CAPE TEACHING AND LEADERSHIP INSTITUTE › jdownloads › CTLI... · 2019-09-23 · conferences during week-ends and school holidays as reflected on page 4 – 7. Nominations for

CAPE TEACHING AND LEADERSHIP INSTITUTE

The Cape Teaching and Leadership Institute (CTLI) is the centre for continuing professional development of teachers and school management in the Western Cape. The CTLI is a dedicated directorate of the Western Cape Education Department (WCED) aiming to improve the quality of education in the Western Cape schools, through teacher training and development programmes. The focus of the CTLI is directed towards in-service training of teachers and school managers. seminars and conferences during week-ends and school holidays as reflected on page 4 – 7.

Nominations for attendance of courses at the CTLI are coordinated by district officials. The names of district officials responsible for the district coordination are listed on page 3. Formal CTLI courses take place during school term and a suitable substitute, which will be paid by the WCED, will be sourced by the school sending a teacher to a course to take over the teaching load of the teacher attending a course.

The following five programmes are currently running at the CTLI:• Foundation Phase Programme• Intermediate Phase Programme• School Management and Leadership Development Programme (SMLD)• Inclusive Education Programme• Information and Communication Technology Integration Programme

Topics/modules for courses offered in each programme are indicated from page 8 to page 24.

Dynamic teachers of the Western Cape enter this exciting pathway to life-long learning at the CTLI to learn and they exit to serve the future.

CTLI Co-ordinators in the Education Districts . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

CTLI Training Programme for 2015 per term . . . . . . . . . . . . . . . . . . . . . . . . .4 – 6

CTLI Programme Co-ordinators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 – 6

School Holiday and Weekend interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Course Content: Foundation Phase Programme . . . . . . . . . . . . . . . . . . . . . 8 – 13

Course Content: Intermediate Phase programme . . . . . . . . . . . . . . . . . . . 14 – 17

Course Content: School Management and Leadership Development . . . 18 – 22

Course Content: Inclusive Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 – 24

2 CTLI Training Programme for 2015

CTLI Reference Group MembersFor the programmes delivered at the CTLI to remain topical, relevant, practical and constantly responding to the dynamic changing environment; the CTLI is supported, guided and critically evaluated by the following two reference groups:

• School Management and Leadership Development (SMLD)• Curriculum

School Management and Leadership Development (SMLD) Reference Group Members

1. Mr Clifton Frolick (Chairperson) – Chief Director: Districts2. Mr Eddie Kirsten – Director: CTLI3. Dr H Brand – Director: Metropole North Education District4. Mr M Caroline – Director: Metropole East Education District5. Mr J Beukes – Director: West Coast Education District6. Mr M Ndzuzo – Director: Institutional, Management & Governance Planning

(IMGP)7. Ms N Pasiya – Head: CTLI Programme Delivery8. Mr Gavin De Bruyn (Secretariat) – Programme Coordinator SMLD

Curriculum Reference Group Members1. Mr BK Schreuder (Chairperson) – DDG: Curriculum Management &

Assessment2. Mr E Kirsten – Director: CTLI3. Ms Satyo – Director: FET Curriculum4. Ms G Koopman - Director: GET Curriculum5. Ms A Raath – Head: Curriculum Coordination & Advice (Eden & Central

Karoo)6. Mr B Schereka – Head: Curriculum Coordination & Advice (East)7. Dr P Bonzaaier – Head: Curriculum Coordination & Advice (West Coast)8. Ms N Pasiya – Head: CTLI Programme Delivery9. Ms B Khumalo (Secretariat): Programme Coordinator Inclusive Education10. Ms M Benn (Secretariat): Programme Coordinator FP

3CTLI Training Programme for 2015

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8 CTLI Training Programme for 2015 Course Content

Foundation Phase Mathematics Course

Content Area 1 • Fractions• Counting• Problem solving in Content Area 1

Content Area 2• Number patterns• Geometric patterns • Natural and cultural patterns• Problem solving in Content Area 2

Content Area 3• Sorting and classifying 3D shapes• Building and constructing 3D objects• Sorting and classifying 2D shapes• Symmetry• Position views and directions

Content Area 4• Area and perimeter• Practical measuring

Content Area 5• Data Handling

9Course Content CTLI Training Programme for 2015

Foundation Phase English First Additional Language Course

Content/skills covered:• Additive bilingualism• Print rich environment• Lesson planning• Reading process:

Pre-reading During reading Post-reading

• Read Aloud• Listening & speaking• Phonemic awareness• Phonics methodology• Comprehension• Shared reading• Guided reading• Paired reading• Independent reading• Development of writing skills• Relationship between reading and writing• The writing process• Authentic writing• Bookmaking• Language structure and use


Foundation Phase Life Skills

Creative Arts • Provide teaching ideas and explain the study area in depth.

