EPOCH ACTION PLAN 2019

EPOCH & OPTIMA MATHEMATICS CHALLENGE
Think – Talk - Plan - Do

STRATEGIC INTERVENTION FOR GRADE 8: 2019

PREAMBLE

Proficiency in Mathematics forms the basis of many of our further education and training fields
in science, technology, engineering and business - all key sectors for a growing economy such
as ours.
Therefore, as a school, we are obliged to encourage more learners to take Mathematics and
science so that we can grow our future economic workforce and broaden the life chances of
our learners.

STRATEGIC OVERVIEW

1. SUPPORT THE TRANSITION FROM PRIMARY TO SECONDARY SCHOOLING
This endeavour supports the transition from Primary to Secondary Schooling (Grades 7 –
9). The focus of this programme is improving learner competence and mathematical skills
in the GET Phase especially in Grade 8 and 9.

2. IMPROVE MATHEMATICS IN THE GET PHASE
Greater emphasis will be placed on improving the quality of mathematics and the teaching
of mathematics in the phase, as a direct result of the ANA results in the phase. The Grades
8 and 9 outreach programmes, in Mathematics, will be re-enforced in the 2019 academic
year.

3. INCREASE THE NUMBER OF LEARNERS DOING MATHEMATICS IN GRADES 10-12
Our school is an EPOCH OPTIMA sponsored school. The grant is allocated with the
following legal1 prescriptions:
 To increase the number of learners doing Mathematics. The ratio of Maths Learners to
Math Literacy must be greater than 75:25.
 To increase the number of quality passes in categories 5 -7. (60%-100%)
 To increase the number of quality passes in categories 5 -7 amongst disadvantaged
learners.

 The success of all our programmes will be measured against the above-
mentioned objectives of EPOCH OPTIMA TRUST(3)

4. EDUCATOR DEVELOPMENT, SUPPORT. MONITORING AND EVALUATION.

Educators will be participating in various training programmes in specific content areas in
Mathematics and the use of ICT in pedagogics. The content areas will be determined
through an analysis of learners’ performance in the examinations and other relevant
interventions.

1. The school is contractually bound to honour the conditions of the grant.

LONG-TERM STRATEGY: 2018-2021

NEW ADMISSIONS

INSIGHTS
 The admissions committee must be au fait with the conditions of the EPOCH OPTIMA
TRUST.
 The school is contractually and legally bound to honour the conditions of the grant.
 Learners seeking admission must have the ability to offer Mathematics as part of their
curriculum. This criterion must be enforced to sustain the grant.
 The selection committee must screen all applicants by carefully examining the latest
report card of the applicant

ACTIONS
 The admission committee will complete the admissions for 2019.
 All provisionally admitted learners will be subjected to a baseline assessment.
 The results of the assessment must be analysed to identify the gaps in knowledge and
skills.
 The data will be presented in the form of a comprehensive examiner’s report clearly
detailing the areas for development and recommended remedial measures.
 The report is presented to the Mathematics Department for implementation.
 The new learners will be invited to an outreach programme organised by the
mathematics department to implement the remedial programme.
 The test results (data) will be used to screen learners for classification purposes.
 Learners will also be identified for the advancement and/or remedial programmes for
2019
 An outreach programme (2019) to include external /internal intervention viz:
o Olympiads – focus on increasing the number attempting
o Saturday intervention classes to support learners in this programme
o Remedial programmes for learners in the range (1-4)

HOW DO WE WORK TOWARDS ACHIEVING THE OBJECTIVES OF THE TRUST?

 The decision to use the textbooks - MIND ACTION SERIES must be reviewed.
 We must endeavour to write our own E-books using different and varied resources.
 Use the new workbooks – published by INZALO for grades 8-9 and others
 Identify those sections of the work schedule that are difficult and challenging. Additional

support material and tuition must be made available to address this.

1. The school is contractually bound to honour the conditions of the grant.

LINE OF SIGHT
 Descriptive mode
o Create manageable class sizes (not necessarily smaller)
o Streaming
o Remedial Teaching
o Team Teaching

COMPUTER BASED INSTRUCTION:
 a tablet / laptop for each educator
 a data projector for each educator
 visualisers (2) for teaching of geometry and other challenging aspects
 maximise the use of Room 81. This venue to be made available to all learners also
providing access after-hours in a structured manner
 promote the use of CAMI MATHS to accelerate learning

LTSM
 write our own textbooks – PDF and Ebooks.
 Load Ebooks on the server – school website for easy access
 Use cloud computing for easy access of resource / support materials

CO-CURRICULAR DEVELOPMENT
 Identify a single period on the school timetable for extension of Mathematics
 Organise activities to stimulate interest in Olympiads. Increase the number of learners
participating in olympiads
 Invest in HR in a more structured approach. Eg Identify a post for Technical Assistant
 Organise competitions to stimulate interest in Mathematics – Prizes will be vouchers
sponsored by EPOCH (to be included in budget).

