NAME: 2025 CALENDAR & YEAR PLANNER
MACMILLAN EDUCATION
TODAY!
The
six pillars of our transformation journey
Macmillan Education South Africa strives to build a transformed, inclusive and diverse organisation.
PEOPLE CONTENT
Investing in
our most valued asset
Our teams represent diverse backgrounds and cultures, and our profile reflects transformation. We recruit and draw from local talent. We invest in the development of our staff’s education and skills and through our Khula Nathi staff share in ownership.
Relevant and engaging local content
Our content is available in print and digital format and is relevant to our South African context. It supports inclusivity.
Our stable boasts more than 2 000 books published in all South African languages.
Bridging the skills divide
Providing and empowering 100 learners each year since 2019 through learnership programmes by partnering with an accredited and reputable training college, and funding higher education bursaries for aspiring ECD practitioners since 2018. We are also a proud YES corporate partner since 2019.
South Africa
Towards a greener future: advancing sustainability in our operations
In our quest for a greener, cleaner Earth, we are dedicated to reducing energy consumption, eliminating plastic usage, and conserving natural resources across our offices and warehouses. Our mission extends beyond mere action; we aim to inspire and educate our staff to become catalysts for change.
Central to our efforts is a strategic shift towards eco-friendly consumables and equipment designed to minimise carbon emissions and curb plastic dependency. We are making collective strides towards meaningful climate action by forging partnerships with small businesses that offer innovative climate-friendly solutions aligning with the Sustainable Development Goals (SDGs).
Together, we are embarking on a transformative journey towards sustainability that will benefit our business and contribute positively to the global environmental agenda.
EDUCATION
Supporting local education
We positively impact teachers’ digital fluency through our Macmillan eLearning Development Schools (MeLDS) programme.
We support several educational initiatives through donations and sponsorships. Over the past 15 years, more than 160 000 teachers benefitted from our professional development offering. We conducted free training programmes in support of the Department of Basic Education’s objectives and initiatives.
Supporting local enterprise
We offer supplier grants to fund the development of digital projects and appointments. 100% of our Macmillan South African books are printed locally. We support small companies.
2025 CALENDAR
First Term: 15 January–28 March (11 weeks)
Second Term: 8 April–27 June (12 weeks)
Third Term: 22 July–3 October (11 weeks)
Fourth Term: 13 October–
December (9 weeks)
CONTACT DETAILS
Name:
Organisation: Tel: Cell: Email:
za.mtc@macmillaneducation.co.za 011 731 3300 011 731 3300
Name: Organisation: Tel: Cell: Email:
Name: Organisation: Tel: Cell: Email: Name: Organisation: Tel: Cell: Email: Name: Organisation: Tel: Cell: Email: Name: Organisation: Tel: Cell: Email:
ARTIFICIAL INTELLIGENCE IN THE CLASSROOM
Transforming Education for the 21st Century
Artificial intelligence (AI) has quickly emerged from science fiction into the real world, transforming a wide range of industries, including education. Artificial intelligence (AI) has the potential to revolutionise education by improving accessibility, efficiency and personalisation of instruction.
Automating administrative tasks
For teachers, AI can:
• alleviate the burden of administrative tasks, allowing them to focus more on teaching and interacting with learners.
• AI-powered systems can automate grading, attendance tracking, and even the creation of lesson plans.
• By streamlining these routine tasks, AI enables teachers to dedicate more time to developing engaging lesson plans and providing personalised attention to their learners.
Personalised learning
Personalised learning experiences are among the most important benefits of AI in the classroom. One-size-fits-all approaches are common in traditional teaching methods, which might leave certain learners behind and not challenge others enough. Using individual learner data, AI-powered educational systems can customise lessons to fit the learning style and pace of individual learners. For instance, adaptive learning systems modify the level of challenge assigned to learners in response to their performance, keeping them from becoming disinterested or overloaded. This degree of personalisation promotes a more inclusive learning environment by attending to the various requirements of learners.
Provide learners with one-on-one help outside of the classroom and have also been made possible by AI.
Intelligent tutoring systems
These systems understand and react to learner questions instantly by using machine learning algorithms and natural language processing.
Learners may learn difficult subjects at their own pace and receive immediate feedback.
Predictive analytics Enhancing learner engagement Ethical Considerations and Challenges
Additionally, by making learning more engaging and entertaining, AI-driven tools and applications are increasing learner engagement. Artificial intelligence (AI)-powered virtual and augmented reality (VR/AR) can produce immersive learning experiences by enabling learners to study scientific ideas in a 3D environment or go on virtual field trips to historical locations. Gamified learning systems make learning enjoyable and encourage learners to meet their learning objectives by using artificial intelligence (AI) to customise games to their needs.
Conclusion
Predictive analytics is another ground-breaking use of AI in education that can help identify learners who may be in danger of falling behind or quitting. AI systems can anticipate such problems and notify teachers ahead of time by assessing data such as attendance records, grades, and involvement in extracurricular activities. Early intervention can help learners stay on track and achieve academic success by providing timely support, such as tutoring or counselling.
Artificial intelligence (AI) is not only an idea of the future; it is a current reality that is changing education. It has enormous potential to improve educational outcomes because of its capacity to give personalised learning, automate administrative duties, increase learner engagement and provide predictive insights. But, as with any scientific breakthrough, there are ethical issues to be resolved in order to guarantee that all learners may benefit from artificial intelligence. We can build a 21st-century learning environment that is more productive, inclusive and engaging by carefully and appropriately integrating AI.
Reference:
https://www.forbes.com/advisor/education/it-and-tech/artificial-intelligence-in-school/#:~:text=How%20is%20artificial%20 intelligence%20used,provide%20individualized%20support%20for%20learners.
https://www.classpoint.io/blog/10-ways-how-ai-is-used-in-education
https://elearningindustry.com/incorporating-artificial-intelligence-into-classroom-examination-benefits-challenges-and-best-practices
The use of AI in the classroom presents significant ethical issues and hurdles despite its many advantages.
• Privacy is a major concern because AI systems frequently need to access enormous volumes of personal data. In order to preserve learner security and trust, it is imperative that this data be gathered, stored and used appropriately.
• Transparency in AI systems is also necessary to avoid biases that can unfairly disfavour particular learner groups.
• Furthermore, a large investment in technology and training is needed for the integration of AI in education. To effectively deploy AI tools, schools must make sure that both teachers and learners are properly equipped. This covers programmes for digital literacy and professional development for educators to include AI into their instruction.
