Maskew Miller Learning gives you the edge in the classroom with these CAPS-aligned, short instructional videos by teachers to help your teaching.
Zipho Majova shares effective ways to teach learners the basics of fractions at intermediate level. The video helps you to revise Grade 3 CAPS concepts before moving onto the key Grade 4 CAPS concepts using real-world examples that will unlock learning and get your learners to master fractions.
Maskew Miller Learning gives you the edge in the classroom with these CAPS-aligned, short instructional videos by teachers to help your teaching.
English teacher Miriam Essop shares her tried and tested tips to teach poetry effectively at FET level. She provides steps that will help develop your teaching tactic, as well as the resources to support this. She highlights how to simplify difficult poetry concepts for learners. Learners will find this video useful, too.
A monthly planner will allow you to schedule teaching activities and events and provide a visual overview of the month ahead.
This monthly planner is perfect for South African teachers to use while planning for the new academic year. It includes holidays, school terms, and has ample space to write in daily activities, tasks and events for the academic school year.
Download the Pearson 2023 Monthly Planner and keep your academic weeks organised.
The Department of Basic Education has released the Grade 12 National Senior Certificate (NSC) examination timetable; this means that exams are around the corner. Exam season can be an incredibly stressful time for all learners, especially with the weight of expectation in these economically challenging times. How are learners supposed to cope?
The Department of Basic Education has released the Grade 12 National Senior Certificate (NSC) examination timetable; this means that exams are around the corner. Exam season can be an incredibly stressful time for all learners, especially with the weight of expectation in these economically challenging times. How are learners supposed to cope?
According to Dr Bernadette Aineamani, Director at Pearson South Africa, many learners feel overwhelmed by the amount of information they are required to retain.
“This problem is particularly where a lot of material is covered, learners may not know where to start, and endless amounts of content available simply doesn’t mean that information gets adequately retained or remembered when needed,” says Dr Aineamani,
Dr Aineamani recommends ten ways in which learners can tackle their exams with confidence:
“I also encourage learners to take time off to rest and recuperate when needed. It is vital that mental health is looked after because stress and pressure are in abundance while calm and focus are the key to examination success,” advises Dr Aineamani.
The annual South African calendar has many important commemorative days, such as the upcoming Women’s Day and Heritage Day, that provide us with the opportunity to promote cultural diversity, social cohesion, reconciliation and peace. As we get ready to celebrate these significant milestones in South African history, we speak to John Pampallis, editor of our series, They Fought for Freedom, where he shares his insights on why it is important to create relevant and local history resources for schools.
We speak to John Pampallis, editor of our series, They Fought for Freedom, where he shares his insights on why it is important to create relevant and local history resources for schools.
Q: We’d like to learn more about the editor behind the series. John, can you tell us a little about yourself?
A: I have taught in South Africa, Botswana, Canada and Tanzania. This includes eight years at the Solomon Mahlangu Freedom College (Somafco) in Tanzania, a school for young South African exiles. From 1989 to 2015, I was involved in education policy development and later as an Advisor to the Minister of Higher Education and Training. In addition to being the Series Editor for the They Fought for Freedom series, I wrote the volume on Sol Plaatje for that series. I have also published several books, including Foundations of the New South Africa and A Brief History of South Africa: From the Earliest Times to the Mandela Presidency.
Q: What inspired you to create the series, They Fought for Freedom?
A: While teaching at Somafco, I came across a series of short biographies of leaders of the anti-colonial movements for independence in Africa. Included in that series were people like Patrice Lumumba (Congo), Julius Nyerere (Tanzania), Jomo Kenyatta (Kenya) and Kwame Nkrumah (Ghana). I immediately realised how valuable that kind of publication could be for young South Africans and began to visualise what such a series might look like.
Q: Can you discuss the insights and experiences that went into the approach and writing of the series, from your own and other authors’ experiences?
A: Since I was a history teacher, I realised the importance of understanding one’s history. The young people in my classes were, as a group, committed to overcoming apartheid; however, while they understood the immediate problem, they knew little of the country’s history or of the history of those who had fought against injustice for decades. They needed to know about the freedom fighters of the past, people who could be role models and inspire them.
At the same time, I was aware of the need for new approaches to teaching history – both at Somafco and for South Africa after liberation. The old method of rote memorisation was not a suitable way to learn about one’s past. It was vital to begin thinking about what material could and should be developed.
