117859 GDE APP 201920 6th proof 26 July

Part A: General Information & Strategic Overview

The following programmes have been foregrounded to improve learner performance in exit grades (Grade 3,6 and 9): • Improvement of Grade 1 learner performance: Low levels of performance in Grade 1 attracted attention in the GET Phase. Provincial advocacy sessions of school management teams (SMT’s) on the benefits of mother tongue teaching in the Foundation Phase was planned to ensure optimal learning in the early grades. Perceptual programmes will be developed for Grade 1 classes through the Life Skills programme. This will be done to close the learning gaps of learners when they enter Grade 1. Research to investigate the potential causes of the low performance in Grade 1 will also be carried out. Recommendations thereof will inform support programmes and further interventions. Strengthening of the methodologies for teaching of the 3 Rs, will be conducted through the Foundation Phase teacher training programmes. • Strengthening of the Teaching of Home languages in the Foundation phase and Intermediate phase. The following findings by Progress in the International Reading Literacy Study (PIRLS) finds expression in the language programmes designed for the foundation and intermediate phase classes: o An in crease in the gap between literacy and Informational reading o A decline in Informational reading To address these gaps, African Languages lesson plans and readers will be provided in the foundation phase. This will be crucial to build a solid foundation that will ensure improved performances in African languages. • Certificate in Primary English Teaching (CiPELT) and Senior English Teaching (CiSELT): The training of teachers will continue to develop the capacity to teach English, as this is the Language of Learning and Teaching (LOLT) from grades 4 to 12 in most of the schools in the province. The monitoring and support of these programmes is fundamental to the strengthening of teaching and learning. Read to Lead Campaign The Department continues to support the Read to Lead Campaign through the implementation of various programmes in public ordinary schools in partnership with Nalibali which is an NGO that promotes reading for enjoyment. The Department has trained teachers to set-up reading clubs to foster a love for reading amongst learners. Volunteers and community members form part of this programme and they set up and run community based reading clubs. Reading programmes such as Reading Clubs and Primary School Reading Improvement Programme (PSRIP) will be incrementally implemented. Currently, there are 450 reading club schools and 105 PSRIP schools. The number of schools will be increased by 150 for reading club schools and a further 105 for PSRIP schools. o An increase in gap in lower and higher order skills o A sig nificant decline in higher order reading skills.

Annual Performance Plan 2019/20 | 23