To learn more about Artificial Intelligence in the Classroom, keep an eye out for our 2025 workshop schedule, released in January 2025, to book your spot or contact us to arrange a face-to-face or online session for your school.
JANUARY 2025
NOTES
Grade 7–12
REMINDERS
Graad 8–12
DIVERSITY, EQUITY AND INCLUSION
A Guide for Teachers
Introduction
In today’s increasingly diverse and interconnected world, fostering an inclusive classroom environment is more important than ever. Diversity, equity, and inclusion (DEI) are not just buzzwords: they are essential principles that can transform the educational experience for all learners. This guide aims to provide teachers with practical strategies to promote DEI in their classrooms, ensuring that every learner feels valued and supported.
Understanding DEI
Diversity refers to the variety of differences among people, including race, ethnicity, gender, age, religion, disability and sexual orientation. Equity involves ensuring fair treatment, opportunities and outcomes for all learners by addressing and eliminating barriers that might hinder their success. Inclusion is about creating a learning environment where all learners feel respected, accepted and valued, and where their differences are acknowledged and celebrated.
The importance of DEI in
Education
1. Fostering Inclusive Learning: DEI helps to create an environment where all learners feel comfortable sharing their thoughts, ideas and perspectives, thereby promoting a culture of inclusivity and respect.
2. Reducing Barriers: By acknowledging and addressing systemic inequalities, DEI efforts help to reduce barriers that prevent certain groups of learners from accessing education or achieving their full potential.
3. Promoting Social-Emotional Learning: DEI activities encourage learners to develop essential social-emotional skills such as empathy, self-awareness and self-regulation.
4. Improving Academic Outcomes: Research suggests that diverse and inclusive classrooms can lead to improved academic performance, increased learner engagement and better learner outcomes.
Creating an Inclusive Classroom Environment
Creating an inclusive classroom environment that celebrates diversity, equity and inclusion is essential for fostering a positive learning experience. Let’s explore some practical steps teachers can take to achieve this:
1. Build a Culturally Responsive Classroom
Incorporate diverse materials: Use teaching materials that reflect the diverse backgrounds and experiences of your learners. Include literature, historical accounts and examples from various cultures and communities.
Celebrate cultural holidays and events: Recognise and celebrate cultural holidays and events. Encourage learners to share their traditions and cultural practices with the class.
2. Encourage Open Dialogue
Create safe spaces: Establish classroom norms that promote respect and open dialogue. Ensure learners feel safe expressing their thoughts and experiences without fear of judgment. Facilitate discussions on diversity: Incorporate discussions about diversity, equity and inclusion into your curriculum. Use current events, literature and personal experiences as starting points for meaningful conversations.
3. Foster a Sense of Belonging
Know your learners: Take the time to learn about your learners’ backgrounds, interests and learning styles. Use this knowledge to create a more personalised and inclusive learning experience.
Build relationships: Develop strong, supportive relationships with your learners. Show genuine interest in their well-being and academic progress.
4. Promote Equity in Learning
Differentiate instruction: Recognise that learners have different learning needs and provide multiple ways for them to engage with the material. Use a variety of teaching methods to cater to different learning styles. Provide support and resources: Ensure that all learners have access to the resources they need to succeed. This may include additional tutoring, adaptive technologies or mentorship programmes.
5. Model Inclusive Behaviour
Use inclusive language: Be mindful of the language you use in the classroom. Use terms that are inclusive and respectful of all learners’ identities.
Address biases and stereotypes: Challenge biases and stereotypes when they arise. Teach learners to recognise and question prejudiced attitudes and behaviours.
CONCLUSION
Creating an inclusive classroom environment is a dynamic and ongoing process that requires dedication and intentionality. By celebrating diversity, promoting equity and fostering inclusion, teachers can create a positive and supportive learning environment where all learners can thrive. Remember, every effort to promote DEI in your classroom contributes to a more just and equitable society.
Let’s commit to making our classrooms places where every learner feels valued, respected and empowered to reach their full potential.
To learn more about our range of Inclusion workshops, keep an eye out for our 2025 workshop schedule, released in January 2025, to book your spot or contact us to arrange a face-to-face or online session for your school.
References:
Greer, A. (2014). Increasing Inclusivity in the Classroom. Vanderbilt University Center for Teaching. https:// cft.vanderbilt.edu/guides-sub-pages/increasinginclusivity-in-the-classroom/ (10 July 2024)
https://www.edutopia.org/article/creating-inclusiveclassroom
https://www.reachandteach.net/post/inclusion-anddiversity-in-education-creating-equitable-learningenvironments
https://resilienteducator.com/collections/cultivatingdiversity-inclusion-equity/
FEBRUARY 2025
NOTES
REMINDERS
ECO-FRIENDLY CLASSROOM PRACTICES
Teaching Sustainability and Environmental Responsibility
Teaching sustainability and environmental responsibility is crucial in an era where our planet’s health is threatened. Teachers can promote environmental awareness and responsibility, highlighting the interconnectedness of ecological, social and economic systems.
Encouraging Sustainable Practices
4 Reduce, reuse and recycle waste
4 Conserve energy and water
4 Support renewable energy sources
4 Protect and preserve biodiversity
How to Achieve This?
1. Cultivate Environmental Awareness and Responsibility
Hands-on Experiences: Combine theoretical discussions with practical activities. For example, after learning about pollution’s impact, organise a cleanup event in a polluted area and start a school recycling programme.
Use Technology: Incorporate virtual reality to simulate climate change effects and use online games to teach resource management.
Outdoor Learning: Provide direct encounters with ecosystems through outdoor activities. Collaborate with environmental organisations for educational programmes.
Currently the average person eats 70,000 microplastics each year!
2. Embed Sustainability Across the Curriculum
Clarify Concepts:
4 Reduce: Cut down on plastic use, avoid single-use items, and choose products with minimal packaging.
4 Reuse: Repurpose items like carrier bags, bottles and containers. Support refill stations in stores.
4 Recycle: Promote recycling programmes and initiatives like exchanging plastic bottles for credit on transport.
4 Replace: Use alternative materials such as cork, coconut, bamboo, corn (PLA) and cow dung.
4 Restore: Manage plastic waste through cleanup initiatives and innovative technologies.
Integrate Environmental Themes: Incorporate sustainability into core subjects to show its relevance across all disciplines. For example, study deforestation in social sciences and life science, and write reports in language classes.
