1. Overberg Education District
Mathematics
George Edwards Cell:
Tel: Fax:
@georgeedwards99
Michael Fortuin
Cell:
Tel:
Fax:

2. MATHEMATICS GRADE 8-9
STANDARD SETTING : February 2016

3. Focus 2016 Focus on class room visits – to support and advise
Focus on Senior Phase
Teachers to indicate interventions for learners who have been progressed due to age and retention norm(grade 9)

4. Moderation of question papers before assessment takes place.
Analysis of marks after assessment has been done to determine trends.
Question analysis of papers and controlled test.
Memorandum discussion of tests and exams where more than one teacher teaches subject in school – before marking starts.

5. SUBJECT POLICY
Brainstorm basic aspects that must be in a good subject policy.
Example of subject policy.
Agreement on completion date.

6. CALCULATORS When to use and when not.
Suggestion: Learners must show method and calculate final answers especially with large numbers.

7. ALLOCATION OF “0” Teachers tend to award a “0” too easily.
Allocation of “0” needs proof of support/intervention process.

8. Programme of assessment 2016 – Guidelines

9. TIME ALLOCATION 4½ hours per week. Six(6) periods of 45 minutes each.
Make sure you get the time on your roster.

10. Minimum requirements per term Number of tasks per year
Minimum requirements for formal assessment : Senior Phase Mathematics
Forms of assessment
Minimum requirements per term
Number of tasks per year
Weighting
Term 1
Term 2
Term 3
Term 4
SBA
Test 1 3
40%
Examination
Assignment
Investigation 2
Project
TOTAL 10
End of year exam
60%

11. SBA REQUIREMENTS: GR 8 & 9 3 1 2 LENGTH/ MARKS TIME TEST 50 marks
FORM OF ASSESSMENT
NUMBER
LENGTH/ MARKS
TIME
TEST 3
50 marks
1 hour (min)
EXAM 1
Two papers of 50 marks OR
One paper of 100 marks
2 x 1 hour papers
1 x 2 hour paper
ASSIGNMENT
At least 50 marks
One period or longer
PROJECT
± 1 week (if longer, monitor process with due date)
INVESTIGATION 2
One period or longer (monitor process) 11

12. Number, operations and relations Patterns, functions and algebra
Final end of year examination – Option 1
Number, operations and relations
Patterns, functions and algebra
Geometry
Measurement
Data
Total mark %
Mark
Gr 8 25 30 10
100
Gr 9 15 23 35 52 45
150

13. Final end of year examination – Option 2 PAPER 1
Number, operations and relations
Patterns, functions and algebra
Total mark %
Mark
Gr 8 25
±37 30
±43 80
Gr 9 15
±22 35
±53 75

14. Final end of year examination – Option 2 PAPER 2
Geometry
Measurement
Data
Total mark %
Mark
Gr 8 25
±40 10
±15 70
Gr 9 30 45 15 75

15. Formal assessment task
REPORTING PER TERM
Formal assessment task
Weight per term
Term 1
Assignment
40%
Test
60%
Term 2
Test & Investigation
Exam
Term 3
Assignment & project
Term 4
Assignment & Investigation
SBA(each SBA task = 10%)
Final Exam

16. Cognitive levels : Grade 8-9
Knowledge
25%
Routine procedures
45%
Complex procedures
20%
Problem solving
10%

17. Exam Setting Templates
Grade 8
Grade 9

18. Projects
A project in the context of Mathematics is a task in which learners are provided with an opportunity to apply mathematical knowledge to contexts outside of mathematics.
The mathematical knowledge applied should be relevant to the grade of the learners (there should be a clear difference between a grade 10 and 12 project)
A project must be well-structured with clear criteria for assessment.
Constant monitoring and support should be provided to learners throughout the duration of the task.
Time allocation should be reasonable but not too long.
A rubric is suitable to assess a project.

19. TESTS Tests should adhere to the following:
Completed by all classes in the same grade on the same day.
All learners write the same test.
Completed under exam conditions.
Questions must comply with year-end exam standards.
More than one teacher, reach agreement on scope, date and time of test.
The mark allocation for a one-hour test is at least 50 marks.

20. Assignments
An assignment in the context of Mathematics is intended to provide the learners with an opportunity to consolidate what has been learnt in class.
Such structured and controlled revision should prepare learners for tests and examinations.
It follows therefore that there should be a direct relationship in the scope of an assignment and that of a test or examination it precedes.
While the teacher may allocate classroom time and supervise the completion of an assignment, the learner could also complete parts of an assignment in his or her own time.

21. Investigations
In the context of Mathematics an investigation is a structured task in which learners are carefully guided towards the discovery of mathematical relationships/trends. These relationships include theorems, conjectures, graphs, patterns, etc.
It must be stated clearly that “the mathematics” being investigated by the learners must be appropriate to their grade.
A rubric is most suitable for these kinds of tasks.

22. Moderation : 2016 Internal Moderation Curriculum Adviser : First Round
Curriculum Adviser : Final Moderation and Verification

23. Internal Moderation
HOD (or subject head) if HOD not subject specialist
Moderation of tasks and assessment tools BEFORE task is given to learners
Moderation of completed tasks of learners-10%
Record the moderated tasks (Names & Marks)
Please record on electronic sheets
Moderation of the recorded marks
Content page by teacher
Report by CA

24. Moderation: What to look for?
Instrument to be used.
Duration, length
Weighting of content
Weighting of cognitive levels
Language – mathematical vs layman
Use of pictures, diagrams, graphs to facilitate language
Technical care : Typed; Same font; NO copy and paste.
Memoranda : Neatness; marks allocation; explanation for marks given.
Hyperlink.

