence of no progress
Psychological report
OLDER LEARNERS FROM MAINSTREAM
• Placement in appropriate level (Academic)
• Start with phase 1 (Vocational)
COURSE
• 4 YEAR COURSE
• 1ST YEAR BRIDGING – NARROWING THE GAP
IN LITERACY AND NUMERACY
• 2nd – 4th year
50% Academic and 50% Vocational
TEACHING 2010
CURRICULUM
• BRIDGING
• LEARNING AREAS
ONLY
MATHS; AFR; ENG; LO; ART
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• INTRODUCTION TO DIFFERENT
VOCATIONAL PROGRAMMES
Bonus
VOCATIONAL
• BRIDGING:
• EXPOSURE TO DIFFERENT
VOCATIONAL FIELDS
• ± 5 WEEKS EACH
• NOVEMBER PLACEMENT INTO
SPECIFIC WORKSHOPS FOR 2011
BASELINE TESTS
BRIDGING
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ACADEMIC
STANDARDISED TESTS
PLACEMENT
TEACHING
SEPTEMBER RE –TEST BASELINE
FINAL PLACEMENT for 2011
RESULTS
185 learners
• COMPUTER PROGRAMME RESULTS:
• A - ± 45 LEARNERS BELOW GR 2 LEVEL
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LIMITED READING AND WRITING
• B - ± 90 LEARNERS BETWEEN GR 2 – 3
• C - ± 25 LEARNERS BETWEEN GR 4 – 5
(LANGUAGES)
• C - ± 25 LEARNERS BETWEEN GR 4 -5
(MATHEMATICS)
AFTER BRIDGING
(CURRENTLY)
ACADEMIC
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Afrikaans
English
Mathematics
Life Orientation
Natural Science
Social Science
Economic and
Management Sciences
• Arts and Culture
VOCATIONAL
• 2nd – 4th year
• ONE Vocational skill
WCED PROPOSAL
(NCS compulsory)
ACADEMIC
• Core Knowledge:
Home Lang + 1st Add. Lang
LO + EMS + SS
Mathematics Field 1
Field 2
Field 3
• Applied Knowledge:
NS + Technology
• Sports and Culture:
AC + PE
TECHNICAL
• Bridging:
4 Technical Fields
• 2nd – 4th year:
2 Technical Fields
WESTCLIFF PROPOSAL
(NCS COMPULSORY)
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ACADEMIC
LANGUAGE LITERACY
(English, Afrikaans)(30%)
MATHEMATICS Field 1
(30%)
Field 2
Field 3
LIFE ORIENTATION (30%)
( Life Skills, PE, A&C)
INTEGRATED STUDIES
(SW, NW, EMS) (10%)
VOCATIONAL
• Replaces Technology
• 1st Year 4 Fields
• 2nd – 4 year 2 Fields
WESTCLIFF PROPOSAL
(NCS NOT COMPULSORY)
ACADEMIC
CORE KNOWLEDGE
• LANGUAGE LITERACY
(English, Afrikaans)(40%)
• MATHEMATICS
Field 1
(20%)
Field 2
Field 3
• LIFE ORIENTATION (30%)
( Life Skills, PE, EMS)
APPLIED KNOWLEDGE
• NATURAL SCIENCE (10%)
VOCATIONAL
• 1st Year:-Introduction to
different vocational skills
• 2-3rd Year:- 1 major and 1
minor vocational skill
• 4th Year 1 major skill
POLICY ADAPTION??
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Adapt NCS to cater for technically orientated learners
Need for artisans in South Africa
Only an academic curriculum available.
Current curriculum has failed our learners.
FET
UNIVERSITY
ARTISANS
ASSISTANT ARTISANS
SCHOOL OF SKILLS
• Become artisan with RPL
POLICY ADAPTION (cont.)
• We must not contribute to the unemployment
and crime statistics.
• Drop out rate of schools of skills will be reduced
if the frustration of too many learning areas is
reduced.
• Nationally endorsed certificate.
• NCS developed without vocational section –
learners can only cope if there are less subjects
due to 50% of time allocation and intellectual
barrier to learning.
METHODOLOGY
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2 Streams Technical and Academic
1 Day Academic and 1 day Technical
Teaching methods adapted to suit learners.
Adapted curriculum
Technical Curriculum in phases
Co-Curricular assessment
Repetition
Short periods
ASSESSMENT
• Different assessment techniques
Written tasks: Adapted tasks for non readers and writers – e.g. multiplechoice.
Support from educators essential with reading and writing.
Ideally assessment should be done one-on-one!
(They understand the concepts but cannot communicate it.)
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Continuous assessment (Academic,Vocational,Co-Curricular)
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Homework
VOCATIONAL
Practical assessment
Demonstration
Oral assessment
AFTER 4 YEAR COURSE
(CURRENTLY)
• ACADEMIC
Special Education School certificate
Or
Certificate for grades completed
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• VOCATIONAL
Schools’ Skills Certificate
SUCCESSES
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Successful placement in private sector
Happier learner
Well adjusted learner in private sector
Progress according to benchmarks
Develop a positive self esteem
Experience success and acceptance
Increased productivity - less pressure on
the economy
WHY SCHOOL OF SKILLS?
• Last opportunity for learners.
• Learners develop skills which they otherwise would not
have had.
• Develop a self esteem and self-confidence which
otherwise would have remained undeveloped.
• Skills development is necessary for our learners.
• Develop reading and numeracy skills.
• Increases the opportunities for employment.
• Much happier and complete young adult.
• Ready to contribute to the economy of the country.
• Able to be self-sustainable.