Adopt Project-Based Learning: Engage learners in real environmental issues, promoting critical thinking and problem-solving skills.
Promote Environmental Ethics: Teach learners the importance of protecting the planet and emphasise moral responsibility towards the planet.
Cultural Relevance: Highlight diverse community experiences, incorporate indigenous knowledge, and promote collaboration. For example, study herbal medicine and invite a natural healer to speak to learners.
Goals of Eco-Friendly Classrooms
Create Stewards of the Environment:
Equip learners to make responsible decisions for long-term sustainability and become advocates for environmental protection.
Teachers can consult the following sources to assist with updated information relevant to South Africa’s environmental challenges:
• Department of Environmental Affairs: What is affecting our environment?
Available: https://www.dffe.gov. za/sites/default/files/reports/ environmentoutlook_chapter3.pdf
• Kate Griffin in Green Economy Journal (2022) Most concerning environmental issues in South Africa
Available: https://greeneconomyjournal. com/explainer/most-concerningenvironmental-issues-in-south-africa/
References: DiYES International School (2024) Sustainability Education: Teaching Environmental Responsibility https://www.linkedin.com/pulse/ sustainability-education-teaching-environmental-cfarc/ giki zero.(July 2024) https://giki.earth/plastic-free-july-how-to-getstarted/
MARCH 2025
NOTES
REMINDERS
With ubbu you learn how to code through game based lessons. Learn how to build games, narratives and to code your own world!
Our age adapted curriculum is designed for Grade R–6 learners, and every lesson is based on one of the STEAM elements and at least one UN Sustainable Development Goal. Code to Create.
SOCIAL-EMOTIONAL LEARNING
Building Empathy and Emotional Intelligence
In recent years, the importance of social-emotional learning (SEL) has gained significant attention in educational settings worldwide. SEL focuses on developing crucial life skills such as empathy, emotional regulation and effective communication. This holistic approach to education has become critical as research consistently demonstrates its positive impact on learners' academic performance, mental health and overall well-being. As teachers strive to prepare learners for the complexities of modern life, integrating SEL into the curriculum is seen as essential for fostering resilient, compassionate and socially adept individuals who can navigate both personal and professional challenges with confidence and empathy.
Social-emotional learning (SEL) is essential for learners to develop skills that help them:
• understand and manage emotions
• feel and show empathy for others
• establish positive relationships
• make responsible decisions.
Building empathy and emotional intelligence in the classroom can create a supportive learning environment and will help prepare your learners for success in life. As teachers, our programmes are so full already, but teaching SEL should not be an extra load.
Here are some practical tips to help incorporate SEL into your classroom by integrating it into your already-existing curriculum.
1. As a teacher, you have to model Emotional Intelligence in your classroom, daily
Teachers can demonstrate emotional intelligence by being aware of their own emotions and managing them effectively. This can be shown through:
• calm responses to stressful situations
• expressing feelings appropriately
• demonstrating empathy towards learners and colleagues.
When teachers model these behaviours, learners learn by example.
You have to create a Safe and Inclusive Environment in your classroom
Your classroom should feel like a safe space where learners can express themselves without fear of judgement. As a teacher, you should encourage open discussions and respect for diverse perspectives. Use activities that promote teamwork and cooperation to build a sense of community amongst the learners in your class.
We teach learners to present and to make speeches but we do not really teach them how to listen … and not just listen, but listen actively. Active listening involves:
• giving full attention to the speaker
• understanding their message
• responding thoughtfully
• remembering what was said.
Teachers should try and make time to practice active listening with learners by incorporating listening activities, such as sharing circles or partner discussions, where they practice listening and responding to each other.
2.
3. Teach Active Listening Skills
Use structured SEL activities to teach specific skills. Activities like role-playing, storytelling and group projects can help learners practice empathy and emotional regulation. For example, have learners role-play different scenarios to understand various emotions and perspectives.
Encourage learners to reflect on their emotions and behaviours through creative writing, journaling or group discussions. Reflection helps learners become more aware of their emotional responses and understand how their actions affect others. Prompt learners with questions like, “How did you feel when…?” or “What could you have done differently?”
Group projects and cooperative learning activities require learners to work together and consider each other’s ideas and feelings. Assign roles within groups to ensure that all learners participate and feel valued. Reflect on group dynamics and discuss how the group can improve collaboration.
Books and stories are powerful tools for teaching empathy. Choose literature that features diverse characters and challenges, and facilitate discussions about the characters’ feelings and decisions. Ask questions like, “How do you think this character felt?” or “What would you have done in their situation?”
Conflicts are a natural part of social interactions, and teaching learners how to resolve them peacefully is crucial. Teach strategies like:
• using “I” statements
• active listening
• finding win-win solutions.
Role-playing conflict scenarios can give learners practical experience in managing disagreements.
References:
Retrieved from: https://www.panoramaed.com/blog/guide-to-core-sel-competencies (4 July 2024)
Acknowledge and celebrate learners’ efforts and progress in developing their social-emotional skills. Positive reinforcement can motivate your learners to continue practicing empathy and emotional intelligence. Highlight specific examples of learners showing kindness, empathy and effective emotion management. By integrating these practical strategies into everyday classroom activities, teachers can foster an environment that supports social-emotional learning. Building empathy and emotional intelligence not only enhances learners’ personal and academic growth but also creates a more compassionate and understanding school community. Implementing SEL practices in your daily classroom teaching is an investment in the well-being and success of every learner.
Retrieved from: https://ceinternational1892.org/article/social-emotional-learning-day-highlights-importance-of-focusing-on-student-wellbeing/?gad_ source=1&gclid=CjwKCAjwkJm0BhBxEiwAwT1AXHZJ9vq1t60pT3hUkj7wli18HCRMCYtBJK78uuskpEHqRcmSVqjyjRoCkGUQAvD_BwE (4 July 2024)
Retrieved from: https://www.google.co.za/search?q=practical+tips+for+teaching+Social-emotional+learning+in+your+classroom+&sca_ esv=d8fb14231ead3ded&ei=IGeGZsSePLLBhbIP0KSByAg&ved=0ahUKEwjErvyYhY2HAxWyYEEAHVBSAIkQ4dUDCA8&uact=5&oq=practical+tips+for+teaching+Socialemotional+learning+in+your+classroom+&gs_ lp=Egxnd3Mtd2l6LXNlcnAiSHByYWN0aWNhbCB0aXBzIGZvciB0ZWFjaGluZyBTb2NpYWwtZW1vdGlvbmFsIGxlYXJuaW5nIGluIHlvdXIgY2xhc3Nyb29tIEj3gQFQAFjIenABeACQAQCYAecCoAGTEaoBBTItNy4xuAEDyAEA-AEBmAIAoAIAmAMA4gM FEgExIECSBwCgB5IS&sclient=gws-wiz-s (4 July 2024)
5. Use Reflective Practices 8. Encourage Group Work and Cooperative Learning
9. Recognise and Celebrate Emotional Growth
6. Promote Empathy Through Stories and Literature
7. Teach Conflict Resolution Skills
APRIL 2025
NOTES REMINDERS
LEARNER-CENTRED ASSESSMENT
Moving Beyond Standardised Testing
Assessment is not an endpoint but a checkpoint within the learning process.
