NESE: Info5/08

MINISTRY OF EDUCATION
DIRECTORATE: PROGRAMMES AND QUALITY ASSURANCE
PROJECT: NATIONAL EXTERNAL SCHOOL EVALUATION (NESE)

GUIDELINES FOR SUBJECT MANAGEMENT IN THE SCHOOL

A CONDUCIVE ACADEMIC ENVIRONMENT in the school will allow high quality teaching and learning and good results.
Principals can, inter alia, use the following guidelines to establish effective and efficient subject management in the school.
An electronic version is available for the development of an internal subject policy guide.

1. ACCOUNTABILITY AND RESPONSIBILITY OF THE INSTRUCTIONAL LEADERS

ô The principal is accountable for subject management and academic success in the school.
ô The HODs are responsible for managing their departments successfully.
ô The subject and phase heads are responsible for managing their subjects and phases successfully.
ô The subject teachers are responsible for quality teaching and learning and positive academic outcomes = results.
ô Strong leadership from the principal, HODs and subject heads will influence the team to achieve the demanding targets.

2. COMMITMENT TO IMPROVE ACADEMIC PERFORMANCE

The dedication, commitment, positive attitude and hard work of the whole team will make a positive difference in the school and good
results will be obtained. Unfortunately, one or two thwarters might let the boat sink.

3. MANAGING SUBJECT ACTIVITIES

3.1 CREATE AN ACADEMIC STRUCTURE IN THE SCHOOL

ô The principal delegates subject related activities and responsibilities to HODs, subject heads and senior teachers.
ô The necessary job descriptions for HODs, subject heads and teachers should be developed.
ô Subject teachers must be informed of what exactly is expected from them.
ó A system of continuous monitoring must be implemented to monitor academic progress.

3.2 PLANNING ACADEMIC ACTIVITIES

As instructional leaders, management has a joint responsibility to do proper academic planning.
ô Do proper academic planning:
• develop a PAAI according to the outcome of the School Self-Evaluation (SSE);
• set challenging academic targets for every subject, for individual teachers and for learners;
ô Implement Key Areas 2 and 3 and establish conducive teaching and learning environments in classrooms.
ô Make sure all the latest documents are available at the school:
(eg. Curriculum for basic education, syllabi, synopsis, teacher’s guides, “Towards improving continuous assessment”,
textbook catalogue, available schemes of work (NIED), available subject policy guides (NIED), etc.)
ô Develop and implement the following internal policies:
• an internal subject policy guide for each subject;
• an internal assessment plan for the school;
• schemes of work and year plans;
• a continuous monitoring system for the school;
• a compensatory teaching programme for the school.
ô Review internal tests and examination results of the school and plan actions to improve on weaknesses.
ô Do proper timetable planning and consider:
— period allocation for the principal (25%) and HODs (75%) of the total number of periods;
— period allocation for the teachers (90%+ of the total periods);
— period allocation per subject is according to the curriculum for basic education;
— the official language policy and make provision for all the promotional and non-promotional subjects;
— the staffing norms and the allocation of subject teachers according to their specialisation;
— multi grade teaching.
ô Identify needs for support from Advisory Teachers and arrange with Regional Office.
ô Study the AT reports and the examination reports (Grades 7, 10 and 12) and implement the recommendations.
ô Identify the financial needs of subjects and submit it to the budget committee of the School Board

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3.3 ORGANISING ACADEMIC ACTIVITIES
The principal and management :
ô expect full responsibility for academic performance from teachers and learners;
ô influence, enhance and sustain the academic performance of subject teachers;
ô establish effective communication within individual subjects;
ô ensure that the most recent documents are available and implemented;
ô establish and maintain proper subject administration:
• a subject file for each subject and keep it in a safe place in the office (Responsibility: Subject heads)
• a preparation file for every subject teacher (Responsibility: Subject teachers)
• an administration file for every subject teacher (Responsibility: Subject teachers)
• a question paper file for every subject (Responsibility: Subject heads)
• a resource file for every subject teacher (Responsibility: Subject teachers)
• the 7 lower primary files (Responsibility: Phase heads/teachers)
• written lesson preparation (Responsibility: Subject teachers)
ô conduct regular subject meetings with agenda and minutes (minimum of 2 x per term);
ô ensure that sufficient textbooks and learning materials are available;
ô establish a practical textbook control system;
ô create a positive working environment for the subject teachers;
ô establish and maintain good discipline in the school and in each classroom.

3.4 LEADING AND GUIDING ACADEMIC ACTIVITIES

The principal and management of the school:
ô should INFLUENCE teachers to achieve the demanding academic targets planned in the PAAI;
ô take the lead to enhance and improve the performance of teachers and learners;
ô set an example of high competence, commitment and hard work;
ô assist teachers in developing an own development plan as an outcome of the teacher self-evaluation;
ô ensure that all staff members know what is expected of them through proper communication;
ô foster good inter-personal relations and promote teamwork;
ô resolve disputes and difficulties speedily and consistently;
ô create a pleasant teaching environment and a spirit of collaboration and teamwork;
ô monitor the performance of teachers regularly;
ô give advice, support and guidance to subject teachers;
ô guide inexperienced teachers.
ô give recognition for work well done;
ô stamp out unprofessional conduct and indiscipline;

3.5 MONITORING ACADEMIC ACTIVITIES

The principal and management:
ô establish and implement a system of continuous monitoring of academic activities in the school;
ô set standards for moderating question papers, mark schemes and answer scripts;
ô coordinate question papers of different teachers of the same grade;
ô monitor the quantity and standard of CASS marks, written work, tests and tasks;
ô conduct classroom observation visits at least once per term per teacher;
ô establish a disciplined teaching and learning environment in each classroom.

