DATA ANALYSIS AND PRELIMINARY DATA PRESENTATION
5.5 COMPOSITE TABLES OF TEACHERS’ INTERPRETATION AND IMPLEMENTATION
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5.5 COMPOSITE TABLES OF TEACHERS’ INTERPRETATION AND
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Table 5.11 Composite levels for Teachers’ interpretation of the Natural Science Curriculum
Level Time Allocation Teaching Natural Science Content Areas Instructional Methods
1 Time allocation for all three learning programmes
(Literacy, Numeracy and Life Skills) were not indicated
Teacher was cognisant of the fact that Natural Science needed to be taught through integration or as a freestanding subject but there was no evidence of this in her lesson plan
Foundation for Learning workbook and lesson plans did not correspond to the curriculum
Teacher has no knowledge of natural science learning outcomes
Teacher had no knowledge of the natural science content that should be covered in the Foundation Phase
Teacher mentioned instructional methods that was not
appropriate for teaching Science
2 Time allocation for all three learning programmes
(Literacy, Numeracy and Life Skills) were indicated but was not in accordance with the RNCS
Teacher was cognisant of the fact that Natural Science needed to be taught through integration or as a freestanding subject and there was minimal evidence of this in her lesson plan
Foundation for Learning workbook and lesson plans did correspond to the curriculum to a certain extent but did need adapting
Certain topics mentioned by the teacher were appropriate for the Foundation Phase
Teacher mentioned a number of instructional methods
appropriate for teaching Science, but there was no evidence of this in her lesson plan
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Teacher was unsure of the natural Science learning outcomes
3 Time allocation for all three learning programmes were clearly indicated
together with the time
allocated for Natural Science which was indicated but was not in accordance with the RNCS
Teacher was cognisant of the fact that Natural Science
needed to be taught through integration or as a freestanding subject and there was substantial evidence of this in her lesson plans Foundation for Learning workbook and lesson plans did correspond to the curriculum and did not need adapting
Teacher demonstrates understanding of the natural Science learning outcomes
Most of the content topic mentioned correspond with content mentioned in the curriculum
Teacher mentioned a number of instructional methods
appropriate for teaching Science and provided suitable examples but there was no evidence of this in her lesson plan
4 Time allocation for all three learning programmes were clearly indicated together with the time allocation for Natural Science which was clearly indicated in accordance with the RNCS
Teacher was cognisant of the fact that Natural Science needed to be taught through integration or as a freestanding subject and there was substantial evidence of this in her lesson plans which was in keeping with the learning outcome for Natural Science
Teacher was knowledgeable with regard to the natural science content in the curriculum and selected appropriate topics from there
Teacher mentioned a number of instructional methods
appropriate for teaching Science, provided suitable examples and there was evidence of this in her lesson plan
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Foundation for Learning workbook and lesson plans did correspond to the curriculum and provided activities that was age appropriate and relevant to the learners Teacher included learning
outcomes for Natural Science in her plans
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Table 5.12 Composite levels for the Support from Outside Agencies (adapted from Rogan and Grayson, 2003)
Level Learner Support Physical Resources Professional Development
1 No support by parents with regard to language of instruction, finance, or homework
No support from teacher to assist learners experiencing difficulty with the language of instruction
No provision of science equipment to teach Natural Science
No facility to teach Science, for example classroom space, water, school yard No life skills workbook supplied
No staff development planned by school No non-science workshop attended No workshops on Science offered
2 Minimum support by parents with regard to language, finance or homework
Minimum support from teacher to assist learners experiencing difficulty with the language of teaching, e.g. teacher translates in isiZulu
Limited provision of science equipment to teach Natural Science
Limited facility to teach Science, for example any one of the examples listed in criteria one
Integrated workbook was supplied
Limited staff development planned involving staff
Limited non-science workshops attended Limited workshops on Science offered 3 Support provided by parents with regard to
language, finance, homework which extends to attending school and parent meetings Support from teacher assisted learners experiencing difficulty with the language of teaching, e.g. extra lessons in English
Adequate provision of science equipment to teach Natural Science
Basic facilities to teach Science, for example any two of the examples listed in criteria one
Separate life skills workbook was supplied
Regular staff development planned involving staff