• The Latin root word "assidere" means "to sit with".
• Humanise assessment beyond mere marks.
• Rich qualitative data from learners themselves is crucial.
If we value learner growth, how do our assessment plan and assessment tasks reflect that?
The sketch below outlines specific values that set the stage for teachers to give learners a seat at the assessment table and for teachers to “sit with” them, guiding them to excellence.
LEARNER-CENTRED ASSESSMENT BELIEFS
1 Learning goals are shared with learners.
Values for Learner-Centred Assessment:
• Teachers must guide learners to excellence by giving them more agency.
• Move away from traditional pen-and-paper models.
• Use 21st-century skills like collaboration, communication, and critical thinking.
Benefits of Learner-Centred Assessment:
• Helps learners identify strengths and weaknesses while working towards their goals agreed upon with their teachers
• Promotes self-assessment and self-regulated learning
• Encourages ownership of academic growth by setting objective standards for learning performance.
10 Teams of teachers analyse and assess learner learning.
9 Process over product: A collection of learning evidence is curated, ie. a portfolio.
8 A variety of rich data is collected to spark analysis and reflection that plans next steps and informs progress.
7 Self- and peerassessment skills are taught and nurtured.
6 Constructivism and accessing prior knowledge are the building blocks for new understanding.
2 Co-design success criteria with learners to provide ownership of their learning.
3 Teachers provide regular, timely and purposeful feedback.
4 Feedback empowers learners to progress and demonstrate deep understanding.
5 At the heart of assessment is the belief that all learners can make progress.
Redefining Assessment in Education
PROBLEM- AND PROJECT-BASED ASSESSMENT (PBL) FORMATIVE ASSESSMENT
• Recognises diverse learning styles
• Allows learners to demonstrate knowledge through various avenues
• Has an inquiry-based methodology solving real-world problems
• Combines surface, deep, and transfer learning
• Provides a more accurate picture of mastery.
Assessment Types
1. Stop and Assess: Tests, quizzes, formal presentations
2. Assess in Action: Observing learners during tasks
3. Learner-Constructed Assessment: Learners propose their assessment methods.
Reflective Practices
• Ensure tools are practical, reliable, and contribute to learner growth.
• Focus on creativity and individualised learning in assessment.
• Avoid overly complicated or time-consuming methods. By adopting these varied assessment strategies, teachers can foster a more inclusive and effective learning environment that supports learner growth and development.
Focusing on assessment forms that can contribute to learner growth, creativity and individualised learning is important.
Assessment has no one-size-fits-all, and teachers must stop trying to fit a square peg in a round hole …
• Occurs during instruction, providing immediate feedback
• Lessens test anxiety and focuses on progress, not just grades
• Data from these assessments guides teaching adjustments.
Formative Assessment Tools
1. Entry and Exit Slips
Let learners know it's not graded, it’s not a test or quiz, simply a quick reflection on understanding.
Exit tickets with questions that assess understanding, apply the concept or demonstrate the concept that works best.
• What are three things you learned, two that you’re still curious about, and one that you don’t understand?
• How would you have done things differently today if you had the choice?
• What I found interesting about today’s work was …
• Right now, I’m feeling …
• Today was hard because …
3. Dipsticks
They are meant to be as easy and quick as checking the oil in your car, so they’re sometimes referred to as dipsticks
These can be things like asking learners to:
• write a letter explaining a key idea to a friend,
• sketch to represent new knowledge visually or
• do a think, pair, and share exercise with a partner.
2. Low-Stakes Quizzes and Polls
• Use an online platform such as Socrative, Kahoot or Flipquiz
• You can design the questions yourself and determine the complexity level.
• Ask questions at the bottom of Bloom’s taxonomy and you’ll get insight into what facts, vocabulary terms, or processes kids remember.
• Ask more complicated questions, and you’ll get more sophisticated insights.
4. Art-Based Methods
Visual arts, photography, videography.
• Whether learners draw, create a collage, or sculpt, you may find that the assessment helps them synthesise their learning.
• Think beyond the visual and have learners act out their understanding of the content. They can create a dance to model cell mitosis or act out a scene from their setwork.
References:
Lee, C. 28 July 2023: Using student-centred learning to guide assessment and outcomes https://www.turnitin.com/blog/using-student-centered-learning-to-guide-assessment-and-outcomes Mackenzie,T. 6 April 2021: Inquiry Mindset Assessment Edition https://www.trevormackenzie.com/posts/2021/4/4/sneak-peek-learner-centred-assessment-beliefs McDowell, M. 17 August 2022: Choosing effective Assessments for Project-Based Learning https://www.edutopia.org/article/choosing-effective-assessments-pbl Moore, S. 10 August 2023: Redefining Assessment: Moving Beyond Standardized Testing in Education https://www.graduateprogram.org/2023/08/redefining-assessment-moving-beyond-standardized-testing-in-education/
MAY 2025
KEEP CALM AND KEEP LEARNING
The Hilarious Adventures of Teacher Development
Ladies and gentlemen, gather 'round! We're about to embark on a journey more exhilarating than a caffeine-fueled staff meeting, more rewarding than finding a forgotten chocolate bar in your desk drawer, and more transformative than that first cup of coffee in the morning. Yes, dear teachers, we're talking about the wild, wacky and absolutely essential world of ongoing professional development!
Picture this:
You've just nailed the latest TikTok dance (in front of your learners, no less) and you're feeling on top of the world. But just as you start to wonder if you can ride this wave of coolness forever, reality strikes. Education, like fashion and teenage slang, is always evolving. And just like you wouldn't be caught dead in last season's trends (hello, 80’s banana-clip for hair!), your teaching methods need to stay fresh and relevant. Enter professional development –your trusty sidekick on this adventure. Think of it as the superfood smoothie to your educational diet. Sure, it might look a little green and suspicious at first, but once you take a sip, you're hooked on the benefits.