4. DEVELOP AN INTERNAL SUBJECT POLICY GUIDE

The purpose of the internal subject policy guide is to guide subject activities at the school to be EFFECTIVE(to do the right
things) and to be EFFICIENT (to do things right). New teachers at the school also need this document to exactly know what is
expected from them in the specific subject.

BACKGROUND
Ù EVERY SUBJECT in the school MUST have an own internal subject policy guide.
Ù NIED provided schools with subject policy guides for only a few subjects.
Ù Schools can use the guidelines mentioned in this document and circumstances at the school, official subject
policy guides(from NIED), teacher’s guides and guidelines in the syllabus to develop an own subject guide.
Ù Please find attached templates that can be used. An electronic version of this document is also available.

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 INTERNAL SUBJECT POLICY GUIDE

NAME OF THE SCHOOL:………………………………………………

SUBJECT:……….………..…………………………………………………….

1. AIMS WITH THE INTERNAL SUBJECT POLICY GUIDE

This document is the official subject policy guide for……………………(subject) at…………………………(school) and aims to:
Ù make provision for a well-organised and practical programme of activities in the teaching of …… in the school;
Ù set a high standard of teaching according to expectations in the national standards and performance indicators policy;
Ù guide teachers in the method to follow in planning their teaching, assessment and control activities;
Ù assist teachers with guidelines in effective lesson preparation;
Ù provide guidelines for the effective involvement of learners in the teaching and learning process;
Ù provide guidelines for effective assessment of learners’ work;
Ù guide new subject teachers on their way at the school.

2. SUBJECT SPECIFIC ISSUES

2.1 The Curriculum for Basic Education
Subject / phase teachers should constantly consult this document to ensure that they teach within the guidelines of the Ministry.
The document is available in the subject file.

2.2 Time tabling

For ……….(subject), the time table of the school makes provision for …. (eg. 6) teaching periods in the …… (eg. 7) day cycle.

2.3 Syllabus
The …… (subject) syllabus remains the property of the school. One copy of the latest ……..(subject) syllabus is available in the
subject file in the principal’s office and one copy must be kept in the administration file of the subject teacher. The subject head
will make sure that the latest syllabus is available at the school.

2.4 In-service training

In the subject file a record sheet will indicate the dates, venues and teachers who attended workshops in …….(subject) over a
period of time. Workshop material and handouts will be kept in the subject file and remain the property of the school. Applicable
material should also be kept in the administration file of the subject teacher.

2.5 Schemes of work (the template on page 11 can be used)

In only some subjects NIED provided schemes of work. A scheme of work is used by the subject teacher to plan teaching and
learning for the year, divided into terms. The scheme of work must be developed from the syllabus and not from the textbook. If
the syllabus changes the scheme of work must be adapted. Teachers at this school teach the syllabus and not the textbook.
Schemes of work will be developed at the beginning of the year and each grade will have an own scheme of work for
…………….(subject). The scheme of work is kept in the administration file and a copy for reference in the subject file in the office.
Provision should be made to mark off subject matter completed and this should be done on a weekly basis. Management should
monitor progress on a weekly basis when the administration file is handed in by the end of the week.

A Year Plan must be developed with the scheme of work. A copy should be kept in the administration file and one in the subject
file. A year plan is a ONE PAGE SUMMARY of the periods needed to complete the different topics in ……………..…(subject).

2.6 Teacher’s Guide

The teacher’s guide (from NIED) for ….(subject), guides teaching and learning in the classroom and should be implemented.

2.7 Written lesson preparation

Written lesson preparation is compulsory for every subject teacher, irrespective of experience. Daily or weekly written preparation should
be done on the template provided by the school, well in advance of delivery in the classroom. Subject and phase teachers can do
lesson planning as a group. A successful lesson plan should include the theme or topic, teaching aids, learning objectives with the
lesson and basic competencies to be achieved. For the presentation of the lesson the following should be planned: monitoring of
homework done, a short appropriate introduction, delivery of the subject content, etc. Assessment is very important and the lesson plan
should include well-planned homework activities, written work, tasks, exercises and assignments. Provision should be made in every
lesson plan for activities to improve learners’ skills in English reading, writing and spelling. Lesson preparation should be kept in a
Lesson Preparation File and will be monitored by management on a weekly basis.

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2.8 Maximum time on task
Success in the …..(subject) class depends on maximum time on task and it is expected that:
Ù the teacher and learners attend every class as indicated on the timetable;
Ù the teacher and learners arrive punctually in the morning for school and for every class;
Ù lessons are planned so that there is as much time on task as possible and teaching takes place for the whole period;
Ù the principal and management set the example as far as quality time on task is concerned.

2.9 Quality homework

Quality homework strengthens the teacher’s efforts in class and enhances the learning process. Unfortunately teachers and
learners are neglecting this very important tool for academic success. The principal, in collaboration with the superintendent
concerned, must arrange when the study periods for hostel pupils will take place. Learners should get well-planned homework
every day. Teachers in ………..(subject) should establish the following study / homework guidelines:
Homework:
Ù must consolidate, exercise and allow to learn all knowledge and skills that was experienced in the classroom
Ù must be well planned by the subject teacher and set definite standards;
Ù must reinforce the learning process;
Ù must develop a sense of responsibility amongst learners as well as sound study habits
Ù is an extension to and a consolidation of the daily lesson(s);
Ù should stimulate creativity;
Ù should strengthen learners’ individual abilities;
Ù should provide additional practice in weaker areas of competence;
Ù stimulating interest in learners, have a greater chance of success;
Ù should not be given over home weekends.
Learners:
Ù should be quite clear about the purpose of the given homework;
Ù should be told exactly what is expected of them = standard setting;
Ù should have a dairy to write down the homework and signed by the parent.
Ù should not be excused for not doing homework - whatever the reason.
Teachers:
Ù must plan homework in writing every day, as part of their lesson planning and preparation;
Ù must guard against overloading learners with homework assignments;
Ù MUST CHECK homework every day and mark it where necessary;
Ù must not regard homework as a form of punishment;
Ù must write down the homework on the black board;
Ù must not give work not done in class as homework;.
Assignments
Ù should stimulate creativity and own work;
Ù should have a clear topic;
Ù should have a clear due date for completion;
Ù must be given to learners in writing;
Ù must be marked in due time (max 4 days);
Ù must be initialled and dated by the teacher and handed back to the learner.

