Macmillan Teacher Campus Booklet

PROFESSIONAL DEVELOPMENT WORKSHOPS & COURSES

Who is Macmillan Teacher Campus? . . . . . . . . . . . . . . . . . . . . 1

Macmillan Online Teacher Campus . . . . . . . . . . . . . . . . . . . . . . 5

ETDP-SETA Accredited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

How to log teacher-ini ated learning with SACE . . . . . . . . . . . 11

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Digital Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Flipped classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

School and Classroom Management . . . . . . . . . . . . . . . . . . . . . 39

Is my material suitable for my online sessions? . . . . . . . . . . . . 54

ECD 0–4 Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Grade R . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Online mee ng e que e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Founda on Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Coding and robo cs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Languages Grades 4–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Benefits of online assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Mathema cs Grades 4–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Augmented reality and virtual reality . . . . . . . . . . . . . . . . . . . . 106

The Sciences Grades 4–9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Accoun ng Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Projects/Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Key to workshops offered:

Face-to-face workshop

Live online workshop

Artwork created by Freepik

MOTC workshop (online self-study)

WHO IS MACMILLAN TEACHER CAMPUS?

Macmillan Educa on South Africa is a world-class educa onal content and service provider. As a trusted publishing brand, Macmillan Educa on provides content in relevant and flexible formats.

Macmillan Teacher Campus is a division of Macmillan Educa on South Africa, a publishing company that has been providing quality learning and teaching material to the South African educa on sector for many years.

Macmillan Teacher Campus, a professional accredited teacher training unit, was officially launched on 3 May 2007. Our offering includes training and support in all phases ranging from ECD, GET, and FET as well as TVET colleges. We are also renowned for our accredited training courses.

Macmillan Teacher Campus offers a variety of workshops as well as accredited courses. At Macmillan Teacher Campus, our vision is to empower, mo vate and develop teachers and learners in South Africa and to provide a learning pathway to con nue their professional development. For the past decade, we have been a provider of cu ng-edge training and excellent teacher support. We bring the training to your doorstep. We offer a wide range of curriculum-aligned workshops, but understand that no curriculum is sta c and therefore we also offer tailor-made workshops, catering specifically for our clients' needs,

WHO IS MACMILLAN TEACHER CAMPUS?

and equipping teachers with knowledge and insight. Our training programmes are developed by subject specialists and we make use of highly qualified facilitators to enhance the teaching and learning experience.

We tailor-make our workshops to suit your needs. This catalogue is packed with sessions that can be conducted face-to-face, online or in a hybrid fashion to suit your budget and needs. We offer an extensive range of topics in various categories, including Accredited courses, Assessment, Inclusion and Wholeschool development. We also offer a large selec on of subject-related workshops for all phases for schools, public and private, as well as TVET colleges.

Should you not see what you are looking for, we have the resources and authors to design and tailor-make courses that suit the needs of your organisa on.

MACMILLAN TEACHER CAMPUS IS ONLINE

Macmillan Teacher Campus believes in keeping up with the latest trends. And what is more trending these days than conduc ng workshops on an online pla orm?

The onset of Covid-19 and the forced lockdown saw many teachers at a loss of how to engage with their students remotely.

Macmillan Teacher Campus provides a solu on that will give teachers and lecturers the confidence they need to offer their lessons on online pla orms and at the same me enhance their digital fluency.

Macmillan Teacher Campus uses various online pla orms to deliver quality workshops that are interac ve and easily implemented the very next day.

Digital fluency

The ability to select and use the appropriate digital tools and technologies to achieve a par cular outcome.

WATCH OUR FREE WEBINARS

You can watch any of our free webinars on our Macmillan Teacher Campus Webinar Channel.

Follow this link: h ps://www.gotostage.com/channel/teachercampus or scan the QR code to reach this site.

HOW TO ACCESS A COURSE?

Free webinars and workshops

You will receive a confirma on email from the training pla orm

Enter your name, surname and correct email address

You will be directed to the pla orm registra on page

Click on the link provided in the adver sement

Reminder emails will be sent containing a “join” link

On the day of the training, click on the link provided in the reminder email

Wait for the session to begin

Paid-for workshops

MACMILLAN

Macmillan

ASSESSOR COURSE CONDUCT OUTCOMES BASED ASSESSMENT

This course links assessment to the classroom and provides effec ve prac ces for teaching and learning.

Outcomes of Workshop

This workshop will enable you to:

• demonstrate understanding of outcomes-based assessment

• prepare for assessment

• conduct assessments

• provide feedback on assessments

• review assessments.

Dura on: 4 days

SACE PD points: 10

ETDP-SETA NQF Level 5

Credits 15 Unit Standard No 115753

Por olio of Evidence to be submi ed within four weeks a er the last day of the course.

Target Audience

All teachers, lecturers, managers in educa on and SESs

FACILITATOR COURSE FACILITATE LEARNING USING A VARIETY OF GIVEN METHODOLOGIES

This course focuses on facilitator skills that will differen ate you from the tradi onal trainer/presenter. Learn key strategies to impart informa on to learners in an interes ng and unforge able way.

Outcomes of Workshop

This workshop will enable you to:

• plan and prepare for facilita on

• facilitate learning

• evaluate learning and facilita on.

Por olio of Evidence to be submi ed within four weeks a er the last day of the course.

Target Audience

All teachers, lecturers, managers in educa on and SESs

Dura on: 4 days

SACE PD points: 15 ETDP-SETA NQF Level 5

Credits 10 Unit Standard No 117871

MODERATOR COURSE CONDUCT MODERATION OF OUTCOMES BASED ASSESSMENT

This course deals with assessment and modera on on different levels in the educa on environment and provides effec ve prac ces for assessment.

Outcomes of Workshop

This workshop will enable you to:

• demonstrate understanding of modera on within the context of an outcomes-based assessment system

• plan and prepare for modera on

• conduct modera on

• advise and support assessors

• report, record and administer modera on

• review modera on systems and processes.

Por olio of Evidence to be submi ed within four weeks a er the last day of the course.

Target Audience

All teachers, lecturers, managers in educa on and SESs

WRITE AND PRESENT

WRITE AND PRESENT FOR A WIDE RANGE OF PURPOSES, AUDIENCES AND CONTEXTS

This unit standard is intended to promote clear, unambiguous wri en and oral communica on within the educa on environment.

Outcomes of Workshop

This workshop will enable you to:

• use wri ng skills for specific purposes, audiences and contexts

• access, process, re-organise, and synthesise informa on in order to present it

• use appropriate language conven ons, textual features and style for specific workplace purposes

• dra and edit texts.

Por olio of Evidence to be submi ed within four weeks a er the last day of the course.

Target Audience

INCLUSION IMPLEMENT AN INCLUSIVE LEARNING PROGRAMME USING DIFFERENTIATED TECHNIQUES

This workshop provides prac cal, easy-to-implement ways in which you can accommodate all your learners by making just a few small changes in the way you teach and assess.

Outcomes of Workshop

This workshop will enable you to:

• understand the South African premise that no two children are alike and that everyone can learn

• understand the responsibility of every teacher and educator to provide a fair and equal educa on for all the learners in their class

• analyse the principles of inclusion and apply them in your classroom

• differen ate learning ac vi es according to the needs of the learners

• adapt the learning environment to meet the needs of the learners in the class to ensure that there is effec ve learning taking place

• develop an individual assessment plan to allow all learners to par cipate fairly in the assessment process

• con nually monitor the learners' progress so that you can provide accurate feedback to all stakeholders

• develop rela onships with all stakeholders in the best interest of the learners

• reflect on your own performance so that you are able to improve your teaching to the benefit of all learners in your class.

Por olio of Evidence to be submi ed within four weeks a er the last day of the course.

Target Audience

All teachers, lecturers, managers in educa on and SESs

INDUCT A MEMBER INTO A TEAM

Learn more about the process that the team or group leader has to follow to successfully induct a team member.

Outcomes of Workshop

This workshop will enable you to:

• prepare to receive a member on a team

• introduce a new member

• explain how performance is monitored

• create awareness of career opportuni es in an organisa on.

Dura on: 1 day

SACE PD points: Pending ETDP-SETA NQF level 3

Credits 4

Unit Standard No 242812

Por olio of Evidence to be submi ed within four weeks a er the last day of the course.

Target Audience

Departmental heads, deputy heads, junior managers of organisa ons

MOTIVATE AND BUILD A TEAM

Team mo va on and the strength of a team go hand in hand to develop and promote team cohesion. This course will prepare you to mo vate and build a func onal team.

Outcomes of Workshop

This workshop will enable you to:

• explain the importance of mo va ng a team

• demonstrate an understanding of self and team members in a workplace

• apply theories of mo va on and group dynamics

• implement a plan of ac on to strengthen a team

• provide feedback and recognise achievements.

Dura on: 2 days

SACE PD points: Pending

ETDP-SETA

NQF level 4

Credits 10

Unit Standard No 242819

Por olio of Evidence to be submi ed within four weeks a er the last day of the course.

Target Audience

Anyone who needs to manage a team e.g. subject head, departmental head, deputy, principle, managers at any organisa ons

HOW TO LOG TEACHER INITIATED LEARNING WITH SACE

Every educator registered with SACE is required to earn at least 150 Professional Development Points in every three years of the CPTD cycle. An educator must par cipate in three different types of professional development ac vi es to earn these points. These are:

• Type 1 Ac vi es/Programmes: (Teacher ini ated)

• Type 2 Ac vi es/Programmes: (School ini ated)

• Type 3 Ac vi es/Programmes: (Externally ini ated)

It is essen al that you record all your ac vi es ini ated by you, the teacher, on the SACE website. It is also important to keep a por olio of all your training and ac vi es as evidence.

How do I report my PD ac vi es/programmes on the SACE website?

Repor ng can be done manually by sending selected templates from your PDP to SACE OR online through the CPTD Portal as follows: www.sace.gov.za

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Go to the SACE website: www.sace.org.za

Choose Educator

Click on the CPTDIS tab

Sign-up on the right-hand side of the page. Fill in your details and save. Keep your username and password safe. Go to the login tab also on the right hand side of the page. Fill in your username and password and login to your profile.

Click on Educator tab. Scroll down to Record Your Points, choose Teacher Ini ated. Complete all the required informa on and submit. You are encouraged to report immediately when you have completed an ac vi y.

FEEDBACK TO THE LEARNER

This workshop looks into the importance of affec ve feedback to the learning process. We also deal with the do’s and don’ts of giving construc ve feedback.

Outcomes of Workshop

This workshop will enable you to:

• define feedback

• recognise the importance of feedback in the learning process

Dura on: ½ day

SACE PD Points: Pending

• iden fy and list the benefits of feedback to teachers, learners and learning

• iden fy the characteris cs of effec ve feedback

• plan and give feedback effec vely.

Target Audience

All teachers, lecturers, managers in educa on and SESs

TEACHING, LEARNING AND ASSESSING ON DIFFERENT COGNITIVE LEVELS

This workshop provides a refreshing look at Bloom’s and Barre ’s Taxonomies and the levels of mathema cal demand where the emphasis is on asking quality ques ons and developing quality assessments.

Outcomes of Workshop

This workshop will enable you to:

• understand the different cogni ve levels

Dura on: ½ day

SACE PD Points: 5

• apply Bloom’s taxonomy/Barre ’s taxonomy/levels of mathema cal demand

• iden fy the different cogni ve levels in an assessment task

• ask ques ons on different cogni ve levels.

Target Audience

All teachers, SMTs and SESs (contextualised per phase)

MONITOR EDUCATOR MARKING AND FEEDBACK

Marking and feedback form an essen al dialogue between a teacher and a learner about the quality of learning and progress that has taken place. During this powerful session, you will learn to guide your staff to give effec ve feedback a er applying good marking principles.

Outcomes of Workshop

This workshop will enable you to:

Dura on: 1 hour

• clarify and contextualise the relevant concepts: monitoring, marking, feedback

• understand the importance of marking and feedback as quality assurance tools in the assessment process

• be able to design func onal marking guidelines and plan for different assessment strategies to lighten the teacher’s marking burden

• understand how to provide construc ve feedback in a way that the learners are supported not humiliated

• understand the need for teachers to be accountable for their own prac ce and to act responsible when marking and providing feedback.

Target Audience

All teachers and other educa on specialists

ANALYSE AND INTERPRET DATA IP

In this workshop we cover assessment management in schools, star ng with the planning for assessment. Then we deal with the design and development of assessment ac vi es and tasks, followed by analysis and review of assessment. Lastly, we learn how to interpret and report on assessment results.

Outcomes of Workshop

This workshop will enable you to:

• understand the responsibili es of the teacher when planning for assessment

• know what to assess, how to assess and when to assess

Dura on: 1 day

SACE PD Points: Pending

• understand how a TAP works and know how to develop the TAP per subject

• understand how a SAP works and how to create it for the IP

• design inclusive assessments by considering learner barriers when designing tasks

• calculate learners' marks according to the prescribed weigh ng

• iden fy appropriate tools for different assessment ac vi es and tasks

• understand modera on of assessment tasks as well as modera on of learner scripts

• analyse assessment results

• iden fy problem areas and plan interven on strategies accordingly

• demonstrate understanding of the processes of recording and repor ng

• use appropriate phrases and words when wri ng comments on reports

• record learner performance and determine the level of learner progress

• report learner performance to learners, parents, guardians, school and other relevant stakeholders

• understand and follow the appeal process and structures.

Target Audience

Educa onal professionals in Intermediate Phase

DEPARTMENTAL HEADS AS QUALITY ASSURERS

The purpose of this workshop is to empower the Departmental Head (DH) as quality assurer, using exis ng manual and new electronic tools to standardise assessment and improve learner performance within their department. This will ul mately impact the value chain in educa on as improved assessment prac ces are part of the input, the process and will result in superior output.

Outcomes of Workshop

This workshop will enable you to:

• understand the different terms used in the quality assurance process

Dura on: 2 days

SACE PD Points: 15

• understand how to op mally u lise exis ng assessment methods, forms, tools, documenta on, processes, and systems towards quality assuring the value chain in educa on

• prepare departmental heads to iden fy non-compliant contexts that impact nega vely on reliability (credibility), fairness and validity

• re-align stages of Quality Assurance in educa on and equip the departmental head to closely monitor and guide the dra ing of the assessment plan as part of the integrated teaching and learning process

• use assessment tasks as a benchmarking ac vity

• provide guidelines to standardise performance evalua on and ensure an objec ve approach by individuals and team(s) to iden fy and meet the need for improved performance

• collect and record reliable and valid data (quan ta ve and qualita ve) as direct evidence for achievement and modera on

• provide training to departmental heads to ensure they are adequately equipped to execute their professional responsibility, use e-pla orms, iden fy challenges by doing a SWOT analysis, and provide support and interven on to colleagues based on evidence such as the QMS developmental plan, valid data and records.

Target Audience

Departmental heads and other educa onal professionals

BUILDING BLOCKS TOWARDS AN INCLUSIVE CLASSROOM

This workshop covers everything you need to know about inclusive educa on, from policy implementa on to the Individual Educa on Support Plan.

