A new animal in the zoo Pre-service teachers’ perspectives on the learner output from the new FET (schools) curriculum Liezel Frick Centre for Teaching and Learning 1 st Annual Conference on Teaching and Learning May 2007 Protea Hotel, Stellenbosch

2 Introduction South African higher education sector anticipating the changes in first-year student intake New Further Education and Training (FET) curriculum for schools (Grades 10-12) Overview of the implementation PGCE students’ reported observations during their practice training Findings Implementation of the new curriculum and the preparation of learners Typical challenges learners will have to face in their first-year identified Tentative suggestions How schools and the university sector can collaborate to increase higher education candidates‘ preparedness for further study

3 Preliminary results: PGCE questionnaire (N=42) School visit during whole of third term (2006) Schools where school visit took place Diverse schools within easy traveling distance from Stellenbosch Including areas such as Stellenbosch, Somerset West, Strand, Paarl, Wellington, Kuilsriver, Brackenfell, Bellville, Cape Town Including private schools, former model C schools, schools in previously disadvantaged areas Grades taught by PGCE students Mainly grades 8-11 Grade 12 preparing for final exams

4 Curriculum specialization areas covered Afrikaans (8) English (14) Xhosa (2) Mathematics (6) Mathematical Literacy (9) Computer Studies (1) Accountancy (6) Economics (4) Business Management (5) Life Science (Biology) (10) Science (11) History (2) Geography (6) Speech and Drama (4) Art and Culture (2) Life Orientation (23) PGCE Questionnaire

5 Perceived ways in which learners are prepared for university through current curriculum Evident that interpretation and implementation of new curriculum dependent on school and/or teacher Although only (positive) ways in which curriculum contributes to preparedness were asked in this question, students noted a number of limitations (see next slide) Positive Wide choice of subjects Emphasis on correct subject choices Life Orientation provides coping skills Practice-based nature of curriculum High level skills development Greater learner involvement in classes Emphasis on searching for information Group work Independent, self-reflective, critical thinking encouraged Continuous assessment PGCE questionnaire

6 Perceived limitations of the current curriculum in preparing learners for university Implementation largely dependent on teacher Lack of guidance to learners Lack of skills Focus on skills development leads to lack of emphasis on content Lack of coherence between different grades Assessment Doubts about compulsory nature of Mathematics/ Mathematical Literacy PGCE questionnaire

7 Perceived typical challenges first-year students have to face Study area Academic challenges Social challenges Individual challenges PGCE questionnaire

8 Perceived input of schools in preparing learners to deal with challenges Academic preparation Life Orientation Increased workload in Grades 11 & 12 Continuous assessment promotes continuous studying Homework Skills Focus on practical skills Searching for information Identification of core facts Study methods Note-taking Critical thinking School Strong school ethos where hard work is encouraged Student exchange programmes Giving learners more responsibility Fostering independence and self-discipline PGCE questionnaire

9 Suggestions on how schools can better prepare learners for university Curricular input Teaching and learning Guidance Focus on individual development PGCE questionnaire

10 Suggestions on how the university can address the needs of first-year students University involvement in schools Teacher development Open days Spend a day with a student volunteer More information on career choices Involve Grade 12 students in university projects Demand reading comprehension before acceptance Extra classes at schools Investigate correspondence between FET curricula and that of 1 st year modules Development modules Focus on so-called “bridging courses” Before starting 1 st yr Compulsory modules in languages, logic and Mathematics Focus on critical thinking skills, self-discipline, study management and dealing with large workload PGCE questionnaire

11 Suggestions on how the university can address the needs of first-year students Teaching and learning Provide summarized introduction to module components Provide study guides Smaller student to lecturer ratio Encourage study groups Make use of tutorials Do revision WebCT is making a positive difference PGCE questionnaire Orientation Emphasize available facilities Emphasize class attendance Explain individual responsibility Emphasize importance of information given in orientation Academic support Committee to focus on 1 st yr needs Provide space for student complaints and indicate where changes are made Improve communication on campus Continue workshops on time and stress management and writing Continue counseling services, mentor system Improve tutor system

12 Way forward…. Continuation of project in 2007 Output Resource for lecturers of first-year modules and programme planners Collaboration with lecturers at Faculty of Education