Prescribed Study Periods (please also consult the syllabus and teacher’s guide for subject specific guidelines0
Grade 1:
Up to June limited homework should be given. After June reading can be given, as homework in the form of vocabulary, which has
already been dealt with and mastered in class and this may not exceed 15 minutes per day. No written homework is given.
Grade 2:
Homework is limited to reading, practice in word building and practice in writing, which has already been dealt with and mastered in class
and may not exceed 30 minutes per day. No independent written work should be given as homework.
Grade 3:
Homework is limited to reading, practice in spelling (First language), writing (print script), basic calculations in Maths (which have already
been dealt with in class) and reading (second language). Non-written homework: 30 minutes per day. Written homework (practice) 15
minutes per day.
Grade 4:
Homework to a maximum of 60 minutes per day, of which a maximum of 30 minutes, should be used for written exercises (print script).
Grades 5 & 6:
Homework of approximately 1½ hour per school day(15 min per subject per day).
Grade 7:
Homework of approximately 2 hours per school day (20 min per subject per day)

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 Grades 8 & 9:
Homework of approximately 2½ hours per school day (20 min per subject per day)
Grades 10, 11 & 12:
A minimum of 3 hours homework per school day (25-40 min per subject per day)

2.10 Teaching and learning materials in the subject

A list of textbooks in use as well as any other sources, apparatus, teaching aids and other equipment is available in the subject
file. An important teaching aid is the subject’s Teacher’s Guide (a NIED document). A copy of this guide is available in the subject
file and every teacher will receive a copy to be kept in the administration file. Teachers in …….(subject) should be creative and
innovative to produce own teaching and learning materials linked to practice.

2.11 Textbooks and exercise books

The ideal situation is that every learner have a textbook for ……..(subject). The ……….(subject) teacher takes full responsibility
for the control over textbooks. Learners should be educated to look after their textbooks and respect it as very important resources.
In ……….(subject) every learner will have the following exercise books (the school / subject decide):
Eg. 1 x A5 for tests
1 x A5 for notes
Textbooks should be covered with plastic and exercise books with brown paper (name, grade, title) and plastic (optional).

2.12 Assessment

2.12.1 The following documents will guide assessment in…………(subject):

Ù Towards improving Continuous Assessment in schools: a Policy and Information guide (a NIED document).
Ù Guidelines in the Teacher’s Guide (a NIED document for every subject).
Ù DNEA Circular 37/2001: Guidelines for teachers on setting and marking assessments (this is an important document).
Ù DNEA directives.
Ù Syllabus instructions.
Ù Form Ed. Circulars on assessment.

2.12.2 In ………..(name of school) the following forms of assessment will be applicable (the school decide):
Ù Grades 1-4: Informal and formal continuous assessment
Ù Grades 5-7: Informal and formal continuous assessment, consolidation tests, August and November internal examina-
tions, one common cluster paper / examination per year, November external examination for Gr 7
Ù Grades 8-10: Informal and formal continuous assessment, consolidation tests, April (optional), August and November
internal examinations, one common cluster paper / examination per year, November external examination
for Gr 10
Ù Grades 11-12: Informal and formal continuous assessment, consolidation tests, April, August and November internal
examinations, one common cluster paper / examination per year, November external examination for Gr 12

2.12.3 a) A consolidation test or mastery test should be written after every module or topic has been completed (a minimum of 2
per month for Grades 5-12 or as prescribed in the syllabus). These tests should be diagnostic, remedial and the questions
of examination standard. These tests should be marked by the subject teacher. The marks should be used for continuous
assessment purposes. Proper follow-up work (corrections) should be done after every test.
b) As indicated in paragraph 2.10.2, a test / examination should be written at the end of the term according to the instructions
of the evaluation programme of the Ministry (as indicated in the Form Ed. circulars). The test / examination papers should be
set according to the prescriptions for the subject as indicated in the syllabus and teacher’s guide. The following basic
information should be included in the papers: correct time allocation, maximum marks allocation, division of marks and
allocation of marks according to instructions in the syllabus, adjustment of marks according to the continuous assessment
mark.
c) A record of learners’ marks and test attempts should be kept in the teacher’s administration file. Proof of assignments
for project purposes should always be available in the resource file.

2.12.4 Marking and moderation of tests, examination scripts, projects and assignments:
Ù Marking should be done by the teacher in red.
Ù Consolidation tests should be marked within two days and handed back to the learners on the third day.
Ù Test / examination scripts should be marked within three days.
Ù Learners should see their marked scripts before the marks are finalised.
Ù The HOD / subject head will moderate 5% of the marked scripts in green.
Ù Marking of projects and assignments should be done by the teacher within one week and handed back to the learners.
Ù See further guidelines in DNEA Circular 37/2001: Guidelines for teachers on setting and marking assessments.
Ù Please include subject specific guidelines from the syllabus here.