As for the Plaatje book particularly – the one that I authored for the series – I had read a lot about Sol Plaatje and had developed an admiration for his achievements as an author, an editor and a politician. Despite his accomplishments, he wasn’t well known, and I wanted people to learn about him and his life. The same could be said for the authors of the other biographies.
Q: In your opinion, what are the unique components or features that make this publication special for a young reader?
A: In working towards the series’ goal of uncovering the past, it was important that whatever material was developed was pitched at the right level for young people but written in a non-patronising way. They Fought for Freedom was pitched at students in secondary school and was also suitable for other readers who wanted a short overview of the lives of leaders of the past, including those who were still feeling their way through the intricacies of the English language.
Another objective of the series was to present accurate history, reality, not hagiography. I believe we were successful in that.
Q: What would you like young readers to take away once they have read the books in the series?
A: We hope that people who read these books will come away with an understanding not only of the individuals the books portray, but a better understanding of their country and the world. We also hope that one of the lessons of the series is that leaders are not only the famous individuals, but all those who played a role in the struggle for freedom. In addition, the lives of the women and men portrayed in the series show that service to one’s people is more important than self-aggrandisement – a lesson that many in the public eye today could take to heart.
Q: The series was published about 25 years ago. In your opinion, what makes the books as relevant now as they were when first published?
A: We face many of the same problems now as we did 25 years ago. Children and young adults, even the population at large, have similar needs and face similar challenges. And there is still a dearth of knowledge about South Africa’s past and about the sacrifices that were made to enable today’s democracy.
Many of the individuals in the series were not famous at the time (or now); and although they may have done important work, many were little-known outside of their organisations. Even when people’s names are widely known today – perhaps because a road or a municipality is named after them – the details of their lives, especially their early lives, are usually not known. The need to remedy this situation ties in with what I said earlier about the need for role models for young people.
Another important factor is the need to encourage a culture of reading among youth. The best way to do this is to provide material that interests them, that is not too long, and that is relatively easy for them to read. We believe that the books in this series provide just that.
While the books in the They Fought for Freedom series are pitched at high school learners, they will also be of interest to the general adult reader who is looking for an easy way to learn about people who played an important role in their country’s history.
More about They Fought for Freedom series
They Fought for Freedom is a unique series written for young readers that covers the lives and exploits of southern African leaders who struggled for freedom and justice. Among the many marvellous people whose stories are told are leaders such as Chris Hani, Desmond Tutu, Nelson Mandela and Ruth First. Written in clear language and accompanied by relevant photographs and stimulating activities, these books are an ideal classroom or library resource.
The series consists of 20 titles covering the lives and exploits of Albert Luthuli, Chris Hani, David Webster, Desmond Tutu, Dora Tamana, Helen Joseph, Helen Suzman, James La Guma, Lilian Ngoyi, Mohandas Gandhi, Nelson Mandela, Oliver Tambo, Ruth First, Seretse Khama, Sol Plaatje, Steve Biko, Thabo Mbeki, Trevor Manuel, Yusuf Dadoo and Z K Matthews.
Special offer: Purchase the set of 20 books and receive 25% discount.
Waiting for exam results can be extremely stressful. The anxiety and pressure that most students are feeling leads to worry and fear of uncertainty, and while these emotions are normal, it is important to let your students know that they are not alone.
Waiting for exam results can be extremely stressful. The anxiety and pressure that most students are feeling leads to worry and fear of uncertainty, and while these emotions are normal, it is important to let your students know that they are not alone.
Here are 6 tips for how you, as a teacher, can help your students during this exam waiting period.
1. Maintain calm amongst students
It is easier said than done to ask someone to remain calm in a stressful situation. These are words that will make your students’ eyes roll but really, during this stressful time, it is imperative to remind your students to try to relax. Have your students take a deep breath before you announce exam results in class to help them feel less overwhelmed. Also, soothing words will help simmer the bubbling nerves by providing comfort and encouragement.
2. Get students moving
Exercise is a good way to relieve stress. Encourage your students to go for a walk or a run, play a game of soccer with their friends. The release of endorphins during exercise can help alleviate depression and anxiety symptoms.
3. Reward students
Exams are over! That is something to celebrate. Your students have studied hard, so now it’s time to reward them with something they’ll enjoy. A field trip to the beach and perhaps a movie in class are simple rewards that your students will be sure to appreciate. Students will be sure to stay relaxed and calm with these fun activities.
