Sign in to my resources Register

Sign in to my resources

 

maths-ftr24 March 2015 - From 1 April 2015 the Department of Basic Education will begin implementation of the '1+4 Model', the teacher development plan aimed at boosting mathematics teachers performance in the senior phase. 

The '1+4 Model' turns teachers into learners and breaks each week into two parts. One day is solely dedicated to thoroughly preparing teachers for the content to be delivered in that particular week. Teachers are presented with content broken-down into daily doses to be delivered during the other four days of structured, effective and guided teaching.

 

Background

In recent years the performance of learners in Mathematics and levels of competency of Mathematics teachers in South Africa in primary schools has been under scrutiny. The recent Task Team that was appointed by the Minister of Basic Education to investigate challenges that hamper performance in Mathematics, Science and Technology (MST) revealed that "MST educator capacity has been found to be wanting at all levels" and
recommended that the DBE:

  • Plans and implements a rigorous national MST teacher development programme. The programmes should focus on improving mastery of MST curriculum content and instructional management. The programme should make use of appropriate and effective training interventions and techniques.
  • Moves to improve subject advisory services by strengthening district capacity, resources and training. Coaching and mentoring should be made effective by: focussing more on subject support than on administration and prioritising classroom based support, coaching and mentoring. (Ministerial Task Team Draft Report, 2013)

 

'1+4 Model'

The '1+4 Model' turns teachers into learners, promoting the principle of a teacher as a lifelong learner.

It works on the assumption that teachers need assistance with the entire curriculum and not just certain sections of the curriculum, which they presumably have difficulties teaching.

The methodology breaks each week into two parts. One day is solely dedicated to thoroughly preparing teachers for the content to be delivered in that particular week. Teachers are presented with content broken-down into daily doses to be delivered during the other four days of structured, effective and guided teaching.

This translates into 23 days per year dedicated to intensive training and discussions on mathematics content and methodology

The '1+4 Model' is based on and supports the concept of the Professional Learning Communities (PLCs), which the Minister of Basic Education launched on 07 August 2014.

 

Support teams

On the first day of the week teachers are exposed to a pre-test to assess their level of content knowledge of the section of the curriculum to be delivered on the other four days.

At the end of the day they are exposed to a post-test to assess how well they have grasped the content they must take to the learners in their respective classes in their schools.

Teachers are expected to obtain 80% and above in the post-test. Teachers obtaining less than 80% will be identified and supported during the implementation in the week. Subject Advisors will be expected to assist these teachers through classroom support visits to deepen their content knowledge.

These teachers will also be placed in Support Teams made up of Lead Teachers and other teachers who have demonstrated better understanding of the concepts. Heads of Departments, Deputy Principals and Principals in the schools will also have to play a critical role in supporting these teachers.

 

Implementation process

Removing mathematics teachers from their schools for about 23 days in a school year to attend the work sessions implies that they will lose approximately 20 hours of teaching time per class per year (54 minutes per day per class).

To ensure that the 4.5 hours instructional time allocated for the Senior Phase is covered and utilised fully, School Management Teams (SMTs) will be required to adapt their timetables to support the '1+4 model'.

The consultation for the '1+4 Model' at the Education Labour Relations Council (ELRC) a body consisting of all teacher unions, has been completed and teacher unions have expressed support for the initiative

The DBE, after approval by the Council of Education Ministers, will issue a circular to communicate the implications of introducing '1+4 Model' and requesting SMTs to adapt their time tables accordingly.

Source: DBE 

 

Related articles