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2.13 Learner Centred Education (LCE) in the classroom

2.13.1 What is LCE?

“Learner participation with the notion to empower them to take responsibility for their own learning”

2.13.2 The teacher’s role in LCE

The teacher must:
Ù establish a relationship of care with the learners;
Ù be committed to his/her task (thorough planning, hard work, good example, teaching fully, etc)
Ù have a sound knowledge of subject matter;
Ù establish good order and discipline in the class;
Ù be able to use existing learning support materials and produce new learning support materials;
Ù be able to sense the needs of learners;
Ù emphasise the importance of problem solving;
Ù emphasise the importance of learners taking responsibility for their learning;
Ù ensure sufficient time for LCE to take place;
Ù set clear standards for achievement;
Ù embark upon continuous evaluation, monitoring and feedback.

2.13.3 Typical responses to be used by teachers to motivate learners to extend their thinking:
Ù “I heard you say…”
Ù “Tell me why you think so….”
Ù “How does it compare with ……’s point of view”
Ù “Could you clarify …..”
Ù “Would someone else like to agree / disagree…?”
Ù Wait silently for a few seconds to encourage other learners to respond
Ù Ask a specific learner to comment on / agree / disagree
Ù That’s interesting. How did you come up with such an answer?

2.13.4 Was the lesson TEACHER CENTRED or LEARNER CENTRED ?

MORE TEACHER CENTERED MORE LEARNER CENTERED

O P
Classroom setup Desks in rows Desks in groups or stations
Teacher talk Teacher talks most of the time(Usually a lecture) Learners talk or do activities most of the time
Content and activities Teacher initiates all content and activities Learners initiate content or activities
Learners’ experience and existing knowledge Learners’ experience and knowledge used in
Experience and knowledge
not used in instruction instruction
Learners’ creativity Learners’ creativity rarely encouraged Learners’ creativity encouraged most of the time
Pair / group work Teacher teaches learners as a group Learners learn in pairs or small groups
Peer teaching Teacher does all the teaching Learners peer teach and lead class activities
Teacher carries out all housekeeping tasks
Housekeeping Learners carry out housekeeping tasks
(e.g. sweeping the floor, handing out books)
Teacher stays in front of class, does not Teacher walks around and checks learners’
Checking learners’ work
check the work of learners individual learning styles
Closed Questions, only description, not Open ended and higher order questions;
Questioning techniques
evaluation evaluative reasoning and judgement
Assessment Teacher tests at the end of the term only Learners are continually assessed and assisted
Teacher inquires how learners are doing in and
Teacher talks to learners in class only;
Rapport outside of class; uses their names; is friendly and
does not use names
sympathetic
Teacher does not know learners’ profiles
Knowledge of the whole (strengths, difficulties, health)
Teacher knows learners’ profiles and backgrounds
child or backgrounds (family conditions, problems with
other students, etc.)
Responsibility and Teachers assumes responsibility for instruction and Learners assume responsibility for learning and self-
discipline discipline discipline

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2.14 The ……….(subject) teacher as the classroom manager has, inter alia, the following responsibilities:

Ù the realisation of the objectives contained in the National Standards and Performance Indicators;
Ù to create conducive circumstances in the classroom for quality teaching and learning;
Ù to establish a disciplined teaching and learning environment in the …..(subject) class;
Ù to meet the requirements of the curriculum and the ……….(subject) syllabus;
Ù to facilitate the teaching and learning situation both inside and outside the classroom in order for the
learners to acquire the necessary values, knowledge and skills;
Ù to develop an effective and efficient scheme of work and year plan;
Ù to do daily / weekly written preparation;
Ù to develop positive attitudes among learners towards ……..(subject);
Ù to promote the establishment of project work in …………(subject);
Ù be creative and innovative to produce own learning materials;
Ù to supply relevant teaching aids to learners;
Ù to join in the cluster activities;
Ù to consult with the nearest resource centre in connection with training opportunities and sources of
information for teaching aids;
Ù to liaise with the subject head with regard to the smooth running of the subject;
Ù to control and mark learners’ written work;
Ù to ensure and plan special activities to improve the English reading, writing and spelling skills of learners;
Ù to ensure regular communication with parents of learners.

2.15 Monitoring learners written work

Ù learners do written work (homework) every day:
* Grades 4-7: a minimum of ½-1 page per day
* Grades 8-10: a minimum of 1 page per subject per day
* Grades 11-12: a minimum of 2 pages per subject per day
Ù the written work, tasks and assignments are adequately covering the scheme of work and basic
competencies indicated in the syllabus;
Ù the teacher marks at least 70-80% of all written work done by learners in their exercise books and the
feedback from the teacher is praising, encouraging, positive and informative;
Ù learners consistently do corrections on mistakes and errors;
Ù the quality of the written work done by learners meet the following criteria:
* learners write either print script or cursive writing
* written work is neat , date is correct, topic is indicated and explanation is correct
* full sentences are used
* correct spelling of words is expected
* handwriting is neat and legible
* vocabulary used is improving with time
Ù written work of learners will be monitored by management, at least once per term

2.16 Subject meetings

Subject meetings for ……(subject) will be held every term with no fewer than two in the first term, one in the second term and
two in the third term. The purpose of the meeting will not only be administrative, but also include activities such as planning, guest
speakers, sharing of ideas, lesson presentations (a good lesson), improvement of results, improvement of methodology,
feedback on workshops, etc. An agenda will be followed, minutes will be kept and stored in the subject and administration files.

2.17 Managing subject and phase materials

Procedures should be developed for the ordering of textbooks, materials, control of materials, storage, distribution, collecting and
annual stocktaking. The procedures should be included here. A text book control system will be put in place. One person should
be identified by management to be responsible for this task.

2.18 Procedures for setting of test and examination papers

The following procedures should be developed for the subject and included here: setting, typing, duplicating, marking and
moderation of tests and examination scripts, storing of scripts, worksheets, etc.