Frequent attendance of non-science workshops
Frequent science workshop offered 4 Strong parental support in all areas - parents
are involved in all areas of schooling and are able to support learners financially
Provision of resources completely covered what was required for innovation
Regular staff development included workshops included specialists in the relevant areas
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Complete academic and personal support was provided by the teacher, school and outside agencies for example bursaries were made available for learners in need, feeding schemes, extra/ remedial classes
Separate workbooks were supplied for Natural Science
A dedicated science room available to teach Science
Organising non-science workshops Frequent science workshops offered including classroom support
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Table 5.13: Composite levels for Capacity to Support Innovation (adapted from Rogan and Grayson, 2003)
Level Teacher Factors Learner Factors Physical Resources School Ethos and Management
1 Teacher had a professional qualification but was not qualified to teach in the Foundation Phase
Teacher had minimal science content knowledge
Teacher had minimal science pedagogical content knowledge Teacher was not able to balance all aspects of her responsibilities Teacher acknowledged that she placed much more emphasis on Literacy and/or Numeracy and very little on Life Skills Teacher was not confident to teach Natural Science as there was no Science taught
Learners were not capable of carrying out scientific
investigations
Learners did not enjoy scientific investigations
Learners did not enjoy working in groups
Teacher used no Science equipment
Teacher did not use workbooks for Life Skills Programme Teacher did not use science textbooks
No timetable
No visible presence of principal and/or HoD
Staff meetings were seldom held No extramural activities
School was not secure
No evidence of Colt (culture of learning and teaching)
No school governing body was in existence
Teachers and learners played no role in management
Parents played no role in supporting the school 2 Teacher had a professional
qualification appropriate for the Foundation Phase but which did not include Natural Science
Learners were capable of carrying out scientific investigations with guidance Learners enjoyed some scientific investigations
Teacher used minimal resources to teach Science which were mostly inappropriate
Timetable existed but was seldom adhered to
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Teacher had limited science content knowledge
Teacher had limited science pedagogical content knowledge Teacher was able to balance some aspects of her portfolio but finds it difficult with the large class size
Teacher acknowledged that she placed much emphasis on Literacy and/or Numeracy and very little on Life Skills
Teacher was confident to teach some aspects of Natural Science
Learners enjoyed working in groups
Teacher used integrated workbook but received no support on how to use it.
Teacher used a science textbook
Principal and/or HoD was present at school most of the time
Staff meetings irregular and poorly planned
Extramural activities were organised in such a way that they often interfered with scheduled classes
School was secure but no control of who enters the premises
Limited evidence of Colt (culture of learning and teaching)
A School Governing Body was in existence but not visibly active
Teachers and learners played a minimum role in management Parents played a minimum role in supporting the school
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3 Teacher had a professional qualification appropriate for the Foundation Phase which
included minimal Natural Science
Teacher had adequate science content knowledge
Teacher had adequate
pedagogical content knowledge Teacher was able to balance most aspects of her portfolio but finds it difficult with the large class size
Teacher claimed that she placed equal emphasis on Literacy, Numeracy and Life Skills however this was not evident in her teaching
Teacher was confident to teach most content areas of Natural Science
Learners were capable of carrying out scientific investigations in groups
Learners enjoyed most scientific investigations
Learners enjoyed working in groups and made individual contributions
Teacher used limited resources and improvised for example appropriate models and charts are made
Teacher used integrated life skills workbooks and teacher received support on how to use it.
Teacher used a few science textbooks
Timetable mostly adhered to Principal and/or HoD was present at school most of the time and was in regular contact with his/her staff
Staff meetings regular but not well-planned
Good organisation of extramural activities which seldom
interfered with classroom activities
School was secure and limited control of who enters the premises
Adequate evidence of COLT The school governing body is concerned with limited activities related to the school
Teachers and learners played an active role in school
management
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Parents played active role in supporting the school in general 4 Teacher had a professional
qualification appropriate for the Foundation Phase, which included a strong Natural Science component.
