Documents

1. English First language Project Overview Learning Areas Levels Grade 9 - 12 Objectives Refining language lessons so that the classroom reflects the reality of the world and therefore, becomes the microcosm of the world of work in many respects overtly and or subtly. Description Make use of media & multimedia in practical ways as part of daily class work, assignments & projects so that the reality of the world is brought into their (pupils) experience. Software MS Office, Sond Forge, Photoshop and any movie maker software Authors Abdullah Sujee. South Africa. Teaching at the Roshnee Islamic School Read the word documents below for details of Innovative Practice. See the poster that depicts the Innovative Practice (About VCT below) Documents

2. Teacher Planning and Management The planning and management of an integrated approach means the ability to get pupils familiar with multi-tasking i.e. the ability work with many things at one time with the goal in mind – typical of any work place situation. It is intended that a project of study should be a 4 -6 week phase and pupils should know exactly what will be done each week. The actual PBL (Project Based Learning spans 2 years i.e. the eventual writing of a book based on the work done in the 4 - 6 week phase) Management means a comprehensive check with pupils on the progress of the work. Background & Planning: The background traces itself back to 1994 when I started teaching and the images here will reflect that. Classroom Images: These classroom images will reflect the nature of the lessons and the rapport that it generated between the pupils & the teachers and all of them with communities outside the school. See Student template: NB: see the Student Sample one = how Real Life Teaching started for me and Student Sample 1 = the progressive development. This sample is aimed to be an interactive PowerPoint Presentation to an audience using the Background and Planning Template. Documents

3. Teaching Resources The resources that you will need are hands on and practically available. It depends on what aspect you are going to focus on as an assignment/project. For example, if you intend to do an audio assignment you need to have a radio in class or, play a news bulletin on air via your computer in class so that pupils can listen in to what you want. Thereafter, you need to direct them to how to do the project i.e. getting a compact disk or cassette to do the recording and showing them how it can be done using a radio or a computer. Click on the icon below to see the list of resources for : Teaching with Flair & Authentic Learning. Student Project Overview: An overview of required tasks. The overview of the required tasks is to make the teaching of literature holistic. It is clear from my 12 years of teaching language & literature that pupils do not read their novels, plays and short stories completely. Therefore, the project intends to give them tasks that would make them engage with many parts of the novel, play and short story. In effect they would be enticed to read more of the novel etc. and consequently make more effort in deciphering aspects of the novel etc. to suit the finer aspects required in the assignment/project. See STUDENT Slide below. This is an example of students going into a township to authenticate their plays, collages, projects and interviews. NB: Students had to build a model of the township they visited. Documents

4. Assessment and Standards Click the documents below to see the assessment rubrics and standards cover in this learning project: In the document below you will find a complete guide to the lesson including a rubric. Assessment Rubrics: Examples of assessment rubrics provided to students showing how the project was assessed. See Mapping the Standards document below. Mapping the Standards: Mapping this project’s learning objectives against curriculum standards. See Mapping standards below for the audio lesson. The State’s standard is loose in that it allows a teacher to design his/her own rubric to assess a task provided that the learners know exactly what they are going to be assessed on. The learning outcomes for English fit into the 4 learning outcomes – National Curriculum Statement grade 10 – 12 (General) LO1: Listening and speaking LO2: Reading and viewing LO3: Writing and presenting LO4: Language In essence the project makes clear inroads in all of the above Los. See student Samples of Presentations to students. See Authentic Assessment for an idea of a workbook approach. Documents

5. An example of integrated learning… In the document below, Mapping Standards, you will find a complete poetry worksheet that illustrates an integrated approach to the study of Shakespeare’s Macbeth. Assessment Rubrics: Examples of assessment rubrics provided to students showing how the project was assessed. See Authentic Assessment document below for the rubrics that were used. Mapping the Standards: Mapping this project’s learning objectives against curriculum standards. Below is the State’s standard. The State’s standard is loose in that it allows a teacher to design his/her own rubric to assess a task provided that the learners know exactly what they are going to be assessed on. The learning outcomes for English fit into the 4 learning outcomes – National Curriculum Statement grade 10 – 12 (General) LO1: Listening and speaking LO2: Reading and viewing LO3: Writing and presenting LO4: Language In essence the project makes clear inroads in all of the above Los. See student Samples of Student Presentations to students. See Authentic Assessment for an idea of a workbook approach. When you see with the mind’s eye you will see that these lessons would allow you to achieve the PBL you are working towards. In effect you are keeping pupils in the X + 1 mode all the time. Documents

6. Teacher and School Information In 1987 the school opened its doors to the community of Roshnee. At that time there were only 86 learners and 36 educators. The school used the premises of the Masjid-Noor and later used the premises of Qadri-Masjud for foundation phase. In January 1998, the school occupied its new premises in Dadaville. With bigger and better infrastructures we were able to offer sports facilities in the form of tennis, netball, volleyball, cricket and soccer. Furthermore, the establishment of the school’s computer rooms saw to the school offering computer classes and the ICDL course. In January 2002 the school employed its first full time remedial teacher. When South Africa celebrated its 10 years of democracy and the 200 years of the un-banning of Islam, the school unveiled its own flag and began hoisting the national and school flag daily side by side commemorating the Freedom Charter of South Africa. The school stands as a beacon of hope for South Africa in its pursuit of educational excellence as the school has a history of 100% pass rates at grade 12 level for the past 18 years of its blessed existence.