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2.19 Create a disciplined environment to ensure conducive teaching and learning circumstances in class

2.19.1 A well-organised class is a precondition for success in ………………….(subject)

Ù The furniture is in a good condition and neatly arranged in the classroom.
Ù External noise levels and lighting in the classroom are conducive to learning
Ù Classroom routines are smooth and efficient:
¡ lessons start punctually, quickly and purposefully - the teacher is fully in control and well-prepared;
¡ the teacher and the learners strictly adhere to rules of punctuality and attendance;
¡ class rules and procedures are clear and are followed - learners exactly know what is expected of them;
¡ the whole period is being used efficiently and learners are kept involved actively - maximum time on task;
¡ assignments, materials and supplies are ready before the class starts - the teacher is 100% prepared;
¡ consistent, equitable discipline is applied quickly and without disruption of all learners;
¡ positive behaviour is reinforced from time to time.

3.19.2 The teacher’s performance is crucial. The successful ………………(subject) teacher:

Ù sets an EXAMPLE of being well dressed, well prepared, in control, self-disciplined friendly, hard working, consequent,
approachable and committed to achieve demanding academic targets;
Ù is patient and consistent, uses a clear, calm, firm voice and eye contact;
Ù has high expectations of learners and respect them;
Ù has a VERY low absenteeism rate;
Ù praises good behaviour and does not tolerate bad behaviour;
Ù influences learner behaviour without threats or shouting.

3.19.3 The learners’ play and important role. The participative learner:
Ù respects the teacher and other learners in class
Ù is present and punctual
Ù comes to class with a positive learning attitude
Ù is willing to listen, participate and learn
Ù is actively involved in classroom activities
Ù sets himself/herself high academic targets and work hard to achieve them
Ù accepts and adheres to the discipline in class
Ù delivers high quality homework and assignments
Ù studies very hard for tests and the examination
Ù uses the correct study methods

3.19.4 A disciplined environment in the ………………..(subject)classroom is the point of departure

Ù The official code of conduct for teachers is operational and teachers adhere to it.
Ù A code of conduct for learners (school rules) exists and is fully operational.
Ù Discipline procedures are routine in class and focus on the learner’s behaviour (not on the person).
Ù Teachers and learners attend classes punctually and regularly according to a well-planned timetable.
Ù Inappropriate behaviour is very limited.
Ù The school’s facilities, including the classrooms, are clean and well-maintained.
Ù Every subject teacher has an own classroom.
Ù The classroom is inviting, subject specific, neat and respected by the learners.

3.20 Security
Regulations with regard to the safety of question papers prior to a test or examination should be developed by the school and
included here.

3.21 The role of the Advisory Teachers

Teachers can inform management if there is a need for subject related support from ATs.

3.22 The role of Cluster Subject Groups

Attending and participating in cluster subject activities can play a positive role in developing quality teaching and learning.

3.23 Dedication and Hard Work

There is no alternative for working hard with dedication and a positive attitude.

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4. OPERATIONAL FILES (for Grades 5-12)
4.1 THE SUBJECT FILE (Responsibility: Subject Head)
For any subject to be taught and administered successfully it is essential to be well organised. A functional subject file should be
kept in the office of the principal.

4.1.1 Content of the Subject File

a) Control sheet
b) Table of content
c) The Curriculum for Basic Education in Namibia
d) The Subject Policy Guide:
1. The school’s internal Subject Policy Guide
2. The Subject Policy Guide (a NIED document)
e) A copy of the completed PAAI document
f) Subject teachers’ information:
Õ Names and the grades they teach
Õ Timetables of teachers teaching the subject
Õ Personal information: qualifications and experience
g) Latest Syllabi applicable to the subject / phase
i) Schemes of work for all the grades
j) Year plan for the subject
k) Minutes of subject / cluster meetings
l) Minutes of Staff, Departmental Meetings, etc
m) Classroom observation reports
n) AT reports and Examination reports
o) Circulars (subject related)
p) Correspondence (subject related)
q) Text books
Õ used by learners;
Õ available to the teachers
r) Examination results for at least three years and an evaluation thereof
s) Towards improving Continuous Assessment in schools: A Policy and Information Guide (NIED)
t) Teacher’s Manual for the subject (a NIED document)
u) DNEA Circular 37/2001: Guidelines for teachers on setting and marking assessments
v) Inventory of teaching and learning materials applicable to the subject
w) Record sheet with dates, venues and names of teachers who attended workshops
x) General

4.2 The PREPARATION FILE (Responsibility. Every Subject Teacher)

Written daily/weekly lesson preparation is compulsory for all subject teachers in Namibia. This file contains the written preparation done
by a teacher and include all relevant information. It is the responsibility of management to monitor these files once a week.

4.2.1 Content of the Preparation File

a) Control sheet
b) Table of content
c) The teacher’s personal timetable
d) The register class’s timetable
e) Syllabi for all the subjects taught this year (the latest editions)
f) Schemes of Work for all the subjects taught this year (neatly typed)
g) Year planner(s) for the subject(s) taught this year
h) Up to date daily / weekly written lesson preparation
i) etc

4.3 The ADMINISTRATION FILE (please not personal file) (Responsibility: Every Subject Teacher)
The administration file is the file that every subject teacher keeps with important subject information and any other school related
information. (Please use the word administration file. A personal file (according to the Act) is a personal file with the teacher’s ID,
appointment letter, etc that is being kept in the office of the principal.