Why, you ask? Let's dive in:
Stay ahead of the curve
Remember when 'flipped classrooms' sounded like a gymnastics routine? Now it's a standard practice. Professional development ensures you're not just keeping up with the Joneses but leading the parade with pom-poms and confetti.
Unleash your inner tech guru
From smartboards to virtual reality, technology in the classroom is advancing faster than a primary school rumour. Continuous learning helps you harness these tools, so you’re not just the teacher who knows how to restart the Wi-Fi but the one who makes lessons as engaging as the latest Marvel movie.
Build a network, not just a staffroom
Professional development workshops are like networking events, minus the awkward small talk. You get to connect with fellow educators, share war stories (we mean teaching strategies), and pick up tips that make your classroom run smoother than a well-oiled pencil sharpener.
Reignite your passion
Let’s face it, even the most dedicated teachers can hit a slump. Professional development is the Red Bull for your teaching soul. New strategies, innovative ideas, and a reminder of why you started this journey in the first place can reignite that spark.
Learner success
The ultimate win. When you're growing, your learners are thriving. The latest pedagogical techniques can transform your teaching from good to legendary, making you the hero in your learners’ academic stories.
References: https://lesley.edu/article/7-ways-professional-development-helps-you-become-a-great-educator#:~:text=Professional%20development%20allows%20 you%20to,grow%20as%20a%20great%20educator (11 July 2024)
https://www.linkedin.com/pulse/importance-teacher-professional-development-starlighteducation-ux0cc/ (17 July 2024)
https://pce.sandiego.edu/8-reasons-why-professional-development-is-critical-for-teachers/ (17 July 2024)
But wait, there's more!
Professional development isn’t just a series of monotonous lectures. It's an opportunity to laugh, learn, and maybe even perform a skit or two (drama teachers, we’re looking at you). So, embrace the workshops, the seminars, and the occasional trust fall. Yes, it’s serious business, but who says you can’t have a bit of fun along the way?
So next time you see that email about the latest professional development opportunity, don’t hit delete. Channel your inner Indiana Jones, grab your metaphorical whip, and dive in. Because in the ever-changing landscape of education, staying still is not an option.
Remember, keep calm and keep learning. Your future self (and your learners) will thank you.
To grow professionally, choose Macmillan Teacher Campus as your preferred Professional Development partner.
Visit: https://www.macmillaneducation. co.za/teacher-campus/workshops to learn about what we have to offer.
JUNE 2025
NOTES
REMINDERS
CASH HANDLING AT SCHOOLS
Managing cash in schools, whether for market days, fundraisers or other events, is a critical task that requires careful oversight and strategic planning. It is the responsibility of the school principal and teachers in charge to ensure that all cash handling activities are conducted transparently, securely and efficiently. By adopting best practices and practical tips, you can safeguard your school's financial integrity and ensure a smooth operation of cash-related activities.
Establishing clear policies and procedures
Schools should have clear rules about how to handle cash. These rules should explain how to collect, record, store and deposit cash. All staff members who deal with cash should know these rules well. Regular training can help everyone stay updated on the procedures.
Cash handling committee
A cash handling committee plays a crucial role in ensuring the proper management and security of funds collected by the school. Effective coordination among committee members helps maintain financial integrity and trust within the school community.
Advantages and Disadvantages of Cash in Schools
Advantages
4 Convenience: reduce electronic payment methods
4 Cash awareness: awareness of monetary value by learners
4 Accessibility: payment method for parents and learners
4 Instant Transaction: Cash transactions are fast and efficient. Cash does not require any technology.
4 Technological Development: greater safety and comfort for parents
Disadvantages
Security issue: increased risk of possible losses
Administrative burden: additional administration
Limited Traceability: tracking and reconciliation of payments
Bullying and theft: learners may be targeted for cash
Limited payment options: cash money not accepted for all transactions
Best practices
When collecting cash, use locked cash boxes and make sure collections are supervised. Count and record the cash right away, ideally with two people present to verify the amount. Store the cash in a safe or locked drawer until it can be deposited in the bank.
Safes and safety boxes and cost implication: safe storage of cash
School bank account for learners: (e-wallet)
Cash handling policy
Security on school grounds: cameras, security, suspects
Cash activities
Cash activities in schools include collecting money mostly for fundraising, but also:
Civil Day
Cake sales
Tuck shop
Gate fees
Cash purchases: extra stock
Market day
Stalls
Tuck shop during functions
Sports meetings revenue.
References:
Practical tips
Here are some practical tips for handling cash in schools:
Three teachers plus an SGB member: to monitor cash activities to ensure accuracy and security
Security or CPF or SAPS: for added security consider having CPF or SAPS present
Group ticket sales /”tokens”
Use teachers: no parents and/or learners from Representative Learner Council
Make arrangements in advance for excess cash.
Effective cash handling is essential for maintaining the financial health and reputation of your school. By implementing clear policies, setting up a reliable cash handling committee, and being mindful of the potential challenges and benefits, you can create a secure and transparent system.
Remember, the goal is not just to manage the funds efficiently but also to instill trust among parents, staff and learners.
Have a look at Macmillan Teacher Campus’s free Webinar ‘Cash-handling at schools’. It will provide you with practical tips and best practices outlined in this article, and you will be well-equipped to oversee cash handling processes with confidence and integrity, ensuring that your school's resources are used to their fullest potential.
Type this link into your browser or scan the QR code to view this free webinar: https://www.gotostage.com/channel/teachercampus
https://www.itweb.co.za/article/understanding-the-problem-of-cash-in-schools/wbrpOMgPagmqDLZn
JULY 2025
NOTES REMINDERS
CULTURALLY RESPONSIVE TEACHING
Asset-Based Pedagogies
These teaching methods and practices focus on the strengths of all learners and value diversity in culture, language, and other traits. Here are some of the most commonly known terms in this approach to teaching and their key components.
Culturally responsive teaching:
High expectations for learners
Culturally relevant curricula
Honouring different communication styles
Culturally sustaining teaching:
Valuing community languages and practices
Learner and community agency and input
Curricula rooted in communities’ histories
“We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their colour.”
~ Maya Angelou
Culturally relevant teaching:
A focus on learner learning
Cultural competence
Critical consciousness
Marginalised communities
“What lies beneath the surface is what the traditional educational system has ignored: the rich wealth of knowledge of those communities, their ways of thinking and being in the world, the languages they speak, and their ways with words.”