25. Moderation School: Internal Moderation
Teacher portfolio and sample of learner performance – twice a year by Subject Head
District:
Curriculum Adviser / HO
Teacher portfolio and sample of learner performance – twice during year
Provincial: Umalusi
Once per year
MIGHT HAPPEN IN 2016
Cluster moderation

26. Provincial Moderation 2015 REPORT

27. Moderation of Exam Papers
Second term : Gr
Third term : Gr
Fourth term : Gr. 9 & 11
Schools will be selected.
Deadlines to be met.
Exam/test templates to be used and submitted as well– not negiotable.
Format of memo.

28. ASSESSMENT – A PRACTICAL APPROACH
Aspect flowing from moderation
Tendencies
Suggested remedial 1
Mark allocation per item
Some teachers tend to allocate too many marks per item
Consider methodology ( steps, cognitive level, weighting of CA of the FAT) when allocating marks. 2
Multiple choice questions
Distractors do not link with the concept of the item
The distractors should include possible misconceptions when answering certain items. This will inform teachers when analysing the results of the FAT.

29. ASSESSMENT – A PRACTICAL APPROACH
Aspect flowing from moderation
Tendencies
Suggested remedial 3
Memo guidance / explanations
Most memoranda only have answers with a tick to it.
The examiner of the FAT needs to provide notes to the marker to ensure uniformity.
This will also support the moderation process and prevent moderators just marking in green alongside the marker.
Refer to exemplar SBAs of 2015. 4
CA principle
Clarify the concept with practical examples during Standard Setting 5
Use of equation editor
Encourage the use of equation editor when setting FATs.

30. ASSESSMENT – A PRACTICAL APPROACH
Aspect flowing from moderation
Tendencies
Suggested remedial 6
Frameworks per paper
Setting a framework before the FATs is set, will support the spread of Content Areas as well as cognitive levels.
It will also prevent setting too many questions/marks to a certain concept 7
Recording of marks
Marks are recorded and no detailed analysis of it are being done. Marks are recorded and not analysed.
The official recording sheets MUST be used at all times.
In the top row of the sheet teachers will find the program calculating the averages. “Abnormal” averages should be noted and investigated eg. Test to difficult, massive misconceptions etc.
There must be proof how teachers dealt with these “abnormalities” 8
Systemic Testing
Discuss results and Setting of targets

31. Portfolio Management Subject Resource File Teacher portfolio
Learner portfolio

32. Important documents: Subject Resource File
Standard Setting notes
Grade 8-9: CAPS document
Subject Framework
Work schedules/Pace setters
Plan of Assessment
Circulars
Exemplar Tasks, Exemplar Papers
Maak folder wat al hierdie bevat.

33. Important documents: Educators’ Portfolio
What should be in the teacher’s file? - policy documents (3 documents) - personal time-table - work schedule (micro plan – that is daily) - assessment plan - assessment tasks and tools - mark sheets - targets for each grade (March, Jul, Sep, Dec) - analysis of results - intervention strategies - Gr 8 Baseline results plus interventions for 2016

34. POLICY DOCUMENTS
National Curriculum and Assessment Policy Statement (CAPS) for Mathematics (also available in Afrikaans)
National Policy pertaining to the Programme and Promotion requirements of the National Curriculum Statements Grades R – 12(NPR).
National Protocol for Assessment Grades R – 12(NPA).
All these documents available on

35. Learner Evidence of Performance
Cover page
Table of content( Afr. or Eng )
Assessment Tasks per Term
(clearly indicated)
Statement of Authenticity (signed by learner)

36. Work Schedule 2016 Grade 8 Grade 9
Planning for 2016
Work Schedule 2016
Grade 8
Grade 9

37. Daily Lesson Plan Daily Preparation Book Learner’s Book
Planning for 2016
Daily Lesson Plan Daily Preparation Book Learner’s Book

38. TEACHER 911 http://www.teacher911.co.za/ WARNING!!!!!!!
Planning for 2016
TEACHER WARNING!!!!!!!

39. Challenges for 2016 Content knowledge Teaching methodology Planning
Quality of passes
Attracting learners to the subject and retaining learners within the subject for grade 10
ANA’s improvement
WCED systemic tests improvement
Gr 8 Baseline tests and intervention strategies
Forming of PLC’s in 6 centres

40. LEARNER TUTORING
Grade 9 MOD centre tutoring depending on availability and suitabality of tutors
Rationale:More learners grade 10
Attendance register
Subject teacher MUST attend

41. Teacher Tutoring 2016 Training for grade 8 & 9 teachers in 2016 :
Establishing of 6 PLC’s(old name Study Groups)
Towns:
Caledon
Swellendam
Bredasdorp
Villiersdorp
Grabouw
Hermanus
Dates:
24 Feb; 28 Apr; 1 June; 20 July; 31 August; 28 September; 27 Oct

42. Teacher Tutoring 2016
Training for grade 8 & 9 teachers in 2016 :
AHEC

43. MATHROCKS (grade 8-11) Aim:
To incorporate materials used in Mathrocks into regular classroom curriculum.
Learners to learn problem-solving techniques.
Learners to develop critical thinking skills.
Participation in Mathrocks to be a challenging and fun experience.

44. MATHROCKS
Competition date
23 August 2016

45. MATHROCKS Participants: Learners in grade 8, 9, 10 and 11.
Learners may participate individually, in pairs or as teams of 4.

46. THANK YOU!
DANKIE!
ENKOSI!