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4.3.1 Content of the Administration File
a) Control sheet
b) Table of content
c) Organisation:
Õ Personal Time Table
Õ Times the bell rings between periods
Õ Time Tables for Tests / Examinations
Õ Official School Calendar of the MoE
d) List of textbooks, listed in the Textbook Catalogue, used by the school
Õ List of Reference Books for teachers available in the school
e) Register class lists indicating the attendance of learners for each class taught by the subject teacher
f) Mark sheets with continuous assessment, test and examination marks
Performance targets set by the school and the subject teacher
g) Planning:
Õ Allocation of duties to members of management / subject heads
Õ School’s programme for the 1st term, 2nd term, 3rd term
Õ PAAI (A copy of the school’s OVERALL Plan for Academic Improvement)
In this document management should set academic targets to be achieved by every subject teacher
Õ A review of the school’s results per subject (April, August, November) as prepared by management
h) Policies
Õ The Code of Conduct for Teachers and the Code of Conduct for learners
Õ The school’s internal Subject Policy Guide for the subject(s) taught by the teacher
Õ The official Subject Policy Guide ( a NIED document)
Õ Teacher’s Manual for the subject (a NIED document for the subject teacher)
Õ Towards improving Continuous Assessment in schools: A Policy and Information Guide (a NIED document)
Õ MoE’s policy on Pass Requirements (Circular Form Ed. 3/2004)
Õ Language Policy of the MoE (a NIED document)
Õ LCE Policy (a NIED document)
Õ Dress Code for teachers
Õ Copies of the National Standards and Performance Indicators, the Teacher’s Self-Evaluation Instrument and the
Classroom Observation Instrument
i) Monitoring:
Õ Continuous Monitoring and a timetable for implementation
Õ JSC / NSSC and Grade 7 Examiners’ Reports for the past three years, for subjects applicable
A summary of the aspects mentioned in the examiner’s reports that need to be attended to by the school
j) Meetings: Agendas and Minutes of Staff, Departmental, Subject and Cluster meetings
k) Classroom observation reports
l) Circulars and Reports from the MoE, Regional Office and Advisory Teachers
m) Workshop Handouts
n) Inventory of items in the classroom
o) Textbook Control:
Õ List of numbered textbooks in learner’s possession
Õ Textbook Inventory of register class
p) Assessment: Mark Sheets with CA, test and examination marks
q) Classroom Observation reports
r) General
s) Correspondence

4.4 The QUESTION PAPER FILE (Responsibility: Subject Head)

a) Control sheet
b) Table of content
c) Specimen papers and mark schemes
d) Question papers per grade / test / examination / April / August / November
e) Mark schemes, Marking grids per grade / test / examination / April / August / November

4.5 The RESOURCE FILE (Responsibility: Every subject teacher) (probably only for schools with Grades 8-12)
a) Control sheet
b) Table of content
c) Worksheets
c) Projects, assignments, topic tasks, investigations, artefacts, etc
d) Course material, etc
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5. OPERATIONAL FILES FOR LOWER PRIMARY

5.1 A PREPARATION FILE (Responsibility: Every LP teacher)

a) Control sheet
b) Table of content
c) Personal/class time table
d) Year plans (all subjects)
e) Thematic scheme of work
f) Weekly planning (Weeks clearly indicated)
g) Activities
h) Up to date daily/weekly written lesson preparation
i) The Preparation File is monitored regularly by the HOD/Subject Head
j) The physical appearance of the file (Neatly covered, names, grade clearly indicated )

5.2 A CONTINUOUS ASSESSMENT FILE (Responsibility: Every LP teacher)

a) Control sheet
b) M/S dates (2 per term, 6 per year) clearly indicated
c) Continuous Assessment policy / Guidelines
d) CA forms, term 1, term 2, term 3 ( for all 7 subjects, names of learners recorded)
e) Final schedule
f) M/S activities/quizzes
g) This file is monitored regularly by the HOD/Subject Head
h) The physical appearance of file (Neatly covered, names, grade clearly indicated )

5.3 A SYLLABUS GUIDE FILE (Responsibility: Every LP teacher)

a) Control sheet
b) Table of content
c) Lower Primary National Policy Guide
d) Lower Primary Curriculum
e) Syllabus Guide – First Language
f) Syllabus Guide – Second Language
g) Syllabus Guide – Mathematics
h) Syllabus Guide – Environmental Studies
i) Syllabus Guide – Physical Education
j) Syllabus Guide – Arts
k) This file is monitored regularly by the HOD/ Subject Head
l) The physical appearance of file (Neatly covered, names, grade clearly indicated )

5.4 A COMPENSATORY FILE (Responsibility: Every LP teacher)

a) Control sheet
b) Table of content
c) Identification of learning problems
d) Reading
e) Spelling
f) Mathematics
g) Handwriting
h) This file is monitored regularly by the HOD/ Subject Head
i) The physical appearance of file (Neatly covered, names, grade clearly indicated)

5.5 An ADMINISTRATION FILE (Responsibility: Every LP teacher)

a) Control sheet
b) Official School Calendar of MoE
c) Year plan and Term plan of the School
d) Agendas & Minutes of Staff/ Phase/ Grade Meetings
e) School Policies
f) Class Inventory
g) Personal Reports (Classroom Observation reports )
h) Regional Directives & Circulars
i) Code of Conduct for Teachers

Subject management at the school Page 11 of 18 2007

 j) Code of Conduct for Learners
k) Language Policy of the MoE
l) LCE Policy
m) Homework policy of the school
n) A copy of the National Standards and Performance Indicators
o) Correspondence
p) General
q) This file is monitored regularly by the HOD/ Subject Head
r) The physical appearance of file (Neatly covered, names, grade clearly indicated)

6.5.6 A TRAINING FILE (Responsibility: Every LP teacher)

a) Control sheet
b) Table of content
c) Workshop/Training Material
d) This file is monitored regularly by the HOD/ Subject Head
e) The physical appearance of file (Neatly covered, names, grade clearly indicated