4. Look out for your students
Stress can lead to fatigue, emotional exhaustion and even depression. Look out for your students during this time. If you notice that they are irritable, suddenly change their behavior, or isolate themselves, encourage them to talk to someone about how they feel. They can talk to you, a family member or a counsellor in the community. See below for a list of professional people your students can talk to.
5. Encourage students to get results directly from their school
It’s advisable not to receive exam results via SMS, online or looking in the newspaper, rather students should go to school. Students who did poorly or failed only a few subjects can discuss their options right away with the principal. They could even request a remark or apply to write the supplementary exam.
6. Remind students to stay positive and formulate a plan of action
Make sure that your students remember that success is not always about achieving the highest results. Instead, success is about how you accept challenges, solve problems and continue with determination to succeed. Instead of worrying, try finding the root of the problem and discussing ways to solve it. Help students to decide on their plan A and formulate a backup plan in case their first plan doesn’t happen. Discuss with them the possibility of taking a gap year and working or finding an apprenticeship while they decide what to do next.
Who can I talk to?
Here is a list of organisations students can contact. They offer free telephone counselling.
SADAG (The South African Depression and Anxiety Group)
To contact a counsellor between 8am-8pm Monday to Sunday:
Call: 011 234 4837 / Fax No: 011 234 8182
For a suicidal emergency contact us on: 0800 567 567
24Hr helpline: 0800 456 789Learn more at: https://www.sadag.org/index.php?option=com_content&view=article&id=1897&Itemid=101
Childline South Africa
Childline National Office:
Tel: (+27) -(0)31-201 2059
Fax: (+27) -(0)86 511 0032
Learn more at: https://www.childlinesa.org.za/contact-us/
Many students find making notes a troublesome act. With proper study notes, studying and passing exams becomes much easier, and with good results. Note taking forces you to pay attention and aids your concentration in class (or while reading a textbook). According to research on learning, actively engaging with the topic by listening and then summarising what you hear helps you understand and remember the information later. Most importantly, it makes learning more enjoyable.
Why is it important to write study notes?
Many students find making notes a troublesome act. With proper study notes, studying and passing exams becomes much easier, and with good results. Note taking forces you to pay attention and aids your concentration in class (or while reading a textbook). According to research on learning, actively engaging with the topic by listening and then summarising what you hear helps you understand and remember the information later. Most importantly, it makes learning more enjoyable.
Here are 5 tips you can use to help your students take and use their notes more effectively and efficiently.
1. Outline your lesson
Try to organise your lesson both orally and visually. Write your lesson outline on the board and use your outline to highlight topic shifts during the lesson. Studies show that students typically record what the teacher has written so practice caution when using the board or other visuals. You can also use signaling phrases and transition statements like “this is important,” “remember,” “these differ in three important ways,” “the second point is,” or “next…”. This will help students to organise their content when writing notes and will make it easier for them to find something when they are revising their work.
2. Train students to take notes better notes
Provide students with feedback on their notes. Hand out your version of the lesson’s notes after class on occasion so that students can compare their notes to yours. When you meet with students who are struggling with your subject, ask them to bring their notes with them. Poor notes (or no notes!) could be the root of many of their issues. Many teachers also advise troubled students to re-copy their notes in order to organise them, fill in gaps with text, and identify points that are not completely understood and require additional study.
3. Inform students about what they should record
Should they keep track of examples, sample problems, and class discussions? What about example explanations and problem solutions? Is it necessary to keep track of names, dates, and research citations? The answers to such questions vary depending on the course. You can assist students by providing explicit instructions about what to include in class notes, at least in the first few classes.
4. Encourage students to think
Pause every now and then and ask them to paraphrase what they’ve written in their notes — to rewrite definitions or retell examples. Encourage them to speak in their own words. Suggest that they explain their notes to a nearby student. To encourage students to elaborate and extend their notes (and their understanding), have them write the following sentence endings: “Another example of this might be…”; “The last time I saw a problem like this was…”; “I remember discussing this issue with…”; “This information might explain why…” Such prompts encourage students to make connections between new and old material, which is another step toward understanding and retention.
5. Make time in class for note-taking activities
Remember that you’re using note-taking to encourage students to think more deeply about what is been taught in the classroom. Many students benefit from taking and reviewing notes. You can demonstrate your interest in helping students “learn how to learn” by expressing the importance of taking notes in class. Provide students with note taking time when discussing an important topic. You may also increase the likelihood that your students will remember what you teach them.