PROFESSIONAL DEVELOPMENT OF EDUCATORS
 Training of educators in the use of technology – Tablets, Visualizers, etc
 CAMI MATHS for Computer Based Instruction
 Processing data to improve quality of passes – more learners gaining level 5-7 passes.

TESTING, MONITORING AND EVALUATION
 Increase the frequency of testing. Use teaching assistant to assist with marking.
 Measure the performance of learners constantly with the objective of raising the levels
of attainment.
 Introduce outreach programmes to focus solely on the advancement of Mathematics.
 Enrol learners for Olympiads – SAMF,NBT,etc

CONCLUSION:
It is common amongst most learners to admit ignorance in mathematics with a sense of
resignation or pride. This popular culture must be addressed as it prejudices our children to a
great extent. Mathematics teaching must be made more interesting and exciting.
How do we do this?

PREPARED AND PRESENTED BY: SJ NAIDOO (PRINCIPAL-act)

1. The school is contractually bound to honour the conditions of the grant.

CREATING SMART CLASSROOMS!!!

Technology is what attracts teenagers today. Any learner in a class will adapt to a tablet, cell
phone or any smart device at a swift pace (in many instances faster than you and I)
This interest in technology must be exploited in pedagogics of Mathematics.

The focus must be on accelerating learning where learners can practise and learn at their own
pace.

This learning environment can be created by establishing a interactive environment using
videos, software such as CAMI Maths, Maths Open Reference, Geogebra,etc.
To date, those schools using this method of instruction are recoding significant improvement in
the quality of maths passes.

The school must endeavour to becoming self- reliant and offer support services in the form of
outreach programmes.

 Let us now learn how to make Mathematics instruction more effective and interesting in
empowering our children for the future!!!

When Korean learners were asked how they preferred to learn Mathematics….
this is how they responded

 They preferred to use a strategy to solve the problem and then try it themselves.
 They wanted their teacher to teach them individually so that they could understand the

content.
 They preferred to listen to their teacher while he or she explained the work.
 They preferred to discover the solution to a problem for themselves.
 They preferred to memorize the new work first so that they could recall it when needed.

BEST PRACTISES IN MATHEMATICS TEACHING

 Create a safe environment where learners feel comfortable.
 Establish clear procedures and routines.
 Provide both challenge and support.
 Use carefully assigned and well-managed cooperative groups.
 Make frequent real life connections.
 Use an integrated curriculum.
 Provide engaging educational experiences that are relevant to learners.
 Present activities where learners produce and share products.
 Learners’ engagement is at a high level.
 Tasks are built on learners’ prior knowledge
 Scaffolding takes place, making connections to concepts, procedures, and understanding.
 High-level performance is modelled.
 Learners are expected to explain thinking and meaning.
 Learners self-monitor their progress.
 Appropriate amount of time is devoted to tasks.

1. The school is contractually bound to honour the conditions of the grant.

INSTRUCTIONAL ELEMENT RECOMMENDED PRACTICES
Professional Development for Teachers Provide professional development which
focuses on:
Technology  Knowing/understanding standards and
Assessment
Using standards as a basis for
instructional planning
 Teaching using best practices
 Multiple approaches to assessment
 Develop/provide instructional support
materials such as curriculum
maps(ATPs) and pacing guides

 Establish math leadership teams

 Provide professional development on
the use of instructional technology tools

 Provide learners access to a variety of
technology tools

 Integrate the use of technology across
all mathematics curricula and courses

 Ensure assessment strategies are
aligned with standards/concepts being
taught

 Evaluate both learners
progress/performance and teacher
effectiveness

 Utilize learners self-monitoring
techniques · Provide guided practice
with feedback · Conduct error analyses
of learners work

These endeavours are designed to improve the state of Mathematics and the state of
Pedogogics in Mathematics.

I anticipate the combined support of all educators, learners, parents and the School
Governing Body in helping to secure a better life for our children.

On Children
Kahlil Gibran

Your children are not your children. but seek not to make them like you.
They are the sons and daughters of Life's For life goes not backward nor tarries with
longing for itself. yesterday.
They come through you but not from you,
And though they are with you yet they You are the bows from which your children
belong not to you. as living arrows are sent forth.
The archer sees the mark upon the path of
You may give them your love but not your the infinite,
thoughts, and He bends you with His might
For they have their own thoughts. that His arrows may go swift and far.
You may house their bodies but not their Let your bending in the archer's hand be for
souls, gladness;
For their souls dwell in the house of For even as He loves the arrow that flies,
tomorrow, which you cannot visit, not even so He loves also the bow that is stable.
in your dreams.
You may strive to be like them,

1. The school is contractually bound to honour the conditions of the grant.