~ Teddi Beam-Conroy, University of Washington associate teaching professor
Culturally responsive teaching uses learners’ customs, characteristics, experiences, and perspectives to improve classroom instruction. The concept was coined by Geneva Gay in 2000, emphasising that academic knowledge is more meaningful and engaging when connected to learners’ lived experiences.
Four Conditions for Culturally Responsive Pedagogy
Norms:
• Emphasise human purpose and its relevance to learners.
• Share knowledge ownership with all learners.
• Foster collaboration and cooperation.
• Treat all learners equitably; address discriminatory practices.
Procedures: Use collaborative learning, peer teaching, focus groups and reframing.
Structures: Set ground rules, form learning communities and create cooperative groups.
Example: Allow learners to ask challenging questions using question frames like: “How is in text A similar to/different from in text B?”
Norms:
• Relate activities to learners’ experiences or prior knowledge.
• Allow learners to choose content and assessment methods.
• Create a positive learning disposition through relevance and choice.
Procedures: Set clear learning goals, fair criteria, and relevant models; use flexible pedagogical approaches.
Structures: Hold culturally responsive teacher/ learner/parent meetings and online events. Example: Teach learners to analyse and solve realworld problems and share success stories of local scientists like indigenous nuclear physicist Senamile Masango.
4. Engender Competence
Norms:
• Connect assessment to learners’ worlds and values.
• Use multiple ways to represent knowledge and allow varied timelines for outcomes.
• Encourage self-assessment and understanding of quality.
References:
Norms:
• Provide challenging experiences with higherorder thinking and critical inquiry.
• Address real-world issues and encourage relevant discussions.
Procedures: Use critical questioning, decisionmaking, investigations, art, simulations and case studies.
Structures: Implement projects and the problem-posing model.
Example: Discuss environmental impact using Ben Okri’s “Every Leaf a Halleluja” and address selfrespect by studying Sihle Nontshokweni’s “Wanda”.
GOAL
Procedures: Provide feedback, contextualised tasks, portfolios and unbiased tests.
Structures: Use narrative evaluations, credit/no credit systems and grade contracts.
Example: Decorate classrooms to reflect cultural backgrounds and foster belonging, as seen with posters of role models like Malala Yousafzai.
Create classrooms where learners appreciate their own culture and develop fluency in another, thus enhancing their sense of belonging and capacity to reach their highest potential.
“Memories of our lives, of our works, and our deeds will continue in others.”
~ Rosa Parks
Madeline Will & Ileana Najarro (18 April 2022) What Is Culturally Responsive Teaching? Retrieved from: https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04 (4 July 2024) Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching. https://www.researchgate.net/publication/234654518_A_Framework_for_Culturally_Responsive_Teaching/ link/5a83013baca272d6501c2f39/download?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIn19 (4 July 2024)
1. Establish Inclusion
2. Develop A Positive Attitude
3. Enhance Meaning
AUGUST 2025
NOTES
REMINDERS
For Grade R and Grade 1 learners
Print and Online Teaching Resources make this ideal for blended learning
A fun, fast and effective synthetic phonics approach
Grades R–6 Graded Readers and Big Books
Available in isiXhosa, isiZulu, Sepedi, Sesotho and Setswana
PARENTAL ENGAGEMENT IN EDUCATION
“At the end of the day, the most overwhelming key to a child’s success is the positive involvement of parents.” ~ Jane D. Hull
Parental Roles
Over Time
Early years: Field trip monitors, bake sale participants, at-home tutors, inclass aides
High school: Advisors, confidants, administrators
Moving to Engagement
A shift is required from one-way communication (teachers to parents) to active engagement.
Active engagement involves:
– Information exchange
– Purposeful interaction
– Meaningful participation.
Parent-Teacher Partnerships
Parents are increasingly taking on teaching roles (homework, research, etc.).
Teachers and parents share the responsibility for education.
Effective partnerships focus on the child’s best interests.
Building Skills
Children learn communication and collaboration by observing supportive parent-teacher partnerships.
Families and professionals jointly aim for the best outcomes for children.
Ways to Enhance Engagement
Recognise Family Roles: Schools should respect and support the family’s role.
Parenting Workshops: Help families create a supportive home learning environment.
Shared Decision-Making: Include parents in school decisions for empowerment.
Clear Expectations: Teachers should define expectations for parental support.
Creating a Welcoming School Environment Reflective Questions for Schools
Warm Climate: Ensure the school is welcoming to all families.
Sensitivity: Be mindful of societal challenges and family structures.
Encourage Relationships: Promote positive peer and parent-child relationships.
Consider Schedules: Plan meetings with parents’ work and home commitments in mind.
Inclusive Communication: Use multilingual support if necessary to ensure the school’s messages are clearly understood.
Communication Strategies
Verbal: Non-threatening conversations during parents’ evenings or appointments.
Non-Verbal:
Class Blogs/Websites: Showcase learner work and updates.
Digital Newsletters/Videos: Use an engaging format for updates.
Messaging Apps: Real-time communication with parents.
Video Conferencing: Flexible, personal meetings with parents.
Traditional Written Communication: Flyers, letters, newsletters.
“When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.”
~ Anne Henderson & Karen Mapp
References:
Are all parents invited to participate easily?
Are parents encouraged without feeling intimidated?
Is the school hosting fun and inclusive family events?
Are parents’ concerns addressed when communicated?
Is communication effective and inclusive?
Effective Engagement Summary
Engage parents in parenting, communicating, volunteering, learning at home, decision-making, and school collaboration (Epstein’s Typology).
Volunteering service to school
Learning at home
Six types of Parental Involvement Communicating
Collaborating with school/ teachers
Parenting/ Primary educator Involved in decision making
Epstein's typology of parental involvement
Triegaardt, P.K & Van Diermen, E. (2019) School Management Strategies to Improve Parental Involvement: Insights from School Principals in Southern Tshwane Primary Schools https://doi.org/10.24297/jssr.v17i.8796 (4 July 2024)
AI generated: What are some creative ways to use technology to communicate with parents? https://www.linkedin.com/advice/0/what-some-creative-ways-use-technology (4 July 2024) Rockie Sibanda (2021): “I’m not a teacher”: A case of (dys)functional parent-teacher partnerships in a South African township. https://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002021000300009 (4 July 2024) Allan, K. (2022): The Science of School Belonging, How schools are key to helping kids feel like they belong https://www.psychologytoday.com/za/blog/sense-belonging/202201/the-science-school-belonging (4 July 2024)
SEPTEMBER 2025
GETTING THE BEST OUT OF YOUR ADHD LEARNER
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that interferes with a person’s functioning and development. It is characterised by:
• Predominant inattention
• Predominant hyperactivity and impulsivity
• A combination of the above.