Teacher had good
science content knowledge Teacher had good pedagogical content knowledge
Teacher was able to balance all aspects of her portfolio, class size was not an issue
Teacher placed equal emphasis on Literacy, Numeracy and Life Skills which was evident in her teaching
Teacher was very confident to teach Natural Science
Learners were capable of carrying out scientific investigations independently Learners enjoyed all scientific investigations
Learners could take
responsibility for their own learning and were willing to try new kinds of learning
Teacher used appropriate science equipment to teach Science
Teacher used separate life skills workbooks received support on how to use it.
Teacher used science textbooks, videos and other resources that supported innovation
Timetable strictly adhered to Principal and HoD’s took strong leadership roles and were very visible during school hours.
Well organised regular staff meetings
Good organisation of extramural activities which never interfered with classroom activities
School security was excellent with good access control.
Excellent COLT in the school The school governing body is active in all areas related to the school
Collaboration of all stakeholders was encouraged and practised resulting in a shared vision for the school
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Table 5.14 Composite levels for the implementation of the Natural Science Curriculum (adapted from Rogan and Grayson, 2003)
Level Integration of Natural Science Hands-on Science Scientific Investigations The Nature of Classroom Interaction
1 No evidence of Natural Science integrated in Numeracy, Literacy or Life Skills
No evidence of Numeracy, Literacy or Life Skills integrated in Natural Science
No evidence of hands-on science to help develop concepts
Teacher did not use specimens and resources found in the local environment to illustrate lessons Learners were not practically involved in the lesson
No evidence of scientific investigations
Structure of lessons were disorganised, not well-
sequenced, and not as per lesson plan
Textbooks/workbooks/resources were not used
Teacher did not engage learners with questions
Teacher did not engage learners in meaningful learning activities which results in learners losing concentration and being
disruptive 2 Minimal evidence of Natural
Science integrated in Numeracy, Literacy and/or Life Skills Minimal evidence of Numeracy, Literacy and/or Life Skills integrated in Natural Science
Minimum evidence of hands-on science to help develop concepts Minimal use of specimens and resources found in the local environment to illustrate lessons
Minimal evidence of scientific investigations, which was teacher controlled
Teacher presented content which showed some organisation and sequence however it was not based on the lesson plan Teacher used textbook/
workbooks, however support was still needed
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Minimum involvement of learners in the lesson
Teacher engaged learners with questions, however the teacher either answered the questions or did not give learners enough time to respond to questions Teacher engaged learners in minimal meaningful learning activities which results in maintaining learners
concentration most of the time 3 Evidence of Natural Science
integrated in Numeracy, Literacy or Life Skills
Evidence of Numeracy, Literacy or Life Skills integrated in Natural Science
Clear evidence of hands-on science to help develop concepts Teacher used specimens and resources found in the local environment to illustrate lessons Learners participated in closed practical work
Scientific investigations was initiated by teacher with learners working in groups to carry out the investigations
Teacher presented content in a well organised and well sequenced manner, based on a lesson plan
Teacher used textbooks/
workbooks effectively
Teacher engaged learners with questions and provided adequate time for learners to respond Teacher engages learners in meaningful learning activities that did not promote doing practical scientific activities.
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4 Clear evidence of integration of Natural Science across
Numeracy, Literacy and Life Skills, which enhanced the teaching and learning
Clear evidence of integration of Natural Science across
Numeracy, Literacy and Life Skills, which enhanced the teaching and learning
Teacher designed hands-on science in such a way that encouraged learner discovery of information
Maximum use of specimens and resources found in the local environment to illustrate lessons- Learners performed ‘guided discovery’ type practical work in small groups, engaging in hands- on activities
Scientific investigations was initiated by the learners with learners working in groups or individually to carry out the investigations
Teacher presented content in a well organised and well sequenced manner, based on a well-designed lesson plan
that promoted practical scientific investigations
Teacher used textbooks/
workbooks effectively along with other resources
Teacher engaged learners with questions that encourage in depth thinking
Teacher engaged learners in meaningful learning activities that promoted doing practical scientific activities.
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