Outcomes of Workshop

This workshop will enable you to:

• gain an overview and refer to current legisla ve policies and guidelines on inclusive educa on

• understand that emo on is a part of inclusion

Dura on: 1 day

SACE PD Points: Pending

• get an overview of the most important elements of understanding (building blocks) needed to effect inclusive educa on prac ces in the classroom

• reflect cri cally upon your own perspec ves and that of others regarding inclusion

• iden fy a child’s posi on on a developmental chart

• develop a broad understanding of the cri cal issues needed to be in place in a classroom within an inclusive educa on approach

• apply the theory provided on inclusive educa on in the classroom as it pertains to early iden fica on and screening

• apply the various theories on the learning process and teaching to enhance and ensure appropriate teaching strategies/prac ces for curriculum differen a on and the enhancement of access to the curriculum e.g. mul ple intelligences and learning styles

• examine the curriculum offerings and the outcomes of the child to determine diagnos cally the area/s that need interven on

• use the ecosystemic assessment graphic organiser (EAGO) to provide a structure and an outline of the factors that need to be considered when developing an Individual Educa on Support Plan

• learn to problem-solve by applying the thinking hats of de Bono

• develop an Individual Educa on Support Plan (IESP) based on an EAGO

• design and review an IESP and monitor a child’s progress

• reflect on own effec veness of current teaching strategies.

Target Audience

Teachers, departmental heads, depu es and principals, SMTs, SBSTs, SESs

STRATEGIES FOR INCLUSION IN ASSESSMENT

This workshop will equip teachers with the knowledge and skills that they require in order to balance promo on requirements and the learner’s opportunity to demonstrate their own personal competencies.

Outcomes of Workshop

This workshop will enable you to:

• recognise the importance of inclusion in South African schools

Dura on: ½ day

SACE PD Points: 5

• understand and apply the principles of assessment and how they impact an inclusive classroom

• determine barriers to learning, level of func oning, and par cipa on, to determine support needs

• develop empathy with learners who have barriers to learning

• use various strategies to differen ate assessments for learners with barriers to learning

• plan different types of alterna ve assessment

• adapt their class assessment to accommodate learners’ various learning modali es

• understand the importance of compiling the relevant informa on for a learner’s applica on for concessions.

Target Audience

Teachers, departmental heads, depu es and principals, SMTs, SBSTs and SESs

STRATEGIES TO ASSIST LEARNERS WITH BARRIERS TO READING

If a learner has not mastered the skill of reading, it will impact their en re life, and their me at school will be frustra ng and difficult.

This workshop focuses on strategies that teachers can use to help learners with barriers to learning to master and improve their reading and comprehension skills. This will then help the learners to develop skills that are needed to study for all kinds of tests, and to learn for understanding.

Outcomes of Workshop

This workshop will enable you to:

• understand the process of learning to read

• iden fy where the learner is in the process

Dura on: ½ day

SACE PD Points: 5

• analyse specific concepts of reading where the learner is having difficulty

• apply different strategies to assist the learner with barriers to learning to improve their reading abili es

• adapt and include different reading and comprehension strategies in your everyday teaching

• design and plan fun reading ac vi es for all the learners in your classroom in order to create a love for reading.

Target Audience

Teachers, departmental heads, depu es and principals, SMTs, SBSTs and SESs

TIPS AND

TRICKS ON USING DIFFERENTIATED

TEACHING AND ASSESSMENT IN THE CLASSROOM

This workshop is intended for educa onists implemen ng an inclusive learning programme using a variety of differen ated methodologies, strategies and techniques. They will gain the necessary competence to facilitate a well-structured and varied programme of learning to support all learners including those who experience barriers to learning and development. This process will enable all learners to par cipate ac vely and confidently in the learning process. It provides prac cal, hands-on ideas that can be adapted for the different phases of educa on.

Outcomes of Workshop

This workshop will enable you to:

• review the categories of barriers to learning in the South African context

• learn to differen ate your teaching and assessment

• create an environment that supports differen a on

• know what you need in order to differen ate

• apply differen ated teaching

• have ps to differen ate learning content

• have ps to adapt resources

• know three steps in planning a differen ated lesson

• use various strategies to differen ate assessments

• plan different types of alterna ve assessment.

Target Audience

Dura on: 1 day

SACE PD Points: 5

Teachers from mainstream and LSEN schools; officials from districts and provincial offices; lecturers from TVET colleges

TIPS AND TRICKS TO IMPLEMENT INCLUSIVE EDUCATION

This workshop provides prac cal, easy-to-implement ways in which teachers can accommodate ALL learners in their classroom by making just a few small changes in the way they teach and assess.

Outcomes of Workshop

This workshop will enable you to:

• understand that emo on is a part of inclusion

Dura on: 2 days

SACE PD Points: 5

• iden fy the most important elements and building blocks needed to implement inclusive educa on prac ces in the classroom

• reflect cri cally on your own perspec ves and that of others with regard to inclusion

• develop a broad understanding of the cri cal issues needed to be in place in a classroom within an inclusive educa on approach

• apply the theory provided on inclusive educa on in the classroom

• apply teaching strategies/prac ces for curriculum differen a on

• develop appropriate interven on strategies.

Target Audience

Teachers, departmental heads, depu es and principals, SMTs, SBSTs, SESs

AUTISM: THE HIDDEN DISABILITY THAT IS ALREADY IN YOUR CLASSROOM

Au sm is a pervasive development disability, o en referred to as Au s c Spectrum Disorder (ASD). People with au sm have difficul es in areas such as communica on, social interac on, flexible thinking and sensory processing. Let us equip you to support high-func oning au sm learners.

Outcomes of Workshop

This workshop will enable you to:

• have an understanding of Au sm

• recognise regula on in au sm

• develop strategies for the classroom

Target Audience

Dura on:

Face-to-face: 4 hours Online: 2 hours

SACE PD Points: 5

Teachers, departmental heads, depu es and principals, SMTs, SBSTs and SESs

APPSOLUTELY FUN TEACHING WITH APPS

This workshop focuses on using different apps for different subjects.

Outcomes of Workshop

This workshop will enable you to:

• understand the benefits of using mobile applica ons in educa on

• use apps for different purposes

• select a suitable app for your class

• cri cally evaluate a content-based mobile app

• interact with various apps.

Target Audience

Dura on: ½ day

SACE PD Points: 5

Teachers on beginner/entry level and intermediate level digital fluency

CREATING ASSESSMENTS ON AN ONLINE PLATFORM

Marking short tests can be very me consuming. In this workshop, we will show you how to set up your assessments using Google Forms and quizzes. Learn how to set up your short tests from start to finish.

Outcomes of Workshop

This workshop will enable you to:

• design tests in Google Forms

• set ques ons

• allocate marks to ques ons

• set up auto-marking

• review answered ques ons

• give instant feedback

• analyse data from response sheet.

Target Audience

Dura on: ½ day

SACE PD Points: Pending

Teachers on beginner/entry level and intermediate level digital fluency

DIGITAL LEARNING

BLENDED LEARNING PART 1: COLLABORATIVE LEARNING EFFECTIVE GROUP WORK

This workshop focuses on how to conduct effec ve group work in prepara on for the implementa on of blended learning.

Outcomes of Workshop

This workshop will enable you to:

• understand the process of content delivery

• implement the process of content delivery

• know what blended learning is

• use devices effec vely to find informa on

• interact with the sta on rota on model

Dura on: ½ day

SACE PD Points: Pending

• select group members suited for par cular group models, subjects and age groups

• effec vely implement group work.

Target Audience

Teachers on beginner/entry level and intermediate level digital fluency

BLENDED LEARNING PART 2: COLLABORATIVE LEARNING STATION ROTATION MODEL

This workshop focuses on how to effec vely make use of the sta on rota on model.

Outcomes of Workshop

This workshop will enable you to:

• recognise the six models of blended learning

• understand the reasons why blended learning is worth it

• plan a blended learning lesson

• choose the device that best suits your blended learning program.

Target Audience

Dura on: ½ day

SACE PD Points: 5

Teachers on beginner/entry level and intermediate level digital fluency

INTRODUCTION TO CODING AND ROBOTICS

The new coding and robo cs subject is aimed at guiding and preparing learners to solve problems, think cri cally, work collabora vely and crea vely, and func on in a digital and informa on-driven world. But, how are you, the teacher, coping? Are you feeling lost when the term “coding and robo cs” is used? A end this popular workshop and get the uncertainty out of the way.

Outcomes of Workshop

This workshop will enable you to:

• define and explore computa onal thinking

• understand pa ern recogni on and problem solving

Dura on: ½ day

SACE PD Points: 5

• iden fy and analyse regulari es, repe ons and change in pa erns that increase in size and number consis ng of physical objects, drawings and symbolic forms to make predic ons and solve problems, using a range of tools

• explore algorithms and coding

• be introduced to coding, crea ng algorithms and iden fying problems using simple block coding

• explore robo c skills

• be introduced to mechanical and electrical engineering systems and circuits using the Engineering Design Process and Concepts of Computa onal Thinking, crea ng logical steps that robots can follow

• learn more about the internet and e-communica on

• apply skills.

DIGITAL LEARNING

Target Audience

ECD, Grade R, Founda on Phase, Intermediate Phase and Senior Phase teachers teaching coding and robo cs. Phase-specific workshops

ENGINEERING DESIGN PROCESS IN CODING AND ROBOTICS

When teaching the robo cs and coding curriculum, the Engineering Design Process (Inves gate, Design, Make, Evaluate, Communicate – IDMEC) forms the backbone of the subject and should be used to structure the delivery of all learning aims.

Outcomes of Workshop

This workshop will enable you to:

• explore how to use the Engineering Design Process in the Founda on Phase

Dura on: ½ day

SACE PD Points: Pending

• explore how the process can be used across the five Coding and Robo cs Curriculum Strands of Pa ern Recogni on and Problem Solving, Algorithms and Coding, Robo c Skills, Internet and E-Communica on Skills and Applica on Skills.

Target Audience

Grade R & Founda on Phase, Intermediate Phase and Senior Phase teachers teaching coding and robo cs. Phase-specific workshops

COMPUTATIONAL THINKING IN CODING AND ROBOTICS

Computa onal thinking is one of the methodologies used to deliver the coding and robo cs curriculum content and involves the steps that come before programming and coding. It is the process of breaking down a problem into simple enough steps that even a computer would understand.

A end this exci ng workshop to learn how to u lise this methodology while teaching coding and robo cs in your class.

Outcomes of Workshop

This workshop will enable you to:

• u lise computa onal thinking as a methodolgy

Dura on: ½ day

SACE PD Points: 5

• engage in prac cal tasks to get learners to use computa onal thinking.

Target Audience

Grade R & Founda on Phase, Intermediate Phase and Senior Phase teachers teaching coding and robo cs. Phase-specific workshops

INTERNET SAFETY AND 4IR CONCEPTS

In coding and robo cs, the strand of Internet and e-Communica ons skills prepares learners to interact safely in a digital online and offline world, while at the same me introducing them to 4IR concepts and digital communica on. Join us for this exci ng workshop to learn more about this interes ng topic.

A end this exci ng workshop to learn how to u lise this methodology while teaching coding and robo cs in your class.

Outcomes of Workshops

FP: Internet safety and 4IR concepts

This workshop will enable you to:

Dura on: ½ day

SACE PD Points: Pending

• inves gate and par cipate in hands-on and interac ve tasks, related digital awareness, internet safety and fourth digital revolu on tools

• inves gate and par cipate in prac cal ac vi es about internet safety

• inves gate networks and computers

• have a raised awareness about the internet, browsing, finding informa on and being responsible

• provide examples of digital resources for young children to use which are 4IR tools, thereby building their digital skills and digital awareness.

IP: Internet safety and 4IR concepts

This workshop will enable you to:

Workshop Outcomes

• inves gate and par cipate in prac cal ac vi es about internet safety, safe browsing, and searching online including cyberbullying, fake news, screen me, digital footprint

• inves gate data, including how it is created, create data resources in your lessons, explore cloud compu ng

• have an increased awareness and explora on of automa on and the influence of the internet of things

• provide examples of digital resources for learners to use which are 4IR tools, thereby building their digital skills and digital awareness

• explore unplugged ac vi es to promote logical thought and problem solving

• create instruc ons to learn about algorithms.

DIGITAL LEARNING

SP: Internet safety and 4IR concepts Workshop Outcomes

This workshop will enable you to:

• inves gate and par cipate in prac cal ac vi es about internet safety, cyber threats, social media impact and influences, Trojans and worms.

• inves gate data, including big data and how it is created, and create data resources in your lessons

• have an increased awareness and explora on about augmented reality and virtual reality, and know how to use these in lessons

• have an increased awareness of ar ficial intelligence and the influence and impact on society, and know examples of AI and IoT resources for lessons

• provide examples of digital resources for learners to use which are 4IR tools, thereby building their digital skills and digital awareness

Target Audience

Grade R & Founda on Phase, Intermediate Phase and Senior Phase teachers teaching coding and robo cs. Phase-specific workshops

LAYING THE FOUNDATION TO CODING AND ROBOTICS THROUGH LANGUAGES AND MATHS

The coding and robo cs curriculum goes down to Grade R. In this hands-on, interac ve workshop we will address how ECD teachers can lay founda on to coding and robo cs through maths and language. Exploring three of the Coding and Robo cs Curriculum Strands of Pa ern Recogni on and Problem Solving, Algorithms and Coding, and Robo c Skills at an introductory ECD level. Inves gate prac cal ac vi es of the four computa onal thinking skills, to build ini al understanding of problem solving, algorithm design, abstrac on and decomposi on.

Outcomes of Workshop

This workshop will enable you to:

• use mathema cal concepts such as pa ern recogni on to teach the founda ons of coding and robo cs

Dura on: ½ day

SACE PD Points: Pending

• use problem solving in mathema cs to lay the founda on for coding and robo cs

• use language conven ons such as giving and carrying out instruc ons to teach the founda ons of coding and robo cs.

Target Audience

ECD prac oners

CREATE A VIDEO USING SCREENCASTING SOFTWARE

Engage your learners effec vely by crea ng your own videos. This method enables you to capture your screen while demonstra ng concepts on the laptop. This is an effec ve way to help learners interact with the concepts while away from the classroom.

Outcomes of Workshop

This workshop will enable you to:

• use screencas ng so ware to record your screen • interact with the screencast so ware se ngs and func onality.

Target Audience

Dura on: ½ day

SACE PD Points: Pending

Teachers on beginner/entry level and intermediate level digital fluency

CREATE INTERACTIVE POWERPOINTS FOR YOUR ONLINE LESSSONS

Are you red of boring slides? Would you like to make your slides interac ve and much more crea ve? This workshop will show you how to get crea ve in Microso PowerPoint.

Outcomes of Workshop

This workshop will enable you to: • know a brief introduc on to ribbon • understand what makes a good presenta on • change Master slide • insert text • animate text – (Explore the anima on tab)

effect op ons – anima ons pane

Dura on: ½ day

SACE PD Points: Pending

ming • insert images – (finding images online – Bing and Google, looking at crea ve commons) – resizing images • download YouTube video • insert/embed video

DIGITAL LEARNING

•

hyperlink text

• insert presenta on notes

• print op ons

• know presenta on ps

• save your document

– save as PDF

– retrieving your presenta on.

Target Audience

Teachers on beginner/entry level and intermediate level digital fluency

ADVANCED POWERPOINT

This workshop will take an in-depth look at how to use the anima ons pane effec vely in PowerPoint.

Outcomes of Workshop

This workshop will enable you to:

• animate images

– (explore the anima on tab)

– effect op ons

– anima ons pane –  ming

• insert shapes

• animate shapes – (explore the anima on tab)

– effect op ons

– anima ons pane

–  ming

• insert audio

• insert mul ple anima ons for one object.

Target Audience

Dura on: 1 day

SACE PD Points: Pending

Teachers who are already knowledgeable about Microso PowerPoint

CYBER SAFETY

This workshop gives insight into the dangers that lurk online and will empower you to manage cyberbullying in your school.

Outcomes of Workshop

This workshop will enable you to:

• know the dangers of pos ng online

• have a good understanding of cellphone safety

• know what cyberbullying is

• understand the dangers of social networking.