ADHD is so much more than a diagnosis; it is an impairment in self-regulation that impacts on the brain’s executive functioning skills. This implies a lack of the ability to control and regulate abilities and behaviours, predict the consequences of an action, work towards a defined goal, and initiate or stop actions. Learners with ADHD have a hard time doing the above things – not because they aren’t willing, but because their brains won’t let them. That doesn’t make teaching them any easier, of course, and can impact negatively on the teacher and the classroom.
A teacher’s most effective tool in helping a learner with ADHD is a positive attitude. Make the learner your partner by saying: “Let’s figure out ways together to get the work done.” Tell the learner you will be looking for good behaviour and quality work and when you see it, reinforce it with immediate and sincere praise. Work out some warning signals you can use to head off disruptive behaviour: a hand signal, an unobtrusive shoulder squeeze, a sticky note on the desk.
What to avoid in the classroom
• Boring lessons and tedious tasks
• Monotonous routines (as opposed to giving them structure)
• Activities that are unrewarding (no sense of achievement).
What can be fruitful in the classroom:
• Your teaching methodology
• Use different materials
• Use non-vocal background music
• Employ animation and dramatisation
• Include movement
• Include brain breaks
CHANGE
• Teach memory strategies to ‘unlock’ what they know
• Seat the learner away from windows and the door, in an area free from distractions.
What can be fruitful in the classroom:
• Create a win-win situation
• Reinforce the positive
MOTIVATION
• Immediate consequences and rewards (stickers, free time, choice of activity, merit certificate)
• Rewards before punishment (criticism can result in defiance and hostility)
• Increase accountability
• Create a feeling of success.
Strategies to use in the classroom to assist executive functioning skills: teach learners to do things in stages
Stage 1: Stop and listen
Stage 2: Look and think
Stage 3: Decide and do
Structure the lesson accordingly
Stop and listen
• Tell learners in simple language exactly what they’re going to learn, what they will need for the task and what your expectations are.
• Give instructions, one at a time and repeat when necessary.
• Eliminate all distractions – no talking.
(Work on the most difficult material early in the day.)
Look
and
think – Start
• Motivate learners to start by using an aural signal (little bell, egg timer) and appealing to their creativity.
As teachers it is not always easy or possible to review irritating things in a positive way. Although you may be very frustrated at times, it is best to try to show patience and tolerance. There’s a greater chance that the whole class will follow your example, making the learner with ADHD feel less isolated. A growth mindset approach will definitely help to maintain a positive relationship with the learners with ADHD.
Remember: “The ADHD learner is like a computer without the printer attached. S/He knows the answer in her/his head, but s/he can’t give you the hard copy by writing it down on paper.”
References:
• Talk though the task to help learners plan and organise actions:
– What is more important? Where should you start?
– Create a step-by-step approach and use visual images/colours/sticky notes/physical cues such as examples/flash cards.
• Activate working memory ("Capacity to hold information in mind while performing complex tasks" Dawson and Guare)
Decide and do
• Help with emotional control (keep content stimulating and varied).
• Sustain attention (set completion goals, short quiz, use timer to show how much time is left as learner is ‘time-blind’, brain break with movement to re-energise).
• Goal-directed persistence (keep motivating learner, praise progress and encourage determination)
• Flexibility (don’t despair if they interrupt the lesson – view that as enthusiasm, give partial credit for partial work, reward good development)
• Metacognition: Let them think about what they are doing.
End lesson by …
• summarising key points
• being specific about what should be taken home
• having three children repeat instructions, then the class in unison and then put it on the board.
To learn more about ADHD, keep an eye out for our 2025 workshop schedule, released in January 2025, to book your spot or contact us to arrange a face-to-face or online session for your school.
ADHD Foundation: Teaching and Managing student with ADHD: Systems, Strategies and Solutions https://www.adhdfoundation.org.uk/wp-content/uploads/2022/03/Teaching-and-Managing-Students-with-ADHD.pdf
Jeanne Segal, PhD. and Melinda Smith, M.A: Teaching students with ADHD https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm Macmillan Education: Tame the Ferrari Minds: Dealing with ADHD in your classroom
OCTOBER 2025
to Literacy
Embed essential early reading skills with more than 400 fully decodable books for Grade R and Foundation Phase Foundation and Intermediate Phases
This scheme is a comprehensive core early literacy programme that supports the systematic development of reading strategies and skills in young learners.
UNLOCKING LEARNER SUCCESS
Strategies for Effective Study Habits in the Classroom
Dear educators, one common misconception among learners is believing that 'learning' for a test or exam begins only when they sit down to revise. As teachers, it's crucial to convey to our learners that the learning process actually starts much earlier – right from the moment they encounter new information in the classroom. Effective study habits and skills are built continuously, and our role is to guide them in recognising and seizing these learning opportunities from the outset.
Studying continues at home. Teach your learners these tips.
They must:
4 Have a set study routine every day
4 Find a quiet study area where they will not be distracted
4 Sit comfortably and in an upright position – not lying on a bed or couch
4 Keep their study space clean and organised
4 Review their notes from each class
Studying starts in the classroom. Let your learners establish the following good habits in the classroom. They need to:
Listen Listen with 100% attention
Notebook Keep a notebook for each subject
Take notes Take detailed notes – this will help them to remain focused
Ask Ask questions if they do not understand something
Participate Actively participate in discussions and activities
Group Form a study group and work together
Write Always write their homework in their planner/school diary
4 Make study cards of the important things they've learned in class
4 Do all their homework every day
4 Do the hard stuff first to get it done
4 REVIEW, REVIEW, REVIEW their work regularly – this is the best way to make the knowledge stick.
Teach your learners effective study techniques that work
While there are many different ways learners may consolidate their learning, visualisation techniques that are commonly used are mind mapping and summarising
Effective studying doesn't end when the school day does; it continues at home. To help learners develop good study habits, encourage them to establish a consistent routine and create a conducive environment for learning. Alongside are some practical tips to share with your learners to help them make the most of their study time outside the classroom.