References
Blogs, L. F., n.d. Learn From Blogs. [Online]
Available at: https://learnfromblogs.com/why-study-notes-are-so-important
[Accessed 06 08 2022].
Dartmouth, U., 2020. UMASS Dartmouth. [Online]
Available at: https://www.umassd.edu/dss/resources/students/classroom-strategies/why-take-notes/#:~:text=Note%20taking%20forces%20you%20to,and%20remember%20the%20information%20later.
[Accessed 06 August 2022].
NEBRASKA–LINCOLN, U. o., n.d. OFFICE OF GRADUATE STUDIES. [Online]
Available at: https://www.unl.edu/gradstudies/professional-development/teaching-development/teaching-resources/notetaking
[Accessed 06 08 2022].
Pearson South Africa has launched a project to identify and upskill subject matter experts, from Grade R to 12, who are interested in becoming academic authors. Candidates that meet the selection criteria will be invited to attend a free online workshop that will outline the publishing process and provide them with the knowledge and tools to write educational content for the curriculum.
Pearson is dedicated to creating positive social impact, from our products and strategies to the way we engage with our millions of learners, partners, and communities around the world.
“We continually work with educators and learners to improve our products and services, ensuring they have the most positive impact on learning. In this way, we’re able to deliver better education to more people,” says Dr Benadette Aineamani, Director of Product & Service at Pearson South Africa.
“We create content in all 11 official languages and have a footprint in all 9 provinces. Our unique insight and local expertise come from our long history of working closely with the Department of Education, teachers, learners, researchers, authors and thought leaders”.
In the pilot phase of the Pearson Author Development Training Initiative, 32 foundation phase teachers, specialising in English, Afrikaans, Life Skills, Mathematics and Home Language, attended three workshops, spanning over three weeks.
The training was delivered by Cheryl Gleeson Baird, an experienced author, as well as Content Developers and Managing Editors from Pearson who shared their vast knowledge, experience and expertise. At the end of each session, participants were given an assessment task.
Participants found the training workshops extremely engaging and interactive. “I’m really appreciative of how detailed and informative the sessions have been, especially for sharing the back-end processes,” declared an attendee who participated in the workshop.
Even established authors found the workshop refreshing as one participant provided positive feedback, “having Cheryl, who is an actual author, authenticated the rest of the session as it talked to the ‘real stuff’ – I found this useful even as an experienced author”.
The key focus areas covered in the training will help emerging authors understand the book production process, how to interpret the curriculum, write for the syllabus and correct language level, align different components for complete content, recognise multilingual aspects in content creation and understand digital pedagogy. Participants will also gain more practical experience in understanding how to write artwork briefs, text and photo permissions, avoid plagiarism, and mark up corrections in Adobe Pro.
Pearson was pleased that the initial workshops were successful in providing emerging authors with practical experience to enhance their skills. “The book production processing section was very useful in organically explaining the importance of time management and adhering to deadlines and the domino effect of late submissions,” mentioned a participant.
Pearson South Africa will be launching phase 2 of their Author Development Training Initiative in July, with workshops scheduled for the second week of July, during the school holidays.
All educators and subject matter experts who would like to learn more and are interested in participating in the Pearson Author Development Training, are encouraged to complete the application form at the below link.
Applicants will need to upload their CV and an example of material that they have created for their classroom, such as an activity, a detailed lesson plan or worksheet.
In the training, you can expect to learn:
In our ever-changing technological world, the Coding and Robotics curriculum is vital in exposing our learners to new technologies within the schooling environment and building a foundation of knowledge for the Intermediate and Senior Phase.
In our ever-changing technological world, the Coding and Robotics curriculum is vital in exposing our learners to new technologies within the schooling environment and building a foundation of knowledge for the Intermediate and Senior Phase.
The Coding and Robotics curriculum aims to guide and prepare learners to solve problems, think critically, work collaboratively and creatively, function in a digital and information-driven world, apply digital and ICT skills and to transfer these skills to solve everyday problems.
What is coding and robotics?
Coding is the way we communicate with a computer to tell it what we want it to do. Coding is also called computer programming. The program or code is a set of instructions, so the computer knows the actions it must take. You can use your computer coding to tell a computer to process data, create websites or apps, create digital games, and many other amazing digital things.