Target Audience

Dura on: ½ day

SACE PD Points: 5

School managers, departmental heads, SMTs, parents, learners, teachers

INTEGRATING TECHNOLOGY INTO THE FOUNDATION PHASE CLASSROOM

This workshop will teach you to teach, plan and make resources with your laptop –Founda on Phase

Outcomes

of Workshop

This workshop will cover: Preparing your laptop:

• Install font (Grade 1 font)

Dura on: 2 days

SACE PD Points: 10

DIGITAL LEARNING

• Download video content

• Do screen grabs or screen shots

• Use Microso Word and PowerPoint to design visual flash cards and worksheets to use in teaching (flash cards for Maths, Languages and Life Orienta on).

Basic laptop skills:

• Table construc on and layout

• Manipulate pictures

• Numbering

• Headings

• Line spacing.

Subject specific:

• Work through the different language elements to create lessons in which the laptop is integrated into the teaching of lessons

• Use Microso Word and PowerPoint to design visual flash cards and worksheets to use in teaching of Maths, Languages and Life Skills.

Target Audience

Founda on Phase teachers, departmental heads, subject advisors

MANAGE THE CHANGE TO e

This workshop will teach you to implement and sustain the implementa on of digital learning in your school.

Outcomes of Workshop

This workshop will enable you to:

• ini ate the change

• develop a strategy for change

• mo vate your staff and colleagues

• implement the change

• recognise and assign roles in change management

• sustain the change

Dura on: 1 day

SACE PD Points: 5

• recognise the importance of what the school measures to indicate success

• know how teacher and learner performance is evaluated and improved

• implement a rewards and recogni on system.

Target Audience

Departmental heads, school principals, lead teachers, digital champions

DIGITAL LEARNING

eLESSON PLANNING

This workshop focuses on how to plan an eLesson for your digital classroom, and how to interact with online tools to assist in planning a lesson.

Outcomes of Workshop

This workshop will enable you to:

• know what a lesson plan is

• recognise the purpose of a lesson plan

• know the key elements of a good lesson plan

• write a lesson plan

Dura on: ½ day

SACE PD Points: Pending

• iden fy strengths and weaknesses in various class management techniques

• design your own online lesson using a preferred tool.

Target Audience

Teachers on beginner/entry level and intermediate level digital fluency

SETTING UP YOUR GOOGLE CLASSROOM FROM START TO FINISH

This workshop focuses on se ng up a class and crea ng ac vi es for your learners in Google Classroom.

Outcomes of Workshop

This workshop will enable you to:

• create your class

• add ac vi es for your learners

• assess ac vi es

• create rubrics.

Target Audience

Dura on: ½ day

SACE PD Points: 5

Teachers on beginner/entry level and intermediate level digital fluency

SUCCESSFUL eCLASSROOM MANAGEMENT AND eRESOURCE MANAGEMENT

This workshop teaches you to effec vely manage a fully-integrated eLearning environment, and manage your digital resources including so ware and apps.

Outcomes of Workshop

This workshop will enable you to:

• recognise your technology journey

• define your levels of technology integra on

• manage digital tools in the classroom

• analyse technology usage scenarios

Dura on: ½ day

SACE PD Points: Pending

• understand the importance of teaching your learners about hardware management and care

• get to know so ware resources

• iden fy technology as a managed whole-school solu on.

Target Audience

School managers, departmental heads, SMTs, teachers

DIGITAL LEARNING

TEACH REMOTELY LIKE A PRO

This workshop focuses on engaging with your learners online, as well as which pla orms are available to use and which online resources are available.

Outcomes of Workshop

This workshop will enable you to:

• engage with your learners online

• understand why you should teach remotely

• know what pla orms are available to host online sessions

Dura on: ½ day

SACE PD Points: Pending

• know what other tools are available to make your sessions more interac ve.

Target Audience

Teachers on beginner/entry level and intermediate level digital fluency

VIDEO CONFERENCING USING MICROSOFT TEAMS

This workshop focuses on engaging with your learners online using Microso Teams.

Outcomes of Workshop

This workshop will enable you to:

• schedule a Teams session

• understand basic Teams func onality

• share screen

• draw a endee reports

• share documents

• make your lessons interac ve.

Target Audience

Dura on: ½ day

SACE PD Points: Pending

Teachers on beginner/entry level and intermediate level digital fluency

DIGITAL LEARNING

VIDEO RESOURCES

This workshop demonstrates how to use video resources effec vely as well as ps on

crea ng your own effec ve educa onal video.

Outcomes of Workshop

This workshop will enable you to:

• use a camera/recorder on a phone or tablet to record a short video

Dura on: ½ day

• iden fy the equipment needed to make simple videos for classroom use

• download screen-grabbing so ware for laptop or phone to record screen

• recognise the advantages of using video in teaching

• build 21st century skills

• use YouTube success factors to make your class successful

• evaluate exis ng video content

• iden fy the aspects that make a good video.

Target Audience

School managers, departmental heads, SMTs, teachers

TIPS AND TRICKS WITH MICROSOFT WORD

This workshop with assist teachers to use Microso Word effec vely in the design of their worksheets, assessment tasks and printed resources for classroom and learners.

Outcomes of Workshop

This workshop will enable you to:

• create a document

• insert text

– select fonts

– change font

– use format painter

• use short-cut keys

– keyboard keys for cut, past, jus fica on

• insert page breaks

• insert sec on breaks

• change page orienta on

– all pages

– single page only

SACE PD Points: Pending Dura on: ½ day

SACE PD Points: Pending

Target Audience

FLIPPED CLASSROOMS

A flipped classroom – what do we mean? We are not turning the classroom upside down; rather we are changing the way learners interact with lesson material. Language teachers have been ‘flipping’ the classroom for years, where they tell learners to go home and read the book, and then they come back to school to discuss or learn more about the informa on.

A flipped classroom scenario is a type of blended learning where learners are asked to engage with the content at home, then when at school they work through/discuss or complete a task using the informa on, but having some base knowledge of the content. Normally in a classroom a teacher introduces the content at school, and learners work through or prac ce the informa on at home.

In a flipped classroom approach there is a combina on of face-to-face engagement and lessons mixed with independent work, usually using some type of technology.

The origins of a flipped classroom are when teachers began reques ng learners to watch pre-recorded videos, or read documents, background informa on or ques ons related to the content, at home, in order to discuss this in class.

The teacher then saves me as the learners have viewed or read the content and have even begun thinking about the informa on. The teacher can now deep dive into the teaching and learning of the content. This provides more me for teaching and learners interac ng with informa on, which hopefully builds greater self-knowledge and understanding.

Examples of flipped classroom tasks:

● Watch a pre-made video about a par cular concept or content area – this may be a video made by the teacher or an exis ng online video

● Read and review an online document or ar cle

● Research informa on about a par cular topic or ques on

● Complete a simula on task, to build understanding of a concept, e.g.: a balance and mass, where learners have to digitally place objects onto a digital scale, and compare the mass of various objects

Online learning is not the next big thing, it is the now big thing.

Donna J Abernathy

Examples of in-class lesson tasks related to the flipped classroom:

● Teaching further about the content viewed or read, thereby crea ng greater clarity and understanding

● Teacher-led, face-to-face classroom discussion

● Unguided learner-led face-to-face classroom discussion

● Debates about the topic

● Presenta ons about findings or researched informa on

● Interac ve ac vi es or tasks related to the content

● Peer evalua ons, or peer reviews of informa on shared

● Task-based or sta on-based ac vi es, which learners can rotate through in the classroom – the informa on would be related to the work done at home

● Actual experiments, a er prac cing on the simula ons at home

The benefit of the flipped classroom is learners can be encouraged to ask ques ons about the content. They are able to share ideas with background knowledge due to having done ini al research. Learners can be further empowered to take ownership of their learning.

Sources

● h

ps://www.evolveschool.co.za/post/it-s-all-about-the-ques on

● h ps://www.evolveschool.co.za/post/2019/01/12/communica on-among-class-peers

SCHOOL AND CLASSROOM MANAGEMENT

CONFLICT MANAGEMENT IN SCHOOLS

Understand the importance of a tudes, percep ons and posi ve behaviour during conflict handling; iden fy and apply the steps in the suggested conflict handling model in the workplace and future conflict situa ons.

Outcomes of Workshop

This workshop will enable you to:

• understand and define the term conflict and terminologies used during conflict handling

Dura on: 1 day

SACE PD Points: 5

• determine and iden fy obstacles during the conflict handling process from a personal point of view

• iden fy and interpret your individual conflict handling style and suggest uses for the other conflict handling styles

• understand the importance of a tudes, percep ons and posi ve behaviour during conflict handling

• iden fy and state posi ve communica on prac ces during conflict handling

• iden fy and apply effec ve listening techniques during conflict handling

• iden fy the workplace culture and understand the influence of the individual and workplace culture on the conflict handling process

• iden fy and apply the steps in the suggested conflict handling model in the workplace and future conflict situa ons

• draw up a conflict handling ac on plan and apply conflict handling techniques within the workplace and future conflict situa ons.

Target Audience

Principals, deputy principals, departmental heads, subject heads, team leaders, teachers, RCL members and SGB members

CURRICULUM PLANNING AND MANAGEMENT FOR DEPARTMENTAL HEADS

This workshop will help you understand what curriculum planning and management entails, effec ve QA, analysing stats and mee ng procedures.

Outcomes of Workshop

This workshop will enable you to:

• understand what curriculum planning and management entails

Dura on: 1 day

SACE PD Points: 10

SCHOOL AND CLASSROOM MANAGEMENT

• plan for curriculum development

• develop a management plan

• follow assessment and quality assurance procedures

• apply assessment and evidence principles

• use monitoring and modera on tools

• iden fy the different departmental head files required

• capture and analyse sta s cs

• get to know about and apply mee ng procedures.

Target Audience

Deputy principals, departmental heads

DIVERSITY MANAGEMENT

This workshop explains and defines diversity and iden fies problems/barriers to diversity, as well as the value and benefits that may exist when dealing with diversity.

Outcomes of Workshop

This workshop will enable you to:

• understand the different types of diversity in a school and classroom

Dura on: 1 day

SACE PD Points: 7

• be able to apply different strategies to implement in a school and classroom to address diversity issues

• be able to select and use different learning and teaching material to address diversity in the school/classroom

• be able to dra policies to ensure inclusivity

• have an understanding of the values of the Cons tu on in the school/classroom

• as a school leader, understand and realise your responsibility and accountability in terms of diversity management.

Target Audience

Principles, deputy principals, departmental heads, teachers, RCL members and SGB members

ESTABLISHING AND MANAGING A SCHOOL MEDIA CENTRE LIBRARY

This workshop covers everything you possibly need to know about establishing a media centre at your school and will equip you to manage it efficiently.

Outcomes of Workshop

This workshop will enable you to:

• create vision and mission statements for your school’s media centre

• generate a budget

• learn about and prac se collec on building, cataloguing, classifica on and processing of books

• answer requests

• learn about copyright, plagiarism and referencing.

Target Audience

Media centre teachers and assistants, SMTs

ESTABLISHING FUNCTIONAL PROFESSIONAL LEARNING COMMUNITIES/GROUPS PLCS

This workshop will help you to understand PLCs and the roles of stakeholders as well as set up func onal PLCs using a set of guidelines.

Outcomes of Workshop

This workshop will enable you to:

• develop an understanding of professional development and professional development communi es

• apply your knowledge of PLCs to advocate their importance

Dura on: 1 day

SACE PD Points: 7

• discuss the different aspects of PLCs and the roles of their stakeholders

• iden fy the professional learning community that will work best for you

• set up PLCs as the lead teacher or subject facilitator using a set of guidelines

• set up a year-long PLC programme according to the needs of your community

• realise the importance of support for your staff in being a member of a PLC (as principal).

Target Audience

Teachers, departmental heads and SESs

SCHOOL AND CLASSROOM MANAGEMENT

HUMAN RELATIONS

This course will equip school district officials, school management team members, principals, teachers and other key stakeholders within school or educa onal environments with the necessary strategies and skills to enable them to facilitate posi ve human rela ons.

Outcomes of Workshop

This workshop will enable you to:

• describe what emo onal intelligence is and reflect upon your own in order to understand interac ons with others more clearly

Dura on: ½ day

SACE PD Points: Pending

• prac se self-awareness as a founda on to healthy rela onships with others

• explain how understanding what mo vates individuals assists in crea ng a climate of respect in working environments

• prac se asser veness to build healthy professional rela onships

• embody trust and inspire confidence

• build high levels of respect

• prac se ac ve listening in order to communicate effec vely

• describe the causes and effects of conflict

• reflect upon and appreciate the consequences of conflict

• use effec ve communica on strategies to manage conflict construc vely

• apply a mul -dimensional approach to problem-solving

• describe and use different styles to manage conflict appropriately

• reflect on your learning in order to improve your rela onships with others in personal and professional contexts.

Target Audience

School principals, deputy principals, departmental heads, teachers, district officials

SCHOOL AND CLASSROOM MANAGEMENT

MENTORING AND COACHING

This workshop will help you to understand the roles, func ons and characteris cs of effec ve mentors and coaches, and will help you to establish a sustainable culture of mentoring and coaching in your school/department/team.

Outcomes of Workshop

This workshop will enable you to:

• understand the roles and responsibili es of a mentor and coach

• learn different models of effec ve mentors and coaches

• learn the quali es and skills of effec ve mentors and coaches.

Target Audience

Dura on: ½ day

SACE PD Points: 5

Principals, deputy principals, departmental heads, subject heads and team leaders

PROFESSIONAL ETHICS IN EDUCATION

How do you know whether your conduct at school is in line with the code of ethics?

This workshop will assist you to behave ethically at all mes.

Outcomes of Workshop

This workshop will enable you to:

• discuss and describe ethics using different defini ons and interpreta ons

Dura on: ½ day

SACE PD Points: 5

• understand how ethical behaviour is influenced by a variety of contexts

• have an understanding of how vices can lead to unethical behaviours

• see how legal ac vi es and some laws can also lead to unethical behaviour

• know how difficult it can some mes be to make the correct ethical choice when confronted by ethical dilemmas

• realise that there are always consequences when deciding to act ethically or unethically

• have an understanding of how descriptors of the IQMS help teachers to make ethical decisions daily as part of their teaching prac ce

• know the responsibility of ac ng when you see or experience unethical behaviour

• reflect on your own values and the way they help you to make ethical decisions.

Target Audience

Grades 1–12 teachers, departmental heads, principals, deputy principals and SESs

SCHOOL AND CLASSROOM MANAGEMENT

RESOURCES IN THE CLASSROOM

This workshop explores the use of resources in teaching and how they enhance the learning process.

Outcomes of Workshop

This workshop will enable you to:

• define resources

• evaluate the use of resources in the past

• assess different resources

• develop strategies for using resources of different types

• gain a greater understanding of teaching styles

Dura on: ½ day

SACE PD Points: 5

• discuss the teaching styles in rela on to a list of features and benefits of Macmillan books

• understand how the VARK model relates to different teaching techniques

• analyse a number of teaching techniques in terms of learning styles

• draw up a class profile

• evaluate pages from textbooks in terms of the design principles discussed

• devise a lesson using a dic onary

• draw up a checklist to use in evalua ng websites

• watch four video clips and comment on them.

Target Audience

Departmental heads, teachers, School Media Centre (library) teacher

STRATEGIES TO ADDRESS DISCIPLINE IN THE CLASSROOM

This course will equip teachers, school management team members, and other key stakeholders within school or educa onal environments with the necessary strategies and skills to manage learner behaviour in the classroom posi vely so that high-quality learning can take place.

Outcomes of Workshop

This workshop will enable you to:

• describe aspects of how to create a posi ve environment for learning

Dura on: 3 hours

SACE PD Points: 10

• appreciate posi ve discipline as an holis c approach to crea ng a learning environment

• iden fy factors that influence learners’ behaviour in their classroom and that impact their teaching prac ce

• appreciate that good classroom and behaviour management require the use of a combina on of techniques in different pedagogical areas to be effec ve

• use specific behaviour management techniques to assert your authority healthily in the classroom

• correct learners’ off-task behaviour in the least invasive way so that the flow of teaching and learning is not interrupted in their classroom

• appreciate how your management of classroom prac ces (not just behaviour management techniques) influence learner behaviour

• set a posi ve tone that is op mal for learning in their classroom from the beginning of a lesson

SCHOOL AND CLASSROOM MANAGEMENT

• give clear instruc ons to learners so that they are more likely to stay on-task and avoid misbehaviour

• use a variety of classroom-based strategies to respond to difficult learners’ misbehaviour effec vely and posi vely to a ain desired outcomes

• iden fy the possible reasons for difficult learners’ misbehaviour

• apply a variety of affirma ve responses to a variety of possible root causes of difficult learners’ misbehaviour in order to develop posi ve rela onships with these learners.

Target Audience

School district officials, school management team members, principals, teachers and other key stakeholders within school or educa onal environments

THE SMT AND PEOPLE RELATIONS

This workshop will enable you to prac se effec ve communica on in the workplace. It will also look at iden fying people you should build rela ons with as a departmental head, the rela onship challenges that departmental heads encounter, as well as possible solu ons to these challenges.

Outcomes of Workshop

This workshop will enable you to:

• apply effec ve communica on at your workplace

Dura on: 1 day

SACE PD Points: 5

• iden fy the people you build rela ons with as a departmental head

• iden fy the rela onship challenges that departmental heads encounter that prevent them from being effec ve in carrying out their core du es

• provide possible solu ons to these challenges

• share best prac ces with each other

• list the various discipline problems that occur in your school

• determine your success in addressing these discipline problems

• iden fy your du es as departmental heads in rela on to a grade head, subject head and phase head

• list the various ways in which your school communicates with parents

• iden fy the purpose/reason for communica ng with parents

• iden fy the support that the departmental head can get from the departmental officials

• iden fy the reason to maintain a good rela onship with departmental officials.

Target Audience

Principals, deputy principals, departmental heads, subject heads and team leaders

SCHOOL AND CLASSROOM MANAGEMENT

TIME AND STRESS MANAGEMENT FOR EDUCATORS

This workshop is intended to assist educators in managing their me and stress, through developing knowledge and understanding, and by equipping them with various skills and strategies.

Outcomes of Workshop

This workshop will enable you to:

• have a be er understanding of stress and me management and how it impacts you as an individual on a personal and professional level

• learn what can be done to address personal stressors

• be be er equipped to manage your me and your stress.

Target Audience

Dura on: 1 day

SACE PD Points: 10

Teachers, departmental heads, depu es, principals, TVET lecturers and managers

TIME MANAGEMENT

We all get the exact same 24 hours a day, seven days a week, 52 weeks a year. So, why is it that some people seem to be able to accomplish so much more with their me? By a ending this workshop, you will learn effec ve me management techniques to help improve your focus, be more produc ve, have a be er work/life balance, and reduce stress and anxiety.

Outcomes of Workshop

This workshop will enable you to:

• find out what wastes your me

• understand the purpose of me management

Dura on: ½ day

SACE PD Points: Pending

• learn planning techniques and resources for effec ve me management

• know how to set goals

• know how to priori se

• learn how to use to-do lists and other me management tools successfully

• be able to create a me management schedule.

Target Audience

Teachers, Departmental heads, principals, deputy principals, administra ve staff

SCHOOL AND CLASSROOM MANAGEMENT

REPRESENTATIVE COUNCIL OF LEARNERS RCL AND TEACHER LIAISON OFFICER TLO

TRAINING PROGRAMME

This fun, interac ve workshop covers an array of topics such as:

• mee ng protocols

• wri ng proposals

• naviga ng the school management system

• liaising and consul ng with adults at the school

• informa on on the protocol at School Governing Body mee ngs

Dura on: 1 full day or 2 half days

SACE PD Points: 15

• educa ng the learner cons tuency about the role and responsibili es of the RCL

• honing leadership skills

• handling conflict effec vely.

Outcomes of Workshop

This workshop will enable you to:

• learn the procedures, roles and responsibili es of an RCL member

• become equipped to implement roles and responsibili es effec vely within a school community

• par cipate ac vely and func on effec vely as RCLs and TLOs within a school community.

Target Audience

RCL execu ves, RCL learners (all grades), Teacher Liaison Officers (TLOs) and SMT members

THE PRINCIPLES OF MANAGEMENT AND LEADERSHIP

Iden fy your personal leadership style, learn effec ve problem solving and strategic planning and apply change management skills.

Outcomes of Workshop

This workshop will enable you to:

• understand the difference between leadership and management

• iden fy your own leadership style

Dura on: 1 day

SACE PD Points: 10

• comprehend the roles and responsibili es of a principal/deputy principal/HOD

• understand what it means to be professional

• learn how to compose effec ve teams

• use your team for effec ve problem solving

• develop a strategic plan using a SWOT analysis

• apply change management skills

• understand the importance of ethics.

Target Audience

Two versions: one for principals and depu es, and one for the SMTs or departmental heads

SCHOOL AND CLASSROOM MANAGEMENT

INTRODUCTION TO MULTIGRADE TEACHING

Mul -grade teaching [MGT] refers to se ngs where the teacher is responsible for teaching children of different grade levels at the same me. This workshop is an introduc on to mul grade teaching.

Outcomes of Workshop

This workshop will enable you to:

Dura on: 1 day

SACE PD Points: Pending

• develop and demonstrate mo va on, conceptual understanding, implemen ng, and sustaining support to mul -grade schools, which includes classroom management (arrangement and peer tutoring) and society

• understand the teaching principles in a MG-classroom

• discuss the most important Myths about MG

• collabora on between the school and the community (there are two types of interac ons between the school and the community; some will help benefit the school and the learners, and others the community).

Target Audience

All teachers teaching in a classroom with learners from mul ple grades

SCHOOL POLICIES INTERNAL POLICY DEVELOPMENT

Policies are cri cal because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expecta ons and accountability. Without them, schools would lack the organisa on and func onality required to meet learners' educa onal needs. In this workshop we deal with understanding, evalua on and crea ng policies for your school.

Outcomes of Workshop

This workshop will enable you to:

• understand the process of na onal policy development

• understand and implement the guidelines for internal policy development

• evaluate a given policy

• develop new policies that meet all the necessary requirements as per na onal and provincial prescrip ons.

Target Audience

School management teams, grade leaders, School Governing Body members and other educa on professionals

SCHOOL AND CLASSROOM MANAGEMENT

IMPROVING YOUR LEARNERS' STUDY SKILLS

Good study skills can increase your confidence and produc vity and decrease your stress levels. In this workshop we will describe a variety of techniques to help you learn and study more effec vely in a shorter amount of me.

Outcomes of Workshop

This workshop will enable you to:

• take notes meaningfully from learning opportuni es (e.g. lessons, lectures and videos) to prepare for studying

• read ac vely to help retain informa on

Dura on: 3 hours

SACE PD Points: Pending

• describe a variety of specific study techniques to aid memorisa on and that suit various learning styles

• demonstrate how to manage me and op mise the physical environment for learning

• ar culate how to approach the comple on of a test or examina on

• explain ways to reduce stress and anxiety related to assessment prepara on

Target Audience

Teachers, parents, caregivers

IS MY MATERIAL SUITABLE FOR MY ONLINE SESSIONS?

by Karen Walstra

Any paper-based resources you used with your learners can be used online. If you printed resources, such as worksheets, before for your learners to use, these could now be shared or emailed to learners.

If you have hand-drawn and wri en resources such as wri ng cards for Founda on Phase learners, these could be scanned into the computer, and turned into digital resources. Learners could trace over the le er shapes with their fingers on the screen of the device they are using.

If you use physical models or conduct experiments, video yourself or a student using the model or conduc ng the experiment. These videos can be used as a teaching resource when learners can’t do the experiment themselves.

So to answer the ques on: is my material suitable for my online sessions? – the answer is yes, your exis ng teaching material may need to be digi sed, but it could be used.

As me progresses, review the materials and inves gate how to make the content more interac ve. For example, a document you scanned that is now a sta c pdf, which the learners can’t interact with, can be converted or retyped to become a document where learners can add in the informa on and work on the document.

Provide teaching situa ons where learners create their own informa on digitally, instead of working in a paper book.

Digital learning tools allow teachers to easily set and assign ac vi es, conduct ongoing assessment, and analyse results quicker and more effec vely than paperbased assessments and tests. This in turn makes it easier for the teacher to develop individualised learning pathways for their learners. The relevant digital resources can be assigned to their learners depending on the individual’s needs, ability levels or interests. Digital resources can be used for individual or group learning ac vi es. Group or projectbased tasks are more effec ve when learners use a shared document to collaborate and work on.

As a teacher, using a shared document with your learners means you can see how your learners are progressing. You could mo vate learners, or offer assistance or praise learners for work done, before it is handed in, thereby making teaching more effec ve and proac ve.

Use your exis ng material to begin with, but adapt it as you become more comfortable with the digital tools, to crea ve more interac ve, effec ve and user-friendly digital resources for your learners as me goes on.

Sources

● h ps://www.evolveschool.co.za/post/teaching-online-you-will-succeed

● h ps://www.evolveschool.co.za/post/2019/01/12/communica on-among-class-peers

● h ps://www.evolveschool.co.za/post/2019/11/03/crea ng-problem-solvers

TEACHING

AGES:

BIRTH TO FOUR YEARS

Caregivers are guided through the South African Na onal Curriculum Framework for children from birth to the age of four. The workshop provides insight and ac vi es which will address Early Learning Development Areas.

Outcomes of Workshop

This workshop will enable you to:

• understand the South African Na onal Curriculum Framework for children from Birth to Four

• understand the themes and principles

• understand the Early Learning Development Areas (ELDA)

• share ideas on how to plan different ac vi es

• create a posi ve learning environment

• prac ce how to assess for learning

Dura on: 4 hours

SACE PD Points: Pending

• know how to assess learning to measure what has been achieved.

Target Audience

Parents and caregivers, ECD prac oners and support staff, community support services, child minders

YEARS

IMPLEMENT THE NATIONAL CURRICULUM FRAMEWORK WITH

EASE

Where the Na onal Curriculum Framework (NCF) becomes your guiding friend. Learn all about the Early Learning Development Areas (ELDAs) and everything else you’ve ever wanted to know about teaching birth to four-year-olds.

Outcomes of Workshop

This workshop will enable you to:

• develop curricula for young children in different se ngs, thus maximising the implementa on of the NCF

• understand and use the NCF document in daily prac ce

Dura on: 3–5 days SACE PD Points: Pending

• create environments that are responsive to learning and development

• create environments, lesson plans and assessment strategies which are suitable and cater for young children

• be innova ve and crea ve when planning ac vi es

• understand the difference between the ELDAs

• understand the importance of development ac vi es

• establish a baseline knowledge of each ELDA

• implement an integrated approach

• recognise the value of the child being ready for formal schooling

• reflect on your own teaching and assessment

• understand and apply the requirements of each play area within the classroom

• u lise specific resources within the various play areas in a crea ve way

• understand and implement proper rota on within the daily programme of focus and side ac vi es

• plan lessons to cater for differen a on in the classroom

• understand and implement the correct classroom layout per age group.

Target Audience

ECD prac oners and support staff, community support services, child minders

EFFECTIVE USE OF THE DAILY PROGRAMME IN AN ECD CLASSROOM

This workshop will assist early childhood prac oners in implemen ng the daily programme for the different age groups. Encourage learn through play.

Outcomes of Workshop

This workshop will enable you to:

• be er understand the integrated daily programme

• apply the requirements per play area in the ECD classroom

• use specific resources to enhance the Daily Programme

Dura on: 1 day SACE PD Points: Pending

• implement proper rota on within the Daily Programme of focus and side ac vi es

• recognise the value of the integrated approach towards the holis c development of the child.

Target Audience

ECD prac oners and support staff, community support services, child minders

EFFECTIVE LAYOUT AND USE OF THE ECD

CLASSROOM

Teachers are guided to develop a classroom where distrac ons are minimised, access to resources is maximised, learn through play is encouraged and synergy is developed between the lesson plan and the classroom layout.

Outcomes of Workshop

This workshop will enable you to:

• establish a baseline knowledge of the Na onal Curriculum Framework (NCF)

Dura on: 1 day

SACE PD Points: Pending

• understand the Integrated Daily Programme to encourage learn through play

• recognise and apply the correct terminology within the ECD classroom

• understand and apply the requirements of each play area within the ECD classroom

• u lise specific resources within the various play areas in a crea ve way

• understand and implement proper rota on within the daily programme of focus and side ac vi es

• plan lessons to cater for differen a on in the classroom

• understand and implement the correct ECD classroom layout

• recognise the value of the playroom towards holis c development of the child

• interact with the ECD play areas.

Target Audience

ECD prac oners and support staff, community support services, child minders

STRATEGIES TO ASSIST CHILDREN

FROM

BIRTH

TO FOUR YEARS OLD WITH BARRIERS TO LEARNING

This workshop is intended for ECD prac oners implemen ng an inclusive learning programme using a variety of differen ated methodologies, strategies and techniques. They will gain the necessary competence to facilitate a well-structured and varied programme of learning to support all learners including those who experience barriers to learning and development. This process will enable all learners to par cipate ac vely and confidently in the learning process.

This workshop not only deals in detail with the learning and development barriers, but also how to address them effec vely in a big class. It provides prac cal, hands-on ideas that can be adapted for the different age groups.

Outcomes of Workshop

This workshop will enable you to:

• understand your responsibility as an educator to provide a fair and equal educa on for all the children in your class

• analyse the principles of inclusion and apply them in your classroom

• differen ate learning ac vi es according to the needs of the children

• adapt the learning environment to meet the needs of the children in the class to ensure that there is effec ve learning taking place

• con nually monitor the children’s progress so that you can provide accurate feedback to all stakeholders

• develop rela onships with all stakeholders in the best interest of the child

• reflect on your own performance so that you can improve your teaching to the benefit of all children in your class.

Target Audience

ECD prac oners and support staff, community support services, child minders

GRADE R

ASSESSMENT IN GRADE R

This workshop introduces assessment in Grade R in a prac cal manner.

Outcomes of Workshop

This workshop will enable you to:

• understand principles and types of assessment in Grade R

• apply the requirements for assessment through the daily programme

• u lise specific ac vi es to integrate assessment

• understand the six steps of the assessment process

• implement proper observa on skills

• design and develop a rubric and checklist.

Target Audience

Grade R prac oners, departmental heads and SESs

Dura on: 4 days

SACE PD Points: 10

EFFECTIVE GRADE R CLASSROOM

Teachers are guided to develop a classroom where distrac ons are minimised, access to resources is maximised, and synergy is developed between the lesson plan and the classroom layout.

Outcomes of Workshop

This workshop will enable you to:

• establish a baseline knowledge of the Curriculum Assessment Policy Statements (CAPS)

• understand the Integrated Daily Programme

Dura on: 1 day

SACE PD Points: Pending

• recognise and apply the correct terminology within the Grade R classroom

• understand and apply the requirements of each play area within the Grade R classroom

• u lise specific resources within the various play areas in a crea ve way

• understand and implement proper rota on within the daily programme of focus and side ac vi es

• plan lessons to cater for differen a on in the classroom

• understand and implement the correct Grade R classroom layout

• recognise the value of the playroom towards holis c development of the child

• interact with the Grade R play areas

• understand and implement the Grade R ac vity rings

• develop a classroom where distrac ons are minimised, access to resources is maximised, and synergy is developed between the lesson plan and the classroom layout.

Target Audience

Grade R prac oners and departmental heads

INTEGRATED APPROACH TO THE DAILY PROGRAMME

This workshop will assist early childhood professionals in implemen ng an integrated approach to the daily programme.

Outcomes of Workshop

This workshop will enable you to:

• be er understand the Integrated Daily Programme

• apply the requirements per play area in the Grade R classroom

• use specific resources to enhance the Daily Programme

Dura on: 1 day

SACE PD Points: Pending

• implement proper rota on within the Daily Programme of focus and side ac vi es

• recognise the value of the integrated approach towards the holis c development of the child.

Target Audience

Grade R prac oners and departmental heads

BUILDING BLOCKS TO SCHOOL READINESS

This workshop unpacks school readiness: general, emo onal and social development.

Outcomes of Workshop

This workshop will enable you to:

• understand school readiness and its different domains

• understand the difference between school readiness and school maturity

• understand the importance of the senses

Dura on: ½ day

SACE PD Points: Pending

• establish a baseline knowledge of the perceptual development skills

• understand how the science ac vity and make and bake ac vity forms part of the Grade R syllabus in prepara on for school readiness

• acquire skills to further enhance the use of the senses in the Grade R class

• recognise the value of the child being ready for formal schooling

• reflect on your own teaching and assessment.

Target Audience

Grade R prac oners and departmental heads

SCHOOL READINESS COGNITIVE DEVELOPMENT

This workshop will assist early childhood professionals with a variety of teaching ideas which will help the cogni ve development of a child.

Outcomes of Workshop

This workshop will enable you to:

• understand cogni ve development and its different domains

Dura on: ½ day

SACE PD Points: Pending

• differen ate between language and mathema cal emergent skills

• understand the importance of the cogni ve development ac vi es

• establish baseline knowledge of the cogni ve development skills

• understand how cogni ve development forms part of the Grade R syllabus in prepara on for school readiness

• acquire skills to further enhance the use of cogni ve skills in the Grade R classroom

• implement an integrated approach towards language and mathema cal development

• recognise the value of the child being ready for formal schooling.

Target Audience

Grade R prac oners and departmental heads

SCHOOL READINESS SENSORY DEVELOPMENT

This workshop will assist early childhood professionals with a variety of teaching ideas which will help the sensory development of a child.

Outcomes of Workshop

This workshop will enable you to:

• be er understand sensory motor development

• understand the different domains of sensory motor development

• differen ate between fine motor and gross motor development

• understand the importance of the motor development ac vi es

Dura on: ½ day

SACE PD Points: Pending

• establish a baseline of knowledge of the motor development skills

• understand how the fine and gross motor development forms part of the Grade R syllabus in prepara on for school readiness

• acquire skills to further enhance the use of the motor skills in the Grade R classroom

• recognise the value of the child being ready for formal schooling.

Target Audience

Grade R prac oners and departmental heads

SCHOOL READINESS VISUAL, AUDITORY AND SPATIAL DEVELOPMENT

This workshop explores ac vi es which will enhance the development of the child’s visual, auditory and spa al development.

Outcomes of Workshop

This workshop will enable you to:

• understand visual, auditory and spa al development and their different domains

• differen ate between visual, auditory and spa al skills

Dura on: ½ day

SACE PD Points: Pending

• understand the importance of visual, auditory and spa al development ac vi es

• establish a baseline knowledge of visual, auditory and spa al development skills

• understand how visual, auditory and spa al development form part of Grade R in prepara on for school readiness

• acquire skills to further enhance the use of visual, auditory and spa al skills in the Grade R classroom

• implement an integrated approach towards visual, auditory and spa al development

• recognise the value of the child being ready for formal schooling.

Target Audience

Grade R prac oners and departmental heads

SHARED READING

This course will equip teachers in doing shared reading in the classroom and value the benefits in terms of the development of reading.

Outcomes of Workshop

This workshop will enable you to:

• review the reasons for doing shared reading in the classroom and the benefits in terms of the development of reading

Dura on: 2 hours

SACE PD Points:

• apply prac cal ps and ideas to establish the building blocks of language using the shared reading strategy

• unpack the reading process when presen ng a shared reading lesson

• prepare for a shared reading lesson and know how to start a shared reading lesson

• start a shared reading lesson

• read to a class using shared reading

• wrap up a shared reading session.

Target Audience

Founda on Phase teachers

MAKING RESOURCES IN GRADE R

Teaching resources form an integral part of the learning process. This workshop provides a step-by-step process on how to make and u lise resources to encourage and to enhance quality teaching and learning in the classroom.

Outcomes of Workshop

This workshop will enable you to:

• u lise specific resources to enhance teaching and learning

• link CAPS skills to the use of a specific resource

• follow the step-by-step guide on how to make and u lise resources

Dura on: ½ day

SACE

• understand that play is important in the developmental stages of a child

• u lise resources to be er explain concepts to learners in their classrooms

• ensure that resources used are relevant and age-appropriate

• reflect on own teaching prac ces in an a empt to enhance learner understanding.

Target Audience

Grade R prac oners and departmental heads

ONLINE MEETING ETIQUETTE

by Nhlanhla Sibanyoni

Only invite people who need to be in your mee ng

When your invite list is long, and you’re invi ng co-workers who don’t need to be involved in the discussion or decision, it can cause the mee ng to go off the rails. Make sure everyone invited knows who else will be there – just like you wouldn’t call on people to sit in during a tradi onal mee ng, you shouldn’t make surprise invita ons during an online one.

Address technology issues before the mee ng

The whole point of online mee ngs is being able to listen and see each other virtually. If there is an issue with either of the op ons it defeats the purpose of conduc ng online mee ngs. Also, make sure your internet connec on is working as intended. The online mee ng so ware should be simple and easy to use. Anyone should be able to hop in seamlessly, leading to a be er experience without any confusion.

Dress appropriately

Just like you wouldn’t show up to an office mee ng with pj’s on, you should dress appropriately for a virtual conference. Dress as you would in the office mee ng room. It’ll help you stay focused and in “work” mode, even if you’re in the comfort of your home. It’s s ll a work mee ng and you should treat it that way.

Arrive Early

By arriving early, you can troubleshoot any problems with the mee ng tool by tes ng the video, audio, and background. You can even check your presenta on before presen ng it to make sure there aren’t any glitches or errors.

Clear Background

Always choose a place with a simple solid background colour such as a wall, rather than a place that displays many things behind you. Get the ligh ng right: whether it’s adding an extra lamp nearby or posi oning your workspace near a window, a li le extra light can go a long way. Anyone listening to you should not be distracted by what is in the background. They should be able to focus on your face and what you are saying.

Learn how to mute your microphone

When you’re not talking, it’s best to mute your microphone. This is especially important if you’re joining the mee ng from somewhere with unavoidable background noise, such as a cafe or airport.

Give a virtual mee ng your full a en on

Although it’s temp ng to check your emails or flick through papers when you’re not speaking, there’s a good chance you’ll miss key informa on or an opportunity to give input.

End the mee ng on a posi ve note

Something subtle that you can do as a way of improving virtual mee ng e que e is to end the mee ng on a posi ve note. You can do this by saying something as simple as “thank you so much for all your effort on this project” or “it’s been a pleasure working with you all on this”.

Sources

● h ps://blogs.fireflies.ai/online-mee ng-e que e/ ● h ps://blog.gotomee ng.com/7-rules-virtual-mee ng-e que e-every-professional-know/ ● h ps://fellow.app/blog/mee ngs/zoom-mee ng-e que e-dos-and-donts/ ● h ps://www.expressvirtualmee ngs.com/en-au/blog/e que e-for-online-mee ngs-10-things-you-need-toknow

eLearning doesn’t just ‘happen’!

It requires careful planning and implementa on.

Anonymous

FOUNDATION PHASE

ALL ABOUT ASSESSMENT IN THE FOUNDATION PHASE

This workshop covers assessment management in the Founda on Phase star ng with the planning for assessment. We then deal with the design and development of assessment ac vi es and tasks, followed by analysis and review of assessment. Lastly, we learn how to interpret and report on assessment results.

Outcomes of Workshop

This workshop will enable you to:

• define assessment and explain its different purposes

• plan and prepare for assessment

Dura on: 1 day SACE PD Points: Pending

• understand what modera on and quality assurance is and how to implement it

• design and develop assessment ac vi es and tasks

• analyse and review the assessment

• interpret and report on assessment.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

FOUNDATION PHASE

BALANCED LANGUAGE APPROACH COMPREHENSION

This workshop will show you how to assist learners with their comprehension ability and how to improve overall literacy.

Outcomes of Workshop

This workshop will enable you to:

• know what the Balanced Language Approach entails

• have knowledge and skills to apply the following seven steps involved in reading comprehension:

– make connec ons as a pre-reading ac vity

– ask effec ve ques ons to improve comprehension during reading

– monitor the understanding of the text during reading

– facilitate inference of the text during reading

– summarise the text a er reading

– synthesise the text a er reading and connect new informa on to current knowledge

– evaluate the text a er reading and give own opinion

• have knowledge and be able to use different strategies of each of the seven steps to aid learners with their comprehension ability and improve overall literacy.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

BALANCED LANGUAGE APPROACH PHONICS

This workshop gives an exci ng approach to how to teach phonics.

Outcomes of Workshop

This workshop will enable you to:

• understand how to teach phonics using the Balanced Language Approach

• differen ate between phonemic awareness and phonics

• interact with the en re class using prac cal phonemic awareness ac vi es

• understand that phonemic awareness and phonics can be taught together

½ day

• understand that phonics is progressive across the Founda on Phase and within a grade

• compare the phonic requirements per grade in the Founda on Phase as s pulated in CAPS

FOUNDATION PHASE

• translate the required phonics into CAPS-linked ac vi es for Grades 1–3

• understand the phone c vocabulary that is taught in Grade 3

• know the differences between consonant digraphs, vowel digraphs and vowel and consonant blends

• differen ate between the different phonemic awareness skills during an assessment task

• assess phonics using the Balanced Language Approach

• differen ate between beginner, intermediate and advanced phonics ac vi es.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

BALANCED LANGUAGE APPROACH SHARED, GROUP GUIDED AND INDEPENDENT READING

This workshop focuses on how to use Shared Reading and Group/Guided Reading to improve the reading skills of learners in different grades.

Outcomes of Workshop

This workshop will enable you to:

• know what the Balanced Language Approach entails

Dura on: ½ day

SACE PD Points: 5

• understand and be able to use the Shared Reading technique of the Balanced Language Approach

• use the Group Guided Reading technique of the Balanced Language Approach

• use Shared Reading and Group Guided Reading to improve the reading skills of learners in different grades and on different reading levels; for example beginner readers, intermediate readers and advanced readers

• have knowledge of how to foster independent reading in your learners

• understand where Shared Reading and Group Guided Reading fit into CAPS.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

FOUNDATION PHASE

BALANCED LANGUAGE APPROACH

SIGHT WORDS AND VOCABULARY

How, when and why do we teach sight words and vocabulary? This workshop addresses these important ques ons.

Outcomes of Workshop

This workshop will enable you to:

• know what the Balanced Language Approach entails

• understand the role sight words play in teaching reading in the Founda on Phase

Dura on: ½ day

SACE PD Points: Pending

• know how to use different techniques to teach sight words to learners on the Beginner Reading Level and Intermediate Reading Levels

• understand the role vocabulary plays in teaching reading and comprehension in the Founda on Phase

• know how to use vocabulary strategies to broaden the vocabulary of a Founda on Phase learner with focus on the Advanced Reading Level

• understand where sight words and vocabulary fit into CAPS.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

BALANCED LANGUAGE APPROACH WRITING

This workshop will present you with the skills needed to apply the Balanced Language Approach’s wri ng process as prescribed by CAPS Founda on Phase.

Outcomes of Workshop

This workshop will enable you to:

• apply the Shared Wri ng technique

• understand and apply the Subs tu on strategy to build sentences

• implement the Balanced Language Approach’s wri ng process as prescribed by CAPS Founda on Phase:

FOUNDATION PHASE

CREATIVE WRITING

This workshop will empower you to teach crea ve wri ng using the wri ng process.

Outcomes of Workshop

This workshop will enable you to:

• understand and apply the Shared Wri ng technique

• understand and apply the Subs tu on strategy to build sentences

Dura on: ½ day

SACE PD Points: 5

• learn how to use a wri ng frame when teaching learners to write a story

• implement the wri ng process as prescribed by CAPS Founda on Phase: 1. Planning (Pre-wri ng) 2. Dra ing

Target Audience

Grades 1–3 teachers, departmental heads and SESs

DEVELOP ASSESSMENT TASKS MATHS FP 2021

This workshop introduces a step-by-step approach to developing a quality assessment task.

Outcomes of Workshop

This workshop will enable you to:

• revise the purpose, types of and process of assessment

• follow the 12 steps to design an assessment task for each subject.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

Dura on: 1 day

SACE PD Points: Pending

FOUNDATION PHASE

DIVISION DIXIE

Division is spli ng into equal parts or groups. It is the result of ‘fair sharing’. This workshop is a step-by-step guide into introducing division in the Founda on Phase.

Outcomes of Workshop

This workshop will enable you to teach learners to:

• share objects equally among 2, 3, 4, 5 and 10

• divide whole numbers with and without remainders

Dura on: 2 hours

SACE PD Points: 5

• break down large numbers into mul ples and then divide them equally

• divide whole numbers using the division sign

• use mul plica on and division as inverse opera ons.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

FANCIFUL FRACTIONS

A frac on simply tells us how many parts of a whole we have. Let’s have fun with frac ons.

Outcomes of Workshop

This workshop will enable you to teach learners to:

• iden fy a whole and a frac on

Dura on: ½ day

SACE PD Points: 5

• show parts of a whole using real objects, geo-shapes, paper shapes, models and a collec on of objects

• use and name unitary frac ons and non-unitary frac ons

• recognise frac ons diagramma cally

• write out frac ons, e.g. 1 half

• match illustra ons with frac on names

• recognise equivalent frac ons.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

FOUNDATION PHASE

FIRST STEPS IN TEACHING READING

This workshop will give you clear, easy and innova ve guidance about teaching reading in the Founda on Phase step by step, star ng with phonemic awareness and moving through reading strategies to understanding of text.

Outcomes of Workshop

This workshop will enable you to:

• teach learners the founda onal skills of reading –phonemes and phonics

• develop ini al reading skills

• teach your learners basic comprehension skills so that their reading is meaningful

• assess pre-reading and reading skills in an objec ve way

• create excitement about reading for enjoyment in your classroom, at school and in homes.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

FOUNDATION PHASE

FUNTASTIC FAL FORMULA

This workshop provides teachers with knowledge and skills to teach English First Addi onal Language with success.

Outcomes of Workshop

This workshop will enable you to:

• understand and know the CAPS requirements for EFAL Grades 1–3

• apply vocabulary-building ac vi es and strategies effec vely

• use different resources to achieve effec ve EFAL acquisi on

Dura on: ½ day

SACE PD Points: 5

• recognise the value of specific resources during the language teaching process

• apply reading and storytelling ac vi es and strategies effec vely in your class

• apply phonics teaching strategies and resources effec vely to maximise learner pronuncia on and spelling

• understand the value of Group Guided Reading and implement effec ve techniques

• discover innova ve ways to encourage crea ve wri ng.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

FOUNDATION PHASE

GAPS IN CAPS ASSESSMENT

This workshop will help you understand how to assess learning so as to be able to measure what has been achieved.

Outcomes of Workshop

This workshop will enable you to:

• demonstrate an understanding of formal assessment in CAPS

• know the number of formal tasks per subject

Dura on: 1 day

SACE PD Points: 15

• explore how to group assessment criteria into formal assessment ac vi es

• break down assessment criteria into level descriptors

• design a rubric

• compile your teacher assessment plan

• demonstrate understanding of how to record formal assessment

• learn how to report learner achievement

• iden fy verbs in formal assessment criteria

• choose an appropriate form of assessment

• design an appropriate instrument.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

GAPS IN CAPS ENGLISH FAL

This workshop provides a Balanced Language Approach to teaching English First Addi onal Language. It focuses on Listening and Speaking, Reading and Phonics, and Wri ng and Handwri ng.

Outcomes of Workshop

This workshop will enable you to:

• understand the CAPS requirements for Storytelling as a methodology to teach FAL

• teach Storytelling effec vely

• understand when and how to use resources for Storytelling

Dura on: 1 day

SACE PD Points: 5

• understand the differences between informal and formal assessment

• apply informal and formal assessment appropriately during Storytelling and Total Physical Response

FOUNDATION PHASE

• use the CAPS-compliant DBE workbook correctly and op mally

• par cipate ac vely and use puppets successfully in the classroom

• listen to music and perform and sing an ac on song

• develop an oral vocabulary and make connec on between the ac ons and gestures

• demonstrate the importance of doing the ac ons when singing to enhance the effec veness of Total Physical Response.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

GAPS IN CAPS HOME LANGUAGE

This workshop provides a Balanced Language Approach to teaching a home language. The focus of this workshop is on Listening and Speaking, Reading and Phonics, and Wri ng and Handwri ng.

Outcomes of Workshop

This workshop will enable you to:

• become more knowledgeable on the CAPS requirements for all the components of HL

• teach Listening and Speaking in a crea ve and effec ve way

Dura on: 1 day

SACE PD Points: 15

• apply the methodology of teaching Shared Reading to improve the fluency and comprehension of learners

• develop the learners’ vocabulary by using a variety of ac vi es and teaching tools

• establish ability groups for Group/Guided Reading and encourage improvement of learner competency

• follow the processes of Pre-reading, During-reading and Post-reading to highlight the comprehension strategy

• teach Phonics effec vely using the Balanced Reading Approach

• integrate language structure and use with the teaching of the other language components

• use a variety of strategies and tools to develop the crea ve wri ng skills of the learners

• confidently do formal and informal assessment at the right me with the right tools

• use the CAPS-compliant DBE workbooks for all the subjects effec vely.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

FOUNDATION PHASE

GAPS IN CAPS LIFE SKILLS

This is a prac cal session and par cipa on and ac ve involvement needs to be encouraged throughout. Allow me for sharing of ideas and prac cal implementa on strategies in the classroom.

Outcomes of Workshop

This workshop will enable you to:

Dura on: 1 day

SACE PD Points: 15

• understand that the subject Life Skills in Founda on Phase has been organised into four study areas: Beginning Knowledge, Personal and Social Well-being, Crea ve Arts and Physical Educa on

• know that Beginning Knowledge and Personal and Social Well-being in the Life Skills curriculum are organised in topics

• pay a en on to the progression and level at which the topics within and between grades are addressed

• teach the four crea ve art forms: dance, drama, music and the visual arts in an innova ve and confident way

• understand that the development of the learner’s gross- and fine motor skills and perceptual development is fundamental in the Founda on Phase

• understand that play, movement, games and sport contribute to developing posi ve a tudes and values

• be aware that the focus in the Founda on Phase is on games and some ac vi es that will form the basis of par cipa ng in sports later on

• be equipped to guide learners to achieve the specific aims of the Life Skills subject for Founda on Phase.

FOUNDATION PHASE

Target Audience

Grades 1–3 teachers, departmental heads and SESs

GAPS IN CAPS MATHEMATICS

This workshop will assist you in understanding how to teach the different topics and know which mathema cal strategies to teach in each grade.

Outcomes of Workshop

This workshop will enable you to:

• become more knowledgeable on the CAPS requirements for all the components

Dura on: 1 day

SACE PD Points: 15

• confidently do formal and informal assessment at the right me with the right tools

• use the CAPS-complaint DBE workbooks for all the subjects effec vely.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

GIVE AND TAKE PLUS AND MINUS

This workshop explores addi on and subtrac on.

Outcomes of Workshop

This workshop will enable you to:

• interpret problems within context, as well as context-free problems

• use the three levels of solving addi on and subtrac on problems

• choose an appropriate strategy to solve a problem

• choose relevant resources to solve different problems

• show all the steps in solving problems.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

Dura on: ½ day

SACE PD Points: 10

FOUNDATION PHASE

MAGIC MULTIPLICATION

This workshop takes a look at repeated addi on leading to mul plica on through problem solving.

Outcomes of Workshop

This workshop will enable you to teach learners to:

• show how repeated addi on leads to mul plica on

• illustrate number sentences as groups or rows and columns

Dura on: ½ day

SACE PD Points: 10

• solve problems on a concrete, representa ve, and an abstract level

• count on in mul ples rather than in ones

• break down numbers and then mul ply them

• use halving and doubling to solve problems faster.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

MAKING RESOURCES IN THE FOUNDATION PHASE

Learn how to make and use resources to enhance learning in your classroom.

Outcomes

of Workshop

This workshop will enable you to:

• u lise specific resources to enhance teaching and learning

• link CAPS skills to the use of a specific resource

• follow the step-by-step guide on how to make and u lise resources

Dura on: ½ day

SACE PD Points: Pending

• understand that play is important in the developmental stages of a child

• u lise resources to be er explain concepts to learners in their classrooms

• ensure that resources used are relevant and age-appropriate

• reflect on own teaching prac ces in an a empt to enhance learner understanding.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

FOUNDATION PHASE

MASS MOMENTS MEASUREMENT

This workshop focuses on exploring mass using real objects.

Outcomes of Workshop

This workshop will enable you to teach learners to:

• choose an appropriate measuring unit

Dura on: ½ day

SACE PD Points: 10

• weigh different objects to show that the size of an object does not determine its mass

• apply different strategies to solve problems

• compare, order and record commercially-packaged objects in grams and kilograms.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

PERFORMING ARTS GET YOUR GROOVE ON

This workshop will show you how to implement various improvisa on and interpreta on ac vi es in order to achieve the aims of the performing arts component of the Founda on Phase Life Skills programme.

Outcomes of Workshop

This workshop will enable you to:

• know the four study areas embedded within the Founda on Phase Life Skills programme

Dura on: ½ day

SACE PD Points: Pending

• understand the reasoning behind the organisa on of study areas in the Founda on Phase Life Skills programme

• know the four art forms learners are exposed to in the Founda on Phase Life Skills programme

• know the two main content areas developed within the Performing Arts sec on of the Founda on Phase Life Skills programme

• iden fy and implement various ac vi es in performing arts which develop perceptual skills

• implement various crea ve games and skills in order to achieve the aims of the performing arts component of the Founda on Phase Life Skills programme

• implement various improvisa on and interpreta on ac vi es in order to achieve the aims of the performing arts component of the Founda on Phase Life Skills programme.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

FOUNDATION PHASE

PHYSICAL EDUCATION

This interac ve workshop will equip you to teach physical educa on with confidence.

Outcomes of Workshop

This workshop will enable you to:

• understand what physical educa on is

• develop different ac vi es within the various aspects of physical educa on

• obtain knowledge about the different sports and games

• develop an indoor obstacle course.

Target Audience

Grades R–3 teachers, departmental heads and SESs

FOUNDATION PHASE

PLACE VALUE

This workshop provides an overview on teaching place value effec vely.

Outcomes of Workshop

This workshop will enable you to:

• know what place value is

• understand when to introduce place value

• know how to introduce place value

• understand numbers

• implement the instruc onal sequence of teaching place value

– regroup, exchange, recount

– describe numbers

– learn the significance of 10

– learning the place value of numbers greater than 19

– stressing regrouping

–

coun ng in 10 and ordering numbers

– working with 100

• play place value games.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

Dura on: ½ day

SACE PD Points: 5

FOUNDATION PHASE

PROBLEM SOLVING

This workshop provides teachers with the necessary skills to set, teach and use problemsolving ac vi es effec vely.

Outcomes of Workshop

This workshop will enable you to:

• understand the role of the teacher when teaching problem solving

• know how to set appropriate word problems

• differen ate between problem types

• use different strategies to solve problems

• build confidence by solving problems.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

Dura on: ½ day

SACE PD Points: 5

SECURE PLACE VALUE

In our decimal number system, the value of a digit depends on its place, or posi on, in the number. Explore numbers in this workshop.

Outcomes of Workshop

This workshop will enable you to:

• select relevant resources for teaching place value

• apply instruc onal sequence when teaching place value

• regroup tens and units

• make tens full

• work with numbers greater than 19

• compare, order and describe numbers

• round numbers off to nearest ten

• work with numbers up to 100.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

Dura on: ½ day

SACE PD Points: 5

FOUNDATION PHASE

SHAPES GALORE: 2 D, 3 D AND SYMMETRY

This workshop focuses on working with 2-D and 3-D shapes.

Outcomes of Workshop

This workshop will enable you to:

• iden fy and analyse 2-D shapes and 3-D objects

• understand the rela onship between 2-D shapes and 3-D objects

• iden fy results when geometric shapes undergo change

• iden fy and demonstrate reflec on-, line- and mirror symmetry

• build 3-D objects using nets

• rotate 2-D shapes to make them fit into a pa ern and pictures

• use 2-D shapes to show the rela onship between size and shape.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

Dura on: ½ day

SACE PD Points: 5

SPEEDY DISCOVERIES MENTAL MATHS

This workshop will explore exci ng and hands-on ways to teach Mental Mathema cs.

Outcomes of Workshop

This workshop will enable you to:

• build confidence by solving problems quickly and accurately

• choose problems that reinforce a specific strategy taught

• adapt diagrams to provide for the needs of all learners

Dura on: ½ day

SACE PD Points: 5

• iden fy how the same resource can be used for different calcula ons.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

FOUNDATION PHASE

TEACHING HANDWRITING

This workshop provides strategies to teach handwri ng skills to your learners.

Outcomes of Workshop

This workshop will enable you to:

• understand the importance of systema c instruc on of handwri ng

• abide by general principles regarding the development of good handwri ng skills

• apply the correct posi oning of the book

• learn how to teach pa erns successfully

• teach le er forma on techniques and habits correctly

• follow proper techniques to teach wri ng on broad lines

• teach learners to write between the lines.

Target Audience

Founda on Phase teachers, departmental heads and SESs

Dura on: ½ day SACE PD Points: Pending

FOUNDATION PHASE

TEACHING, LEARNING AND ASSESSING ON DIFFERENT COGNITIVE LEVELS

This workshop provides a refreshing look at Bloom’s and Barre ’s taxonomies and the levels of mathema cal demand where the emphasis is on asking quality ques ons and developing quality assessments.

Outcomes of Workshop

This workshop will enable you to:

• understand the different cogni ve levels

Dura on: ½ day

SACE PD Points: 5

• apply Bloom’s taxonomy/Barre ’s taxonomy/levels of mathema cal demand

• iden fy the different cogni ve levels in an assessment task

• ask ques ons on different cogni ve levels.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

TICK TOCK TIME

This workshop provides a fun way to work with me.

Outcomes of Workshop

This workshop will enable you to:

• read and show analogue and digital me

Dura on: ½ day

SACE PD Points: 5

FOUNDATION PHASE

• understand frac ons of an hour

• sequence events according to the me they took to complete

• calculate the passage of me on a number line.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

LIFE SKILLS SCULPTING

Three dimensional sculpying is a very exci ng and crea ve topic. Learn all you need to know about this topic by a ending this informa ve session.

Outcomes of Workshop

This workshop will enable you to:

• know the CAPS requirements

• understand the seven elements of sculpture

• know the four basic sculpture techniques

• work with prac cal examples of each.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

Dura on: 2 hours

SACE PD Points: Pending

BARRET T'S TAX ONOMY

This workshop provides a refreshing look at Barre ’s Taxonomy where the emphasis is on asking quality ques ons and developing quality assessments.

Outcomes of Workshop

This workshop will enable you to:

• understand the different cogni ve thinking taxonomies

• ask ques ons on different cogni ve levels

• apply Barre ’s taxonomy when teaching and assessing.

Target Audience

Grades 1–3 teachers, departmental heads and SESs

Dura on: 2 hours

SACE PD Points: Pending

CODING AND ROBOTICS

by Karen Walstra

The Department of Basic Educa on has a Digital Skills curriculum, and within that there is a coding and robo cs curriculum. Exposing learners to coding, programming and robo c skills assists in preparing them for the 21st century and possible future careers. Computer science includes aspects of coding and robo cs.

Computer science is the study of almost everything connected to computers: the theory, hardware (physical components and their systems), algorithms for solving various kinds of problems, logical structure, certain rules that govern and manage compu ng systems and so on. Programming and coding are small but very important parts of the broader field called computer science.

Coding is essen ally wri en instruc ons that a computer programme or a robot can read and then execute. There are many coding languages, such as Java, Python, and C++. At primary school learners may learn to code using symbols or block coding, such as MIT Scratch. The code is used to programme the computer, so the computers can be used to help us solve problems. Computa onal thinking allows us to do this.

Programming gives a theore cal explana on of how computers actually work. It is about studying the processes, which entails studying the procedures and sets of instruc ons for accomplishing tasks, and about what computers are and are not capable of doing.

Computa onal Thinking includes cogni ve (thinking) and metacogni ve (thinking about your thinking) skills. The origins or roots of computa onal thinking incorporate Problem Solving, Design Systems and Understanding Human Behaviours.

Sources

● h

ps://www.evolveschool.co.za/post/2019/01/30/lets-get-coding-in-the-intermediate-phase

● h ps://www.evolveschool.co.za/post/robo csmbot

● h

ps://www.evolveschool.co.za/post/2019/01/28/introducing-very-li le-children-to-computa onalthinking-skills-and-coding

Whether you want to uncover the secrets of the universe, or you just want to pursue a career in the 21st century, basic computer programming is an essen al skill to learn.

Stephen Hawking

Computa onal Thinking includes a range of skills, such as: Formula ng a Problem (to find and describe the problem)

Decomposi on (breaking down informa on/problems into logically organised, smaller, manageable parts of data for analysis)

Algorithm design (developing step-bystep instruc ons to solve a problem or complete a task)

Generalisa on (make a solu on for one problem usable for a larger group of related problems)

Pa ern Recogni on (finding and iden fying similari es among and within problems)

Abstrac on (represen ng essen al features without including the background details)

Computa onal thinking skills can be taught with offline, unplugged tasks as well as digitally on a computer.

Robots use coding to understand what is expected of them. Robots are programmable machines, which can follow a series of ac ons. There are different types of robots, such as autonomous robots which are able to move on their own, semi-autonomous robots which move partly on their own, and remote controlled robots which are controlled from a distance. Robo cs has interdisciplinary branches of engineering and science, such as Mechanical Engineering, Electrical and Electronic Engineering, Informa on Engineering and Computer Science.

Consistent Characteris cs in Robots

● Mechanical components and mechanisms of a robot complete tasks in the environment they are designed for. For example: Mars 2020 Rover’s wheels are individually motorised, and contain tanium tubing to assist grip on the harsh Mars terrain.

● Electrical components and systems power and control the robot’s machinery and computer systems.

● Computer programming is the set of code telling the robot what to do, and providing it the ability to know when and how to carry out a task.

LANGUAGES GRADES 4–12

CREATIVE WRITING

This workshop provides foolproof strategies to teach crea ve wri ng skills to your learners.

Outcomes of Workshop

This workshop will enable you to:

• understand and be able to apply the Shared Wri ng technique

Dura on: ½ day

SACE PD Points: Pending

• understand and be able to apply the Subs tu on strategy to build sentences

• learn how to use a wri ng frame when teaching learners to write a transac onal text

• understand and be able to apply the wri ng process as prescribed by CAPS Intermediate Phase.

Target Audience

Grade 4–9 language teachers, departmental heads and SESs (contextualised per phase)

COMPREHENSION FET

This workshop will demonstrate to teachers how to obtain knowledge and skills involved in reinforcing the ability of learners to answer comprehensions.

Outcomes of Workshop

This workshop will enable you to:

• obtain knowledge and skills involved in reinforcing the ability of learners to answer comprehensions.

Target Audience

All grade 10–12 teachers, departmental heads and SESs

Dura on: ½ day

SACE PD Points: Pending

LANGUAGES GRADES 4–12

ALL ABOUT THE POEM

This workshop is all about having fun with poetry! Use empathy when teaching poetry; set contextual ques ons on a poem using Barre ’s Taxonomy; tackle a poetry essay (Home Language), and learn about some useful electronic resources.

Outcomes of Workshop

This workshop will enable you to:

• use empathy as an approach to teaching poetry

• set contextual ques ons on a poem using the required levels of Barre ’s taxonomy

Dura on: ½ day

SACE PD Points: 5

• learn how to guide learners to tackle a poetry essay (Home Language)

• know of some useful electronic resources

• teach considering learners’ various learning styles

• have fun with poetry.

Target Audience

Grades 10–12 language teachers, departmental heads and SESs

IT ALL STARTS WITH READING

Why is reading so important?

A learner's reading skills are important to their success in school because it gives them access to the scope of the curriculum and improves their communica on and language skills. Reading can also be a fun and imagina ve me for learners and opens doors to all kinds of new worlds.

Outcomes of Workshop

This workshop will enable you to:

• understand why learner's reading skills are important for success at school

Dura on: ½ day

SACE PD Points: Pending

• understand the different genres to which learners should be exposed according to CAPS

• understand and apply different reading strategies for a novel, drama/play and poetry: pre-reading, during reading and post-reading

• understand the benefits of using a graphic organiser (mind map) to organise informa on from the text

• understand the different literary figures of speech when teaching poetry

• applica on of different ac vi es and ideas to make reading interes ng.

LANGUAGES GRADES 4–12

Target Audience

Grade 4–9 FAL teachers, departmental heads and SESs

ALLES BEGIN MET LEES

Waarom is lees so belangrik?

’n Leerder se leesvaardighede is belangrik vir hulle sukses in skool omdat dit hulle toegang gee tot die omvang van die kurrikulum en verbeter hulle kommunikasie en taalvaardighede. Lees kan ook ’n pre ge en verbeeldingryke tyd wees vir leerders en maak vir hulle deure oop tot allerlei nuwe wêrelde.

Uitkomste van Werkswinkel

Hierdie werkswinkel stel jou in staat om te:

• verstaan waarom leerder se leesvaardighede belangrik is vir sukses op skool

Tydsduur: 2 uur

SACE Punte: Hangende

• begrip van die verskillende genres waaraan leerders blootgestel moet word volgens CAPS

• begrip en toepassing van verskillende leesstrategiee vir 'n novelle, drama/toneelstuk en poësie: pre-lees, tydens lees en post-lees

• begrip van die voordele van die gebruik van 'n grafiese organiseerder (breinkaart) om inlig ng vanuit die teks te organiseer

• verstaan die verskillende literere stylfigure tydens die onderrig van poesie

• toepassing van verskillende ak witeite en idees om lees interessant te maak.

Teikengehoor

Graad 4–9 EAT onderwysers, departmentshoofde en onderwyskundiges

BENEFITS OF ONLINE ASSESSMENT

by Karen Walstra

Online assessment is of benefit to the learner, the teacher, school leadership and even parents. Online assessment is an effec ve way of feeding back to learners quickly and easily. Teachers and school leadership know how the learners are progressing, and sharing results with parents regularly in an informa ve manner is a bonus.

Why using auto marking for your lessons, whether face-to-face or virtually, is beneficial to learning

When we use auto marking, we get responses immediately: as teachers, we know where our learners are at, and as learners we know how we are doing. Let us explore more benefits. Sources

h ps://www.evolveschool.co.za/post/2013/02/04/using-interac ve-response-technology-in-everydayclassroom-lessons

h ps://www.evolveschool.co.za/post/2019/11/25/unusual-assessment-in-a-tradi onal-it-exam-lab

h ps://www.evolveschool.co.za/post/teaching-online-you-will-succeed

MATHEMATICS GRADES 4–12

ALGEBRAIC EXPRESSIONS AND EQUATIONS

This workshop provides prac cal ideas for teaching Algebraic expressions and equa ons to Senior Phase learners, mainly focusing on methodology and assessment.

Outcomes of Workshop

By the end of the workshop, you will be able to apply the following skills, knowledge and values:

• recognise and iden fy conversions for wri ng algebraic expressions

• iden fy and classify like and unlike terms in algebraic expressions

Dura on: 5 hours

SACE PD Points: 5

• recognise and differen ate between monomials, binomials and trinomials

• expand and simplify algebraic expressions

• determine the squares, cubes, square roots and cube roots of single algebraic terms or like algebraic terms

• determine the numerical value of algebraic expressions by subs tu on

• factorise algebraic expressions

• analyse and interpret number sentences that describe a given situa on

• use subs tu on in equa ons to generate tables of ordered pairs

• solve equa ons using addi ve and mul plica ve inverses

• solve equa ons using laws of exponents

• solve equa ons using factorisa on.

Target Audience

Grade 7–9 maths teachers, HODs and SESs

COMMON FRACTIONS

This workshop provides a comprehensive guide to teaching common frac ons.

Outcomes of Workshop

By the end of the workshop, you will be able to apply the following skills, knowledge and values:

• understand what is meant by common frac ons and be able to use equivalent frac ons to compare different frac ons

• add and subtract frac ons including mixed numbers

Dura on: 1 day

SACE PD Points: 5

• choose the correct opera on when doing contextual problems involving common frac ons

MATHEMATICS GRADES

• see the equivalence of common frac ons, decimal frac ons and percentages

• work with decimal frac ons.

Target Audience

Senior Phase maths teachers, departmental heads and SESs

GEOMETRY OF 2D AND 3D SHAPES

This workshop provides a comprehensive guide to teaching Geometry of 2D and 3D Shapes.

Outcomes of Workshop

By the end of the workshop, you will be able to apply the following skills, knowledge and values:

• name and describe different triangles

• solve problems involving triangles

• name and describe different quadrilaterals

• describe the proper es of quadrilaterals

• iden fy triangles that are either similar or congruent

• classify 3D shapes

• describe the five platonic solids

• build 3D models using nets.

Target Audience

Senior Phase maths teachers, departmental heads and SESs

MATHEMATICS GRADES 4–12

INCORPORATING ICT INTO THE TEACHING OF MATHS

How do you take your maths lessons into the 21st Century? Mathema cs can be very exci ng and trendy if you teach with tech. A end this workshop to learn how to grab your learners’ a en on by incorpora ng ICT into your lessons.

Outcomes of Workshop

This workshop will enable you to:

• inves gate maths features in documents

• use Collabora ve Maths on digital interac ve boards

Dura on: 3 hours

SACE PD Points: 5

• explore maths applica ons, such as Geogebra AR, Google Socra c

• inves gate using simula on websites, such as PHET, MathsPad

• explore maths resources, such as Kahn Academy, Be ermarks

• do maths assessment or revision on a Google Form

• explore why shared Google Docs are useful for maths.

Target Audience

Mathema cs teachers (Founda on Phase, Intermediate Phase, Senior Phase and FET Phase) and SESs

MATHEMATICS GRADES 4–12

INTRODUCTION TO FUNCTIONAL RELATIONSHIPS

This workshop will enable you to represent func onal rela onship into its three representa ons.

Outcomes of Workshop

This workshop will enable you to:

• extend a growing pa ern by drawing the next frame

• complete a table to indicate the rela onship between input and output numbers

• find the general rule that describes the func onal rela onship

• draw a graph to illustrate the func onal rela onship

Dura on: ½ day

SACE PD Points: 5

• describe the rela onship between distance and me from a given graph

• dis nguish between the independent and dependent variables

• reflect on the teaching and assessment of func onal rela onships.

Target Audience

Mathema cal literacy teachers, departmental heads and SESs

PROBABILITY

This workshop provides prac cal ideas on teaching probability to Senior Phase learners, mainly focusing on methodology and assessment.

Outcomes of Workshop

This workshop will enable you to:

• employ current and effec ve assessment prac ces

Dura on: ½ day

SACE PD Points: 5

• develop some confidence in probability and data related to Senior Phase learners

• use hands-on techniques to se ng quality probability tasks with different grades

• use prac cal ideas to assess data and probability topics

• effec vely transfer your understanding of assessment related concepts to your learners.

Target Audience

Grades 7–9 maths teachers, departmental heads and SESs

MATHEMATICS GRADES 4–12

TEACHING EUCLIDEAN GEOMETRY IN THE FET PHASE PART 1

MTC has looked at the misconcep ons and we have come up with adequate teaching ps to help your learners understand triangles, circles and parallelograms.

Outcomes of Workshop

By the end of the workshop, you will be able to apply the following skills, knowledge and values:

• iden fy different quadrilaterals and triangles

• answer ques ons using quadrilaterals and triangles

• prove the cyclic theorems

• use and answer ques ons involving cyclic quadrilaterals

• know and use circle geometry with all converse theorems

Dura on: ½ day

SACE PD Points: 10

• solve problems and prove riders using the proper es of parallel lines, triangles and quadrilaterals.

Target Audience

Grade 12 maths learners, FET maths teachers, departmental heads and SESs

TEACHING EUCLIDEAN GEOMETRY IN THE FET PHASE PART 2

MTC has looked at the misconcep ons and we have come up with adequate teaching ps to help your learners understand triangles, circles and parallelograms.

Outcomes of Workshop

By the end of the workshop, you will be able to apply the following skills, knowledge and values:

• solve problems and prove riders using the proper es of parallel lines, triangles and quadrilaterals

• be able to iden fy similar, congruent and equiangular triangles

Dura on: ½ day

SACE PD Points: 10

• prove and apply Similarity, Propor onality and Pythagoras’ theorems

• generate ra os from similar triangles

• answer ques ons related to equiangular and similar triangles

• answer ques ons related to Similarity, Propor onality and Pythagoras’ theorems.

Target Audience

FET maths teachers, departmental heads and SESs

MATHEMATICS GRADES

TEACHING FINANCIAL MATHEMATICS IN THE FET PHASE

Solve financial problems by using formulae for simple and compound growth and decay, as well as those for annui es and bond repayments.

Outcomes of Workshop

This workshop will enable you to:

• work effec vely with simple and compound interest and decay

Dura on: ½ day

SACE PD Points: 10

• handle interest rates that are compounded in different me periods

• understand the difference between effec ve and nominal rates and know how to calculate them

• explain how to calculate n in the compound formula

• understand annui es and bond payments and know how the formulae must be used

• explain what a sinking fund is and know what types of calcula ons are required.

Target Audience

FET maths teachers and SESs

MATHEMATICS GRADES 4–12

TEACHING FUNCTIONAL RELATIONSHIPS

This workshop covers the use of maps to find real direc ons.

Outcomes of Workshop

This workshop will enable you to:

• help learners to describe direc ons to familiar places and draw a map of it

• use grid coordinates to describe and design a ling pa ern

• find loca on on a map using longitude and la tude lines

• use map scale to find real distances

• reflect with your colleagues on the teaching of this content.

Target Audience

FET mathema cal literacy teachers, departmental heads and SESs

Dura on: ½ day

SACE PD Points: 5

TEACHING FUNCTIONS AND GRAPHS IN THE FET PHASE

MTC has looked at the misconcep ons and have come up with adequate teaching ps to help your learners understand parameters of graphs.

Outcomes of Workshop

This workshop will enable you to:

Dura on: 1 day

SACE PD Points: 10

• describe the effects of changing the parameters a, p and q in changing the shape of graphs, making graphs narrower or wider, and shi ing them up or down and horizontally

• use the technique of plo ng mul ple graphs to demonstrate the effects of changing the parameters a, p and q

• draw graphs given the values of a, p and q

• sketch graphs of the inverses of the straight line, parabola and exponen al graph

• state restric ons on the domain of the original func on for the inverse to be a func on too.

Target Audience

FET maths teachers, departmental heads and SESs

MATHEMATICS GRADES

TRANSFORMATION, GEOMETRY AND PATTERNS

This workshop covers transforma on of geometric shapes as well as algebraic concepts of the transforma ons.

Outcomes of Workshop

This workshop will enable you to:

• demonstrate knowledge of the transforma on of shapes

• use geometric pa erns to develop algebraic concepts

• draw the next frame of a geometric pa ern

Dura on: ½ day

SACE PD Points: 5

• draw up a table to illustrate the rela onship between the input and output values

• illustrate the rela onship on a graph

• determine the rule that describes the rela onship.

Target Audience

Grades 7–9 maths teachers, departmental heads and SESs

TRANSLATION, REFLECTIONS AND ROTATION

MATHEMATICS GRADES 4–12

TRIGONOMETRY IN THE FET PHASE

This workshop provides a comprehensive guide to teaching trigonometry.

Outcomes of Workshop

By the end of the workshop, you will be able to apply the following skills, knowledge and values:

• develop confidence in using the trigonometry facts and rules to solve triangles

• be able to teach solving triangles to Grade 10, 11 and 12 learners

Dura on: ½ day

SACE PD Points: 10

• be able to differen ate between different cogni ve levels of ques ons for evalua on of the sec on

• be able to set test or exam ques ons for different cogni ve levels for solving triangles.

Target Audience

FET maths teachers, departmental heads and SESs

USING MATHEMATICAL TAXONOMY FOR ASSESSMENT

This workshop covers how to assess using Bloom’s taxonomy.

Outcomes

of Workshop

This workshop will enable you to:

Dura on: 3 hours

SACE PD Points: 5

• use the maths literacy taxonomy for assessment in an FET classroom.

Target Audience

FET mathema cal literacy teachers, departmental heads and SESs

AUGMENTED REALITY AND VIRTUAL REALITY

by Karen Walstra

Both virtual reality and augmented reality are appealing, innova ve technologies that immerse users in a personal, engaging and interac ve manner. Virtual reality (VR) immerses people in experiences, with headsets. Augmented reality, on the other hand, usually begins with a real-life view of something through the camera of a smartphone, then an applica on projects or inserts images onto the phone’s screen. Let’s explore further.

What is Augmented Reality (AR)?

Augmented reality is an interac ve experience where when using an applica on, the digital content and informa on overlays onto the physical real-world: it may be mul ple sensory experiences, including visual, auditory, tac le and even smell. If you have played Pokémon, for example, you can play and catch the creatures using AR, you can see the Pokémon digitally, and you see the real environment through your smartphone’s camera. Download the AR applica ons you select on your smartphone or tablet. The range of augmented reality scenarios assists in building context and content, such as the WWF Free Rivers augmented reality app, mathema cs AR apps, such as Geogebra AR, literacy apps such as Narrator AR, and reading stories such as in Bookful.

What is Virtual Reality (VR)?

Virtual Reality is a sensory experience using an immersive technology that allows the user to “believe” they are in a real environment, even though it is in a virtual experience. If using VR goggles powered by a smartphone, the VR applica ons are downloaded onto the smartphone. The applica on’s image is split into two screens, and once the phone is placed inside the VR goggles, the lenses merge the images into a 360°, three dimensional (3D) experience. Applica ons such as YouTube, Google Spotlight Story, Google Arts and Culture, and Solar VR are examples.

You can also make use of VR headsets with audio and hand controls such as Oculus Quest, Sony PlaySta on VR or HTC Vive. These devices are fully immersive and par cipants easily believe they are in a new environment, and are able to interact with the environment. Educa onal VR experiences cover a range of topics, such as Human Anatomy VR: explore various human organs from inside the body; Wonders of the World: explore various historical places around the world; Anne Frank House and so much more.

Using virtual reality and augmented reality in lessons could be used to provide differen ated and personalised learning experiences for learners.

They capture learners’ a en on and engage them, and experiences can assist in developing knowledge of content being taught, as well as providing an unusual perspec ve, e.g. inside a human body or travelling in the solar system. The experiences could assist with explaining concepts and informa on in a more realis c manner.

Sources

● h ps://www.evolveschool.co.za/post/2019/10/23/virtual-reality-in-your-lessons

● h ps://www.evolveschool.co.za/post/2019/01/21/use-virtual-reality-in-your-classroom

● h ps://www.evolveschool.co.za/post/2019/01/07/augmented-reality-for-learning-teaching

Tim Cook

Simply put, we believe augmented reality is going to change the way we use technology forever. We’re already seeing things that will transform the way you work, play, connect and learn.

THE SCIENCES GRADES 4–9

CLEVER MACHINES GRADE 9 MINI PAT

This workshop provides a step-by-step guide to construc ng one of the mini-PATs in technology.

Outcomes of Workshop

This workshop will enable you to:

• experiment with two different sizes of syringes linked by a tube and filled with hydraulic fluid (water)

Dura on: 1 day

SACE PD Points: 5

• experience force transfer with either force mul plica on or division

• conduct ac on research

• conduct inves ga ons about the hydraulic press (including simple calcula ons) and the hydraulic jack

• do prac cal inves ga ons using a single wheel fixed pulley to change the direc on of pull (MA = 0)

• do prac cal inves ga ons using a single wheel moveable pulley to change the direc on of pull (MA > 0)

• do prac cal inves ga ons using a pulley block system (block and tackle) to determine the rela onship between load-bearing ropes on moveable pulley wheels and mechanical advantage (mul plica on)

• find out about the following mechanical control systems: ratchet and pawl, disc brake, bicycle brake, cleat

• successfully lead learners as they find out about the interac ons of the following:

– bevel gears of equal size – axis of rota on 90°

– bevel gears of unequal size – axis of rota on 90°

– note velocity/force rela onships

– rack and pinion gear system as found on automa c gates and steering racks

– worm gear system for large reduc on in speed and increase in force

– make a prototype/working model.

Target Audience

Grades 4–9 technology teachers, departmental heads and SESs

THE SCIENCES GRADES

ENERGY AND CHANGE INTERMEDIATE PHASE

Explore the topic "Energy and change in the Intermediate Phase" to become an expert science teacher

Outcomes of Workshop

This workshop will enable you to:

• know the different forms of energy

• explain where energy for life comes from

• iden fy ac vi es that require energy

Dura on: 1 day

SACE PD Points: 10

• describe by means of a diagram how humans use energy from the sun

• demonstrate best prac ces when teaching energy concepts

• explain the basics of energy transforma ons

• describe by means of an example what input and output energy is

• describe what a machine is

• describe what an appliance is

• demonstrate best prac ces when introducing electricity to eliminate any possible misconcep ons

• iden fy the different components that make up an electrical circuit

• build a simple electrical circuit

• describe by interpre ng a diagram how a power sta on works

• explain how energy can be used to create movement

• explain what a circuit is

• describe through a diagram what INPUT, PROCESS, OUTPUT is in a system

• recognise basic components of an electric circuit

• make a switch for an electrical circuit using waste materials

• recognise and interpret interna onally used symbols for electrical components

• draw a circuit diagram of an electrical circuit

• build a circuit from a circuit diagram

• apply best prac ces when teaching circuits and circuit diagrams to eliminate any possible misconcep ons learners may develop

• understand the difference between conductors and insulators

• demonstrate which materials are conductors and which are insulators by conduc ng a prac cal inves ga on.

Target Audience

Intermediate Phase natural sciences teachers, departmental heads and SESs

ENERGY AND CHANGE SENIOR PHASE

MTC has looked at the misconcep ons and we have come up with adequate teaching ps to help teachers to have a be er grasp of Energy and Change.

Outcomes of Workshop

By the end of this workshop, you will be able to apply the following skills, knowledge and values:

• recognise the different sources of energy

• define poten al and kine c energy

• explain the difference between poten al and kine c energy in systems

• understand the heat transfer concept

• use appropriate insula on materials

• understand the na onal electricity supply system.

Target Audience

Senior Phase natural science teachers, departmental heads and SESs

THE SCIENCES GRADES

FUNCTIONAL GRAPHIC COMMUNICATION

This workshop focuses on teaching drawing techniques required in the graphic communica on component of technology in the Intermediate and Senior Phases.

Outcomes of Workshop

This workshop will enable you to understand:

• what is 2-Dimensional and 3-Dimensional drawing?

• what is the MESS principle?

• what are freehand drawings?

• what are talking drawings?

• what are isometric drawings?

• what are oblique drawings?

• what are orthographic projec ons?

• how to make 2-D and 3-D drawings

• how to label according to the MESS principle

• how to make freehand drawings

• how to make talking drawings

• how to make isometric drawings

• how to make oblique drawings

• how to make orthographic projec ons

• how to work neatly

• how to work accurately

• how to do something well as a ma er of principle. Target Audience

THE SCIENCES GRADES 4–9

MAGNETIC CRANE GRADE 7 MINI PAT

This workshop provides a step-by-step guide to construc ng one of the mini-PATs in technology.

Outcomes of Workshop

This workshop will enable you to:

• recognise the different types of magnets

Dura on: 1 day

SACE PD Points: 5

• conduct experiments to find out which substances s ck to a magnet

• conduct tests to determine which metals are a racted to a magnet, and which are not

• demonstrate a simple electric circuit with an energy source (cell), switch, conductor and a light bulb or buzzer

• sketch the circuit showing how to use component symbols

• make a simple circuit as demonstrated

• draw the circuit using correct symbols for components

• make a simple electromagnet by winding insulated copper wire around an iron nail

• write a design brief with specifica ons and constraints for a crane with an electromagnet

• use an electrochemical cell, a switch, a light bulb, a ‘so ’ iron core and a long length of insulated copper wire to make an electromagnet

• make a model crane with a crank-and-pulley system which will carry the electromagnet

• develop a rubric to evaluate the models of other teams.

Target Audience

Grades 4–9 technology teachers, departmental heads and SESs

MAPSKILLS INTERMEDIATE PHASE

Map skills is important as it develops our spa al thinking. Spa al thinking is the ability to visualise data and in social sciences we do this through map skills. Enroll for this exci ng workshop to learn more about how to successfully deliver the map skills content to your Intermediate Phase learners.

Outcomes of Workshop

This workshop will enable you to:

• have an overview of the curriculum

• inves gate Grade 4 content in detail

– side views and plan views

– symbols and keys

– grid references

– compass direc on

– a map of South Africa

• inves gate Grade 5 content in detail

– world map and compass direc ons

– Africa, our con nent

– a physical map of Africa

– images of Africa.

Target Audience

Intermediate Phase teachers

MAPSKILLS SENIOR PHASE

Map skills is important as it develops our spa al thinking. Spa al thinking is the ability to visualise data and in social sciences we do this through map skills. Enroll for this exci ng workshop to learn more about how to successfully deliver the map skills content to your Senior Phase learners.

Outcomes of Workshop

This workshop will enable you to:

• iden fy map symbols on a map

• use co-ordinates to locate places on the map

• use lines of la tude and longitude to iden fy places and features on a topographical map

• understand the movement/rota on of the Earth on its own axis and around the sun (revolu on)

• understand why we use South African Standard Time (SAST)

• determine distance and scale on a map

• iden fy and analyse topographical and orthophoto maps

• iden fy contour pa erns on a map

• work with satellite images.

Target Audience

Senior Phase teachers

THE SCIENCES GRADES

MATERIAL AROUND US

Teaching natural sciences can be daun ng at mes. This workshop focuses on ma er and materials in the Intermediate Phase.

Outcomes of Workshop

This workshop will enable you to:

• describe the proper es of solids, liquids and gases

• understand the changes of state ma er undergoes

• describe the water cycle

• explain how par cles of ma er are arranged in each of the three states of ma er

• describe the behaviour of par cles in the three states of ma er

• describe the proper es and uses of materials

• describe how materials can be processed

• explain what mixtures are

• explain what happens when substances dissolve

• explain what insoluble substances are

• ini ate and manage an inquiry-based ac vity as a prescribed inves ga on

• inves gate project-based learning ideas for topic-related ac vi es

• explore simula on sites for phases of ma er

• explore water cycle simula ons

• inves gate different methods of processing materials

• demonstrate saturated solu ons.

Target Audience

Intermediate Phase natural science and technology teachers

THE SCIENCES GRADES 4–9

MATTER AND MATERIALS SENIOR PHASE

Teaching natural sciences can be daun ng at mes. This workshop focuses on ma er and materials in the Senior Phase.

Outcomes of Workshop

This workshop will enable you to:

• describe the proper es of acids and bases

• recognise acid and base indicators

• understand and describe the concept of pH

• demonstrate reac on of acids with bases – neutralisa on

• explain the par cle model of ma er

• describe the atom

• explain the Periodic Table of Elements

• understand elements

• understand compounds

• explain the three states of ma er

• explain diffusion

• understand density, mass and volume

• explain density and states of ma er

• describe expansion and contrac on of materials

• demonstrate chemical reac ons and reactants and products

• use chemical equa ons to represent reac ons

• balance equa ons.

Target Audience

Senior Phase natural sciences teachers

Dura on: 4 hours

SACE PD Points: 5

TEACHING NATURAL SCIENCES

Upon comple on of the course on Teaching Natural Sciences, the par cipants will have a be er understanding of natural sciences as outlined in the CAPS document. They will be able to apply the different teaching methodologies used in the teaching and learning of natural sciences at Senior Phase level i.e. Grades 7–9, and they will also have a be er understanding of the advantages of each of the methodologies used in the teaching of the natural sciences and therefore be able to apply them in their daily teaching.

THE SCIENCES GRADES

Outcomes of Workshop

This workshop will enable you to:

• explain what natural sciences is

• discuss the structure of natural sciences in the CAPS curriculum

• recognise the process skills required in natural sciences

• acknowledge the language skills required in natural sciences

• apply the different methodologies used to teach natural sciences

• explain how learners can be engaged in each methodology

• describe the role of an educator in the teaching of natural sciences

• successfully conduct a scien fic inves ga on

• use found resources/shoestring methods to subs tute for missing resources

• explain what TPACK is

• choose the correct tech that is appropriate for specific scien fic content

• understand the cogni ve demands of assessment

• apply good ques oning techniques to adhere to cogni ve demand.

Target Audience

Grade 7–9 natural sciences and technology teachers, departmental heads and SESs

SCHOOL BASED ASSESSMENT IN NS/TECH

This workshop focuses on school-based assessment in natural sciences and technology in the Intermediate Phase.

Outcomes of Workshop

This workshop will enable you to:

• iden fy the four stages in the assessment process

• allocate assessment ac vi es to the various stages in the assessment process

• recognise the forms of assessment used in natural sciences and technology

• iden fy the major process skills required for natural sciences and technology

• recognise the difference between assessment FOR and assessment OF learning

• apply various assessment strategies for assessment for learning

• apply various strategies for planned and unplanned informal assessment

• design a mark sheet for natural sciences and technology

• apply cogni ve ques oning techniques when se ng a test or ac vity

THE SCIENCES GRADES 4–9

• design a prac cal assessment task for natural sciences

• design a prac cal task for technology.

Target Audience

Grade 4–6 natural sciences and technology teachers, departmental heads and SESs

SUPER STRONG GEARS GRADE 8 MINI PAT

This workshop provides a step-by-step guide to construc ng one of the mini-PATs in technology.

Outcomes of Workshop

This workshop will enable you to:

• understand gear systems and their concepts (counter rota on, idler, velocity ra o, force mul plica on)

• calculate mechanical advantage (MA) in levers and gears

Dura on: 1 day

SACE PD Points: 10

• represent gear systems graphically using circular templates and/or a pair of compasses

• write a design brief

• draw sketches showing gear systems

• use an isometric projec on using simple instruments

• conduct a system analysis for a bicycle gear system

• analyse a mechanical system by breaking it into input-process-output

• plan a mechanical system to produce a specific output

• draw the sha headgear using a 3-D isometric drawing of the selected design giving dimensions and drawn to scale

• make a 2-D working drawing showing one or more views with dimensions and lines

• prepare a realis c budget

• build a working scale model using safe working prac ces.

Target Audience

Grade 4–9 technology teachers, departmental heads and SESs

BALANCE SHEET

This workshop provides a comprehensive guide to learning balance sheet concepts.

Outcomes of Workshop

By the end of this workshop, you will be able to apply the following skills, knowledge and values:

• prepare the detailed financial statements of companies, specifically the balance sheet

Dura on: 2 hours

SACE PD Points: NA

• process year-end adjustments when preparing the financial statements

• report on the fixed assets of companies

• apply GAAP and IFRS when preparing financial statements of companies.

Target Audience

Grade 12 accoun ng learners, FET accoun ng teachers, departmental heads and SESs

CASH BUDGETS

This workshop provides a comprehensive guide to learning cash budget concepts.

Outcomes of Workshop

By the end of this workshop, you will be able to apply the following skills, knowledge and values:

• understand concepts of budge ng

Dura on: 2 hours

SACE PD Points: NA

ACCOUNTING GRADE 12

• know debtors’ collec on and creditors’ payment schedule

• enable analysis and interpreta on thereof.

Target Audience

Grade 12 accoun ng learners, FET accoun ng teachers, departmental heads and SESs

CASH FLOW STATEMENT

This workshop provides a comprehensive guide to learning cash flow statement concepts.

Outcomes of Workshop

By the end of this workshop, you will be able to apply the following skills, knowledge and values:

• prepare the detailed financial statements of companies, specifically the cash flow statement

Dura on: 2 hours

SACE PD Points: NA

• process year-end adjustments when preparing the financial statements

• comment on ethical considera ons affec ng companies with par cular reference to directors, shareholders and other stakeholders

• apply GAAP and IFRS when preparing financial statements of companies.

Target Audience

Grade 12 accoun ng learners, FET accoun ng teachers, departmental heads and SESs

INTERPRETATION OF RATIOS

This workshop provides a comprehensive guide to learning interpreta on of the ra os concept.

Outcomes of Workshop

By the end of this workshop, you will be able to apply the following skills, knowledge and values:

Dura on: 1 hour

SACE PD Points: NA

• analyse and interpret the income statement, balance sheet and notes rela ng to companies.

Target Audience

Grade 12 accoun ng learners, FET accoun ng teachers, departmental heads and SESs

PROJECTS/PARTNERS

Our partnerships with other role-players

At Macmillan Teacher Campus we are keen to develop partnerships with NGOs, corporate companies, educa on departments, mining houses and unions, etc.

During the last decade MTC partnered with many different stakeholders to make a difference in educa on. Some of our partners include:

The Macmillan Teacher Campus vision is to empower, motivate and develop all educators and learners in South Africa and to provide a learning pathway for continuing professional development.

For more information or to make a booking: Email: za.mtc@macmillaneducation.co.za Tel: +27 11 731 3409