6.5.7 A M/S ACTIVITY / QUIZZES FILE (Responsibility: Every LP teacher)

a) Control sheet
b) Table of content
c) Copies of M/S Quizzes of all subjects
d) This file is monitored regularly by the HOD/ Subject Head
e) The physical appearance of file (Neatly covered, names, grade clearly indicated

6.5.8 A LOWER PRIMARY PHASE FILE (Responsibility: Phase Head)

a) Control sheet
b) Table of content
c) Year plan – LP
d) Curriculum Structure – LP
e) Language Policy of the MoE
f) LCE Policy
g) National Lower Primary Policy
h) LP HOD Guide
i) Continuous Assessment Policy/Guide
j) MoE Policy on Pass Requirements (Circular From Ed. 3/2004)
k) Curriculum for Basic Education
m) Directives & Circulars (LP issues)
n) Reports: Classroom Observations
o) Copy of National Standards and Performance Indicators
p) Monitoring Standards and the Time Table for Implementation
q) Meetings: Agendas and Minutes of Staff, Phase and Grade meetings
r) Workshop Handouts
s) Textbook control – LP Phase
t) Correspondence
u) General

Subject management at the school Page 12 of 18 2007

 SCHEME OF WORK
SUBJECT:…………………………………………………….. GRADE: …………… TERM:…… 20…..……..
TEACHER:………………………………………………………………………………..
No. OF DAYS: TEACHING:………. REVISION:……… EXAM:……….. OTHER:……….. TOTAL DAYS:……….
TOPIC
No. OF THEME LEARNING OBJECTIVE BASIC COMPETENCIES LEARNER CONTINUOUS TEACHING
DATE PERIODS SKILL ACTIVITY ASSESSMENT AIDS
Learners will: Learners should be able to:
2008 2009 2010

APPROVED BY A MEMBER OF MANAGEMENT DATE:

Subject management at the school Page 13 of 18 2007

 LESSON PREPARATION

TEACHER: GRADE: DATE:

SUBJECT:

THEME AND TOPIC:

TEACHING AIDS AND RESOURCES TO BE USED:

LEARNING OBJECTIVES WITH THE LESSON: Learners will:

…………………………………………………………………………………………………………………………………………
….

…..……………………………………………………………………………………………………………………………………
…...
BASIC COMPETENCIES (Refer to Syllabus): Learners should be able to:

…………………………………………….…………………………………………………………………………………………
……

…..……………………………………………………………………………………………………………………………………
…..
PRESENTATION OF THE LESSON:
1. Monitoring of homework done:
……………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………....
....
2. An appropriate short
introduction:…………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………....
....
3. Presentation of subject content and learning
tasks:……………………………………………………………………….

…………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………..

…………………l……………………………………………………………………………………………………………………..

Subject management at the school Page 14 of 18 2007

4.
Consolidation………………………………………………………………………………………………………………………
5. ASSESSMENT / HOMEWORK / TASK / EXERCISES
…………………………………………………………………………………………………………………………………………
….

…………………………………………………………………………………………………………………………………………
….

…………………………………………………………………………………………………………………………………………
….
OPPORTUNITIES TO DEVELOP LEARNERS’ ENGLISH READING AND WRITING SKILLS IN THE SUBJECT:
Reading
activities…………..………………………………………………………………………………………………………….
Writing
activities:…..………………………………………………………………………………………………………………….

YEAR PLAN 20..….

(Teaching Time = 22-30 weeks)

TEACHER:………………………… SUBJECT:……………………………….. GRADE:……….

Starting Date Completed

Week Topic
Date
FIRST TERM
1
2
3
4
5
6
7
8
9
10
SECOND TERM
11
12
13
14
15

Subject management at the school Page 15 of 18 2007

16
17
18
19
THIRD TERM
22
23
24
25
26
27
28
29
30

Subject management at the school Page 16 of 18 2007

YEAR PLANNER : 20......... SUBJECT TEACHER :……………………………………. SUBJECT ……………………………………….. GRADE :………
(Teaching Time = 22-30 weeks)

1st TERM Week 1: Jan……… Week 2: Jan………. Week 3: Jan……….. Week 4: Feb……….. Week 5: Feb……… Week 6: Feb………. Week 7: Feb……..
Schools Reopen…….

Week 8: March…….. Week 9: March ……. Week 10:March……. Week 11:March……. Week 12: April…….. Week 13: April…….. Week 14: April……...

Schools Close……….

2nd TERM Week 15: May……… Week16: May…….. Week 17: June…….. Week 18: June……. Week 19: June……. Week 20: June…….. Week 21: July………
Schools Reopen…….

Week 22: July……… Week 23: July…….. Week 24: July…….. Week 25:July……… Week 26: Aug….….. Week 27: Aug……… Week 28: Aug………

Schools Close……….

3rd TERM Week 29: Sept…….. Week 30: Sept…….. Week 31: Sept……... Week 32: Sept……... Week 33: Oct……. Week 34: Oct……… Week 35: Oct………
Schools Reopen…….

Week 35: Oct……… Week 36: Oct………. Week 37: Nov……… Week 38: Nov……… Week 39: Nov……. Week 40: Nov…….. Week 41: Dec………

Schools Close……….