Content:• Creative arts and complementary streams• Creative games and skills• Visual Arts / Performing Arts• Gymnasium, games, sport, dance• Children’s Artistic Development• Developmental Stages of Art• The Young Child’s Concept of Space • Art workstations to learn some of the Elements of Art • Performing Arts• Benefits of Performing Arts for Children• Drama warm up activities• Singing activities

Beginning Knowledge and Personal and Social Well-being• Unpacking the Social Science concepts, Natural Science concepts, Scientific

process Skills and Technological process skills• Define the knowledge and skills in the study area• An integrated approach to teaching Life Skills

Content:• Life Skills and Making Sense of the World through Science and Technology• Exploring topics• Unpacking Natural Science- topics containing natural science concepts/strand• Exploring Social Science within the topics• Personal and social well being • Developmental process• Identifying learners’ needs and setting priorities for personal and social

development• Teaching to promote personal and social development


Content:• Gross Motor Development• Muscle Tone• Qualities of movements• Range of movement• Fine Motor Development

• Visual Motor Skills• Grapho-Motor Skills• Emotional Development• Social Development & Living• Cognitive Development

Foundation Phase Life Skills

Developmental Stages of Children and Perceptual Skills and the Life Skills Curriculum: The session will help the educators to understand the content they teach in relation to the age and the developmental stage of the learners. This session will also inform the educator’s assessment.

Physical Education: Experience learner activities as well as understand the nature of the activities in relation to the physical development of children.

Content: Loco motor development• Tactical sequences

Spatial orientation• Mini volleyball• Rugby rules

Hand eye coordination Foot eye coordination Perceptual motor• Rugby rules

Laterality Balancing Perceptual motor development Rhythm and expressive movements• Rope skipping• Sequences using hoops• The ribbon sequence• Gymnastics• The hoop run• Indigenous games• Obstacle course• Hoop relay • Catching

• Throwing• Relay running• Cat and mouse• Follow the leader• Sweep the house• “Open the ring”• Dribble relay• Reaction drills• Reaction drills/ Eye-ball games

Creating Free Play Tables in the Classroom Classroom Management and Organisation • Planning the different areas in the

classroom• General guidelines regarding

classroom management• Practical Classroom Management

Strategies• Discipline• Classroom Organisation• The classroom space• Recording in the Life Skills Class

Work Book


Foundation Phase IsiXhosa Home Language

Imodyuli yokuqala: amagqabantshintshi ngokuqulathwe yikharityhulam • Ukuphicothwa kweendlela zokufundisa uLwimi lwaseKhaya kweli bakala• Indlela yokufunsida ebandakanya konke• Ukuhlola nokunika ingxelo • Abafundi abaneengxaki zokufunda (learning) • Imiqobo ethintela ukufunda

Imodyuli yesibini: ukuphulaphula nokuthetha • Izakhono zokuphulaphula • Imisebenzi yokuphuhlisa ukuphulaphula • Izakhono zokuthetha • Imisebenzi ye-orali • Ukulinganisa • Ukuhlola izakhono zokuphulaphula nokuthetha • Ukuchonga imiqobo ethintela ukuthetha nemisebenzi yokuxhasa • Ukuphuhlisa izakhono zokuphulaphula nezandi • Ukuphuhlisa izakhono zokubona nonobumba • Ukwakha amagama nezivakalisi • Uphuhliso lwesigama samagama axhaphakileyo

Imodyuli yesithathu: ukufunda nokubukela • Ukufunda notitshala nokufunda okuncediswayo • Uphuhliso lwezakhono eziphakathi mayela nokundela intsingiselo • Inkqubo yokufundisa ukufunda nezandi • Iindlela zokufundisa ukufunda • Ukufunda okuncediswayo • Imiqobo ethintela ukufunda • Cinga ngokuthe gabalala • Ukufunda ngokuzimela • Ukwakha amaqela okufunda • Ukufunda notitshala nokufunda kweqela elixhasiweyo • Inkqubo yokufunda • Imisebenzi yokufunda • Izakhono zokuqiqa • Indlela yokuyila imibuzo• Ukufunda ngengqiqo imisebenzi eyongezelelweyo • Ukucinga nokuqiqa kwengqondo • Imibuzo eneempendulo ezininzi • Imisebenzi yokuhlola izandi


Foundation Phase IsiXhosa Home Language

Imodyuli yesine: ukubhala nokunikezela • Ukuxhasa abafundi abanobunzima ekufundeni • Ukuchonga imiqobo ethintela ukufunda kunye nokuxhasa abafundi abanobunzima

ekufundeni • Imiqobo ethintela ukupela • Chonga kwaye uxhase abafundi abanobunzima ekubhaleni ngesandla • Ukubhala ngesandla • Imiqobo ethintela ukubhala ngesandla • Ukubhala • Ubhala notitshala • Ubhalo lobugcisa • Ubhalo lobuchule • Ubuchule bokubhala • Yakha ibali • Ukuhlola ukubhala • Ukuhlola ngandlela zimbi


Intermediate Phase Mathematics Course

Number, Operations and Relationships• Operations with Whole Numbers• Common Fractions• Decimal fractions and Percentages• Number Concept and Mental Mathematics• Proportional reasoning

Patterns, Functions and Algebra• Geometric Patterns• Number Patterns• Mathematical Modelling and problem solving

Shape and Space• Two Dimensional Shapes• Three Dimensional Objects• Geometric Transformations• Representing and describing space• Problem solving and puzzles

Measurement• Three different ways of measuring• Measuring Mass, Capacity; Length and Temperature • Perimeter, Area and Volume• Measuring Angles• Time

Data Handling• Sorting and representing data• Critically Analysing Data, Drawing Conclusions and Making Predictions• Probability


Intermediate Phase IsiXhosa Home Language

Imodyuli yokuqala: amagqabantshintshi ngokuqulathwe yikharityhulam • Ukuphicothwