MINISTRY OF EDUCATION SUBJECT POLICY FOR LIFE SKILLS

MINISTRY OF EDUCATION SUBJECT POLICY FOR LIFE SKILLS 2005 Ministry of Education National Institute for Educational Development Private Bag 2034 Ok...
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MINISTRY OF EDUCATION

SUBJECT POLICY FOR LIFE SKILLS

2005

Ministry of Education National Institute for Educational Development Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, 2005 Subject Policy for Life Skills Grades 5 - 12 ISBN: 0-86976-825-5 Printed by NIED Publication date: 2005

TABLE OF CONTENT 1.

Introduction .............................................................................................................. 1

2.

Rationale .................................................................................................................. 1

3.

Syllabus .................................................................................................................... 1

4.

Subject File ............................................................................................................... 2

5.

Personal File ............................................................................................................. 2

6.

Life Skills Resource File ............................................................................................ 2

7.

Scheme of Work ........................................................................................................ 2

8.

Lesson Preparation .................................................................................................... 3

9.

Subject Meeting ........................................................................................................ 3

10.

Materials ................................................................................................................... 3

11.

Class......................................................................................................................... 3

12.

Counselling ............................................................................................................... 3

13.

Career Guidance ........................................................................................................ 3

14.

Assessment ............................................................................................................... 4

15.

Administrative Duties ................................................................................................ 4

Annexure 1:

Record Forms for Life Skills Grades 5 - 10 ............................................... 5 Record Forms for Life Skills Grades 11 - 12.............................................. 6 Example of a Completed Record Form...................................................... 7

Annexure 2:

Suggested Rubric for Assessment in Life Skills ......................................... 8

Annexure 3:

Portfolio Assessment Form ...................................................................... 9

1.

INTRODUCTION This policy explains the administration, presentation and management of Life Skills as a subject in all phases. It clearly stipulates the tasks and responsibilities of all school staff members involved in this subject. As a subject, Life Skills is within the spiritual and ethical domain of learning in the curriculum, and has thematic links to other subjects across the curriculum. Life Skills is presented from Grades 5 – 12. Under optimal circumstances, this subject needs 1 period per cycle to be taught comprehensively. The Life Skills teachers should establish and maintain a good working relationship and keep close contact with the Regional School Counsellor for support and assistance.

2.

RATIONALE Life Skills as a subject is a way of making meaning out of life. The basic aims of the Life Skills programme are to focus on the optimal, holistic development of all learners. While it is realised that the development of learners will continue, it is expected that on completion of the Life Skills programme students should: • have a clear idea of their identity • apply knowledge in decision-making • be able to function effectively • be socially responsible • be able to apply effective study skills • be able to make a realistic career choice The Life Skills curriculum is based on the concept of a holistic education, the philosophy of which is that education should: • emphasise daily living, personal-social and occupational skills development • provide a unified approach to education for life • encourage all members of the school community to have a shared responsibility and a mutual co-operative relationship among the various subjects • include learning in the home, private and public institutions, the employment community as well as the school • include basic education, citizenship, family responsibility and other important educational objectives • provide for career awareness, orientation, exploration and skills development through selfawareness and a positive self-esteem • provide a balance of content, experiential learning and hands-on activities • encourage open communication between learners, teachers, parents/providers and the community.

3.

SYLLABUS Separate Life Skills syllabuses are available for the Upper Primary Phase, Junior Secondary Phase and Senior Secondary Phase. It is recommended that: • • •

a full set of syllabuses for all grades taught in a school should be in the Life Skills Subject file a copy of the syllabuses for each phase for which the teacher is responsible should be in his/her personal file teachers should be acquainted with the full content of the syllabus, i.e. the rationale, content, objectives and basic competencies

Subject Policy for Life Skills Grades 5 – 12, NIED 2005

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4.

SUBJECT FILE Each school should have a Life Skills subject file which should be kept in the Principal’s office. It remains the property of the school and the Principal of Subject Head is responsible for keeping the file up to date. The file should be accessible to all Life Skills teachers and the management team of the school. It should be kept in a central place with other subjects files. The subject file should be prepared according to the following: Table of Contents 1. File monitoring control form 2. Timetable(s) 3. Complete set of assessment 4. Subject Policy 5. Syllabuses 6. Life Skills circulars and letters 7. Minutes of subject meetings

5.

PERSONAL FILE The personal file should be developed, updated and kept by the teacher personally. The personal file should be prepared according to the following: Table of Contents 1. File monitoring control form 2. Subject Policy 3. Syllabuses 4. Scheme of work 5. Timetable 6. Lesson plan forms 7. Life Skills Manual 8. Assessment forms 9. Class visit reports 10. Copies of relevant Life Skills circulars and letters

6.

LIFE SKILLS RESOURCE FILE The Life Skills resource file should be created and maintained by the subject head and Life Skills teachers. The file should be accessible to all subject teachers when needed for lesson preparations and should be prepared according to the following: Table of Contents 1. List of the resource books and audio-visual material of the Teachers Resource Centre 2. Information on subject choice 3. Information on career choice 4. Health education 5. Other Life Skills topics 6. Names and addresses of resource people 7. Course material

7.

SCHEME OF WORK A scheme of work based on the syllabus should be compiled by teachers for Life Skills. When more than one teacher is responsible for the same grade, the same scheme of work should be used, with regular consultation among teachers. The Head of Department responsible for Life Skills should test all schemes of work against the requirements of the syllabus and submit it to the Principal for approval.

Subject Policy for Life Skills Grades 5 – 12, NIED 2005

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8.

LESSON PREPARATION Preparation for lessons per class per cycle should be done in advance. Preparations should be handed in for control to the Principal or the H.O.D. who is responsible for controlling of the preparation. The lessons should be prepared in the official language. Each teacher should have a file for subjects taught and these preparation forms should be kept in a file. Preparation, if done neatly and regularly, may be kept for future use with minor or major changes. As the need arises, new preparation forms can be added to build a well prepared file. This file must be handed to the subject advisor or principal when needed.

9.

SUBJECT MEETING The subject heads and Teachers should have regular meetings. The subject head is the chairperson of the meeting. Subject meetings should be held at least once per trimester. The rationale for meetings is: • • • •

to co-ordinate the teaching of the subject in the different grades to share information and resource materials to co-operate in presenting extra Life Skills programmes by professionals from outside the schools to discuss circulars and other pertinent issues regarding Life Skills.

Concise minutes of each subject meeting should be filed in the Life Skills subject file. Cluster meetings should be held at least twice a year. 10.

MATERIALS The following materials should be available: • Teachers Manual • Learners’ portfolios should be kept in a safe place and are the responsibility of the subject teacher. The portfolios are used during lessons in the class only and should be available on demand.

11.

CLASS A conducive subject atmosphere should be created. This could be achieved by having wall displays, plants, window curtains and a reading corner with health, education and career information in the classroom. The classroom furniture should be arranged in a learner centred way.

12.

COUNSELLING The teacher responsible for Life Skills should be available in the afternoon for counselling. The Life Skills teacher should be a member of the Counselling Support Group at school, which assist learners with learning, behaviour and emotional problems. When a teacher counsellor is no longer able to assist a learner with a problem, the learner should be referred to the Regional School Counsellor by completing the necessary Referral Form. (See Annexure 4)

13.

CAREER GUIDANCE The teacher responsible for Life Skills liaises with tertiary education institutions and persons in the job market for printed information as well as information sharing sessions at school. He/she arranges career excursions (visits)/evenings or exhibitions and develops, maintains and expands the career information unit at the school.

Subject Policy for Life Skills Grades 5 – 12, NIED 2005

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14.

ASSESSMENT Assessment should be related to the objectives of each topic. Assessment tasks should be adapted for learners with Special Educational Needs. In Life Skills Tasks, there are no right and wrong answers. Consult Rubric (Annexure 2) for applicable assessment indicators. Continuous assessment (Annexure 1) should be kept as simple as possible. Marks given for various activities can be recorded for continuous assessment. In order not to take to much teaching time with assessment, not less than 2 assessments per term should be done for Grades 5 – 10 and not less than 1 assessment per term should be done for Grades 11 - 12. Grades 5 – 10 learners should have 6 assessments per year. Grades 11 – 12 learners should have 2 assessments per year. The Portfolio should only be assessed at the end of the year. (Annexure 3) The portfolio should contain all visible activities done throughout the year. A portfolio for each learner should be developed for each phase. The portfolios should be available at all times to portrait learner development. The portfolio is intended to provide evidence of personal growth. Other assessments can be spread over the year. Learners can be assessed on different topics on the same task throughout the year, e.g. Learner A can be assessed in Term One on Group Work and a Creative Task while Learner B can be assessed in Term One on Written Tasks and Performing Tasks. Suggested activities for continuous assessment (Activities should be adapted for learners with special needs): Group work • display on a bulletin board • poster • collect pictures • tableau • research • case studies • project work

15.

Performing art task • dramatise • songs • role-play • mime • dance

Creative tasks • display on a bulletin board • design/make a poster • draw pictures

Cultural expression tasks • videos • story-telling • tableau • debate • present • dramatise • songs • role-play

Written tasks • • • • • • • • •

map worksheets paragraph essay research tabling articles list define in own words • case studies • project work

ADMINISTRATIVE DUTIES The Life Skills subject head facilitates the administration of cumulative record cards. The Life Skills teacher assists learners in the completion of application forms for tertiary studies and bursaries, as well as applications to Secondary Schools.

Subject Policy for Life Skills Grades 5 – 12, NIED 2005

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ANNEXURE 1: RECORD FORMS FOR LIFE SKILLS GRADES 5 - 10 CONTINUOUS ASSESSMENT Grade: School: Teacher:

Year:

*Continuous Assessment Tasks Group work Name of Learner

Term

10

Performing art task 10

Creative tasks

Cultural expression task

10

Written task

10

10

Choose one of these aspects per term for assessment 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

*For examples on Continuous Assessment Tasks, please refer to p. 4 The Portfolio should only be assessed at the end of the year Subject Policy for Life Skills Grades 5 – 12, NIED 2005

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End of Term Mark o 20

CA Mark (%) 20 x 5 = 100

Portfolio 100

Total Year Mark (CA Marks + Portfolio) 400

Final Year Mark 400 ÷ 4=100 100

Symbol

RECORD FORMS FOR LIFE SKILLS GRADES 11 - 12 CONTINUOUS ASSESSMENT School: Group work Name of Learner

Term

Grade: Teacher: Performing art task

Creative tasks

Cultural expression task

Written task

Year:

End of Term Mark

10 10 10 10 10 Choose one of these aspects per term for assessment

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

*For examples on Continuous Assessment Tasks, please refer to the table in p. 4 The Portfolio should only be assessed at the end of the year Subject Policy for Life Skills Grades 5 – 12, NIED 2005

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10

CA Mark (%) 10 x 10 = 100

Portfolio 100

Total Year Mark (CA Marks + Portfolio) 400

Final Year Mark 400 ÷ 4=100 100

Symbol

EXAMPLE OF A COMPLETED RECORD FORM CONTINUOUS ASSESSMENT School: Okahandja Primary School

Grade: 6 Teacher: Ms. E. Gaoses

Year: 2005

*Continuous Assessment Tasks Group work Name of Learner

Term

10

Performing art task 10

Creative tasks 10

Cultural expression task

Written task

10

10

End of Term Mark o 20

CA Mark (%) 20 x 5 = 100

14 12 10

70 60 50

7 14 9

35 70 45

Portfolio 100

Total Year Mark (CA Marks + Portfolio) 400

Final Year Mark 400 ÷ 4=100 100

Symbol

Choose one of these aspects per term for assessment Awaseb Paul

Jantjies Ben

1 2 3 1 2 3

8

6 5

7

7 3

4

3

6

8 5

4

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

Subject Policy for Life Skills Grades 5 – 12, NIED 2005

7

60

50

240

200

60

B C C

50

D C C

ANNEXURE 2:

SUGGESTED RUBRIC FOR ASSESSMENT IN LIFE SKILLS

5 Participated very effectively and freely by contributing ideas and suggestions

4 Participated by contributing ideas and suggestions

3 Participated sometimes by contributing ideas and suggestions

2 Participated only with a lot of prompting

1 Very seldom participated even with prompting

2

Often demonstrated selfconfidence

Demonstrated selfconfidence regularly

Sometimes demonstrated self-confidence

Seldom demonstrated selfconfidence

3

Often demonstrated selfdiscipline, e.g. act responsibly, being obedient, being in control of emotions, complete tasks diligently Listened and responded sensitively to peer questions, suggestions and criticism

Demonstrated selfdiscipline regularly

Sometimes demonstrated self-discipline

Seldom demonstrated selfdiscipline

Very seldom demonstrated selfconfidence Very seldom demonstrated selfdiscipline

Sometimes listened and responded to peer questions, suggestions and criticism Sometimes demonstrated creativity

Seldom listened and responded to peer questions, suggestions and criticism Seldom demonstrated creativity

1

5

Explicitly demonstrated creativity

Listened and responded regularly to peer questions, suggestions and criticism Regularly demonstrated creativity

6

Very clearly expressed himself/herself Always used problem solving skills Always applied subject knowledge in decisionmaking Always displayed goalseeking behaviour

Clearly expressed himself/herself Often used problemsolving skills Often applied subject knowledge in decisionmaking Often displayed goalseeking behaviour

Sometimes expressed himself/herself clearly Sometimes used problemsolving skills Sometimes applied subject knowledge in decisionmaking Sometimes displayed goalseeking behaviour

Seldom expressed himself/herself clearly Seldom used problem solving skills Seldom applied subject knowledge in decisionmaking Seldom displayed goalseeking behaviour

Always displayed selfknowledge

Often displayed selfknowledge

Sometimes displayed selfknowledge

Seldom displayed selfknowledge

4

7 8 9 10

Very seldom listened and responded to peer questions, suggestions and criticism Very seldom demonstrated creativity Very seldom expressed himself/herself clearly Very seldom used problem-solving skills Very seldom applied subject knowledge in decision-making Very seldom displayed goal-seeking behaviour Very seldom displayed self-knowledge

Use indicators applicable to your activity. Divide the total of marks by the number of indicators used to get a mark out of 10, e.g. Group Discussion use indicators 1 + 2 + 3 + 4 = 20 ÷ 2 = 10

Subject Policy for Life Skills Grades 5 – 12, NIED 2005

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ANNEXURE 3:

PORTFOLIO ASSESSMENT FORM

NAME: ……………………………….

GRADE: ………………….

YEAR: …………………………

PORTFOLIO ASSESSMENT FORM Completion of tasks Portfolio is very presentable Contains all relevant tasks and all tasks are completed Portfolio is very presentable Contains most relevant tasks and most of the tasks are completed Portfolio is presentable Contains some of the relevant tasks and some tasks are completed Portfolio is presentable to a lesser extend Contains some of the relevant tasks and very little of the tasks are completed Portfolio is not very presentable Contains few of the relevant tasks and almost none of the tasks are completed

10 8 6 4 2

No portfolio was submitted

0

Mark allocated out of 10 Total mark out of 100 (mark allocated out of 10x10)

REMARKS: ………………………………………………………………………………...…………………………………………………………. …………………………………………………………………………………………………………………………………………….

SIGNATURE OF TEACHER: ……………………………

Subject Policy for Life Skills Grades 5 – 12, NIED 2005

DATE:………………………….

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The National Institute for Educational Development P/Bag 2034 Okahandja NAMIBIA Telephone: +64 62 502446 Facsimile: + 64 62 502613 E-mail: [email protected] Website: http://www.nied.edu.na © NIED 2006