Robots are machines that have been made to do a task. There are many different types of robots. Often, robots are built to copy or imitate human actions. A robot is a programmable machine that combines science, engineering and technology.
What are the different content areas in the Coding and Robotics curriculum for Foundation Phase?
In the Curriculum and Assessment Policy Statement (CAPS) the subject Coding and Robotics in Foundation Phase (Grades R–3) has been organised into five strands or digital skills and knowledge content areas, namely:
Click here to learn more about the different content areas of the coding and robotics curriculum.
Teaching Methodologies
There are two teaching methodologies to be used when teaching the Coding and Robotics curriculum:
Computational thinking
Computational thinking involves the expressing of and finding of solutions to problems in a way that a computer can interpret and execute.
Computational thinking is a dynamic process involving the following steps:
Engineering Design Process
The curriculum describes the Design Process as the backbone of the subject and should be used to structure the delivery of all learning aims.
We work through the Design Process to solve problems:
Smart-Kids Coding & Robotics Workbook & Teacher’s Guide
The Smart-Kids Coding & Robotics workbook assists learners in understanding coding and robotics concepts. It consists of write-in worksheets that can be used by teachers to introduce the subject to young learners, or by parents who want their child to learn and practise the skills required for coding and robotics.
Workbook features:
The Smart-Kids Coding & Robotics Teacher’s Guide in eBook format provides the educator with guidelines to help learners with the activities. It includes reference to the Curriculum and Assessment Policy Statement (CAPS) addressed on each page in the Smart-Kids Coding & Robotic workbook and includes the answers to the activities.
Click here to purchase Smart-Kids Coding & Robotics Teacher’s Guide Grade 2.
Learn more about the Smart-Kids Coding & Robotics workbook.
In the Curriculum and Assessment Policy Statement (CAPS) the subject Coding and Robotics in Foundation Phase (Grades R–3) has been organised into five strands or digital skills and knowledge content areas.
In the Curriculum and Assessment Policy Statement (CAPS) the subject Coding and Robotics in Foundation Phase (Grades R–3) has been organised into five strands or digital skills and knowledge content areas, namely:
Strand 1: Pattern Recognition and Problem Solving
This is the first strand. This strand is only found in the Foundation Phase. Learning to identify abstract and geometric patterns is an integral part of the design and computational thinking process which will assist learners in solving problems.
The following skills and concepts are taught in the Pattern Recognition and Problem Solving strand:
Strand 2: Algorithms and Coding
In the Foundation Phase, fundamental programming principles are introduced to Grade R learners through physical, offline or unplugged coding activities. In Grade 1, learners progress to using digital platforms that are engaging, fun and easy-to-learn. The programming platforms introduce learners to computational skills and concepts, such as identifying and analysing solutions to basic problems.
Learners should convert simple physical or offline algorithms to block-based coding. The curriculum introduces the learners to coding in a sequential manner.
Strand 3: Robotics Skills
When completing the robotics tasks, learners are introduced to the fundamental mechanical systems and electrical circuits. The methodology in the Robotics strand primarily uses the engineering design process combined with computational thinking skills.
The concepts and skills in the Foundation Phase include:
Strand 4: Internet and E-Communication Skills
This strand informs and prepares learners to work and interact safely in a digital environment, both online and offline.
The concepts and skills in the Foundation Phase include:
Strand 5: Application Skills
In this strand, Foundation Phase learners are introduced to different digital platforms and are taught about the various user interfaces and functions of applications on devices.
The concepts and skills in the Foundation Phase include:
Smart-Kids Coding & Robotics Workbook & Teacher’s Guide
The Smart-Kids Coding & Robotics workbook assists learners in understanding coding and robotics concepts. It consists of write-in worksheets that can be used by teachers to introduce the subject to young learners, or by parents who want their child to learn and practise the skills required for coding and robotics.
Workbook features:
The Smart-Kids Coding & Robotics Teacher’s Guide in eBook format provides the educator with guidelines to help learners with the activities. It includes reference to the Curriculum and Assessment Policy Statement (CAPS) addressed on each page in the Smart-Kids Coding & Robotic workbook and includes the answers to the activities.
Click here to purchase Smart-Kids Coding & Robotics Teacher’s Guide Grade 2.
Learn more about the Smart-Kids Coding & Robotics workbook.