Have a look at the free webinar that Macmillan Teacher Campus offers to learn how to draw a Mind Map in seven steps. Type this link into your browser or scan the QR code to view this free webinar. https://www.gotostage. com/channel/teachercampus
Let your learners practise writing summaries – not only in the language classroom: they should practise in all their subjects.
Different learning styles
Learners have unique learning styles, and understanding these can help them study more effectively. By using techniques that suit their preferences, they can enhance their understanding and retention of information. Help your learners to identify their learning styles.
Visual (spatial) learners learn best by seeing
4 Mind mapping
4 Diagrams and charts
Reading/writing learners learn best by reading and writing
4 Note-taking
4 Summarising
Kinaesthetic (physical) learners learn best by moving and doing
4 Encourage them to engage in experiments, build models, or use physical objects to represent abstract concepts.
4 They can also benefit from studying while walking around, using gestures to reinforce concepts, or even acting out scenarios to better understand material.
Auditory (aural) learners learn best by hearing
4 Listening to recordings
4 Discussion and recitation
Compiling a study timetable
Creating a study timetable is crucial for learners as it helps them manage their time effectively, prioritise their tasks, and ensure they cover all subjects. A well-structured timetable not only prevents last-minute cramming but also allows for regular review.
There is no right or wrong way to compile a timetable to follow for studying. Here are a few worthwhile principles to keep in mind when they make their own timetables:
Format: Choose a format of a planner (e.g. a calendar, wall planner, or diary software such as Google calendar) with which to create a study timetable.
Plan: Plan backwards from the date of formal assessments and study weeks in order to see how many days (and therefore potential hours) there are between the date of scheduling and the formal assessment.
Commitments: Work out personal and other commitments that will take hours away from studying during this time (e.g. eating, social commitments, exercise time, other academic activities, sleeping time etc.).
Block out: Block out time leading up to the formal assessment for studying specific subjects or topics.
Manage time: Use the ‘wasted time’ (time that would have been spent on watching TV or on social media apps like TikTok) for learning and reviewing schoolwork.
Teach your learners what to do a day before examinations and on the day they write. They need to:
4 Only recap
4 Prepare for the next day. Get all their stationery ready – 2 pens, pencil, ruler, calculator, watch or clock, tissues, lip balm
4 Stop studying at 17:00 and relax. Go for a walk or watch TV
4 Listen to music before they go to bed –this will help them to relax
4 Get enough sleep.
As educators, our role extends beyond teaching content; we guide our learners in developing lifelong study habits and skills. By understanding their unique learning styles and encouraging effective study practices, we can help them reach their full potential. Let's empower our learners to take charge of their learning journey, both in and out of the classroom, so they can achieve academic success.
References:
The morning of the test/ examinations
4 Stretch when they wake up
4 Eat a good, healthy breakfast
4 Relax on their way to the exam. Listen to their favourite music
4 Arrive on time
4 Don’t do any last-minute cramming! This creates stress and impairs their ability to think clearly.
University of Lynchburg (n.d.) Top 10 study skill https//www.lynchburg.edu/academics/tutoring-andacademic-support/top-10-study-skills/ (28 June 2022)
NOVEMBER 2025
NOTES
REMINDERS
EFFECTIVE COMMUNICATION IN THE WORKPLACE
Effective communication in the workplace is necessary to bring about a productive and positive work environment. It involves the exchange of information, ideas and feedback between staff, school managers and subject departments to achieve common goals.
Why is effective communication essential for your school?
Clear communication promotes collaboration among staff members, making it easier to work together towards common objectives.
Staff who feel heard and understood are more likely to be engaged and motivated. Boosts Employee Engagement and Morale Enhances Collaboration and Teamwork
Clear instructions and feedback help avoid misunderstandings and mistakes, leading to higher productivity. Improves Productivity and Efficiency
Effective communication helps to identify and resolve issues before they escalate. Facilitates ProblemSolving and DecisionMaking
Transparent and honest communication builds trust among colleagues. Builds Trust and Relationships
What are the key components of effective communication?
To achieve effective communication in the workplace, it is important to focus on several key components:
4 Messages should be clear and concise to avoid confusion.
4 Use simple language and avoid jargon or technical terms that may not be understood by everyone.
4 Effective communication is a two-way process.
4 Active listening involves paying full attention to the speaker, understanding their message, and responding appropriately.
4 Understanding and acknowledging the feelings and perspectives of others is crucial.
4 Empathy helps in building rapport and resolving conflicts amicably.
4 Providing constructive feedback helps individuals improve their performance.
4 Feedback should be specific, timely, and delivered in a supportive manner.
4 Body language, facial expressions and tone of voice play a significant role in communication.
4 Being aware of and appropriately using non-verbal cues can enhance the effectiveness of the message.
In what ways do we normally communicate at school? How can we improve communication at our school?
4 This includes face-to-face conversations, meetings, phone calls and video conferences.
4 Verbal communication is direct and allows for immediate feedback and clarification.
4 Emails, memos, reports and instant messages fall under this category.
4 Written communication is useful for documenting information and providing detailed instructions.
4 This encompasses body language, gestures, facial expressions and eye contact. Non-verbal cues can reinforce or contradict verbal messages.
4 Charts, graphs, presentations and videos are examples of visual communication. Visual aids can help convey complex information more effectively.
Improving communication at your school requires planning and implementing effective strategies:
Promote open communication: encourage an open-door policy where staff feel comfortable sharing their ideas, concerns and feedback.
Develop communication skills: provide professional development opportunities to enhance staff communication skills. This includes workshops on active listening, conflict resolution and effective writing.
Use technology: use communication tools and platforms that facilitate collaboration and information sharing. Tools like instant messaging apps, video conferencing software and project management systems can streamline communication.
Encourage feedback: create an effective feedback culture where feedback is valued and regularly given.
Adapt to different communication styles: recognise that individuals have different communication preferences.
Foster a positive work environment: a supportive and inclusive workplace culture enhances communication. Maintain a positive work environment by encouraging teamwork, recognising achievements and addressing conflicts promptly.
Set clear expectations: clearly define roles, responsibilities and expectations to avoid confusion.
To learn more about effective communication in the workplace, visit https://shop.motc.co.za and enrol for the course ‘Communication in the Workplace’.
Reference:
Communication in the Workplace, Participant manual, Macmillan Teachers Campus, 2023 Macmillan Online Teacher Campus: https://shop.motc.co.za
DECEMBER 2025
NOTES REMINDERS
2026 CALENDAR
TEACHER PROFESSIONAL DEVELOPMENT
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