Subject management at the school Page 17 of 18 2007

 CONTINUOUS MONITORING (Primary Schools)
Principals and management need to know HOW ARE TEACHERS COPING and what can they do to support them.
Classroom Observation and Continuous Monitoring is essential in this regard.
(Principals must implement these monitoring activities)
MINIMUM STANDARD
PERFORMANCE AREA GRADES 1 - 3 GRADES 4 – 7
1. MONITORING: Management must:
1.1 Monitor Preparation Files Once per week Once per week
1.2 Monitor Subject, Administration, Question Paper and Resource files Once per term Once per term
At least once per At least once per
1.3 Conduct Classroom Observations, including monitoring learners’ written work
term per teacher term per teacher
1.4 Monitor and verify the validity of Continuous Assessment marks 3 x per term 2 x per term
1.5 Monitor the teaching of non-examinable subjects Once per term Once per term
1.6 Monitor the completion of attendance registers for learners / teachers End of each week End of each week
2. LEARNERS should:
2.1 Get well-planned written work per subject per period Min of ½ - 1 page
2.2 Get well planned, quality homework per subject per day 10-15 minutes
2.3 Write consolidation tests per subject (after completing a module or topic) Min of 2 per month
2.4 Complete practical tasks for continuous assessment purposes Min of 2 per term
2.5 Projects. Independent activities of an investigative nature done over an extended
1 per term
period with minimal guidance by teachers. Also done for assessment purposes.
2.6 Write a common cluster examination Min of 1 per year
2.7 Do supervised study in the hostel / at school per day 1 - 2 hours
2.8 Read English, make a short summary and recite in class - books or any article
Daily / weekly
of interest to the learners
2.9 Get feedback: a report (marks) AND on general behaviour (to parents):
• official reports End of each term End of each term
• parent meetings where parents can meet teachers individually Min of 1 x per term Min of 2 x per term
• written feedback in the exercise books of learners (homework) Often as possible Often as possible
3. TEACHERS: The Principal and Management is accountable / responsible for:
3.1 Classroom observations per teacher per term : Experienced teachers 1 per term 1 per term
3.2 Classroom observations per teacher per term : Inexperienced teachers 2 per term 2 per term
3.3 Formal staff meetings with agenda and minutes Min of 1 per term Min of 1 per term
3.4 Formal subject meetings with agenda and minutes Min of 3 per term Min of 2 per term
3.5 Principal and subject meetings on Cluster level Min of 1 per term Min of 1 per term
3.6 Marking of assignments and tests Within 4 days max
3.7 Marking of written work done by learners 100% of all 70%-80% of all
3.8 A personal interview with the principal per teacher Once per term Once per term
4. GENERAL
4.1 Parents’ meet with management / teachers to discuss academic / behaviour issues 1 per term 1 per term
4.2 Principal’s report on official template to Regional Office. End of each term End of each term
4.3 Inventory: Complete overall stocktaking (excluding textbooks) - in June Once per year Once per year
4.4 Inventory: Stocktaking of textbooks - November to be ready for next year
Twice per year Twice per year
April, to be ready for ordering in June

Subject management at the school Page 18 of 18 2007

 CONTINUOUS MONITORING (Secondary Schools)
Principals and management need to know HOW ARE TEACHERS COPING and what can they do to support them.
Classroom Observation and Continuous Monitoring is essential in this regard.
(Principals must implement these monitoring activities)
MINIMUM STANDARD
PERFORMANCE AREA GRADES 8 - 10 GRADES 11 - 12
1. MONITORING: Management must:
1.1 Monitor Preparation Files Once per week Once per week
1.2 Monitor Subject, Administration, Question Paper and Resource files Once per term Once per term
At least once per At least once per
1.3 Conduct Classroom Observations, including monitoring learners’ written work
term per teacher term per teacher
1.5 Monitor and verify the validity of Continuous Assessment marks 3 x per term 2 x per term
1.5 Monitor the teaching of non-examinable subjects Once per term Once per term
1.7 Monitor the completion of attendance registers for learners / teachers End of each week End of each week
2. LEARNERS should:
2.1 Get well-planned written work per subject per period Min of 1 page Min of 2 pages
2.2 Get well planned, quality homework per subject per day 20-30 minutes 30-40 minutes
2.3 Write consolidation tests per subject (after completing a module or topic) Min of 2 per month Min of 2 per month
2.4 Complete practical tasks for continuous assessment purposes Min of 2 per term Min of 2 per term
2.6 Projects. Independent activities of an investigative nature done over an extended
1 per term 1 per term
period with minimal guidance by teachers. Also done for assessment purposes.
2.6 Write a common cluster examination Min of 1 per year Min of 1 per year
2.7 Do supervised study in the hostel / at school per day Min of 2½ hours Min of 3 hours
2.8 Read English, make a short summary and recite in class - books or any article
Daily / weekly Daily
of interest to the learners
2.10 Get feedback: a report (marks) AND on general behaviour (to parents):
• official reports End of each term End of each term
• parent meetings where parents can meet teachers individually Min of 1 x per term Min of 1 x per term
• written feedback in the exercise books of learners (homework) Often as possible Often as possible
3. TEACHERS: The Principal and Management is accountable / responsible for:
3.1 Classroom observations per teacher per term : Experienced teachers 1 per term 1 per term
3.2 Classroom observations per teacher per term : Inexperienced teachers 2 per term 2 per term
3.3 Formal staff meetings with agenda and minutes Min of 1 per term Min of 1 per term
3.4 Formal subject meetings with agenda and minutes Min of 2 per term Min of 2 per term
3.5 Principal and subject meetings on Cluster level Min of 1 per term Min of 1 per term
3.6 Marking of assignments and tests Within 4 days max Within 4 days max
3.7 Marking of written work done by learners 70%-80% of all 70%-80% of all
3.8 A personal interview with the principal per teacher Once per term Once per term
4. GENERAL: The Principal is accountable for:
4.1 Parents’ meet with management / teachers to discuss academic / behaviour issues 1 per term 1 per term
4.2 Principal’s report on official template to Regional Office. End of each term End of each term
4.3 Inventory: Complete overall stocktaking (excluding textbooks) - in June Once per year Once per year
4.5 Inventory: Stocktaking of textbooks - November to be ready for next year
Twice per year Twice per year
April, to be ready for ordering in June

Subject management at the school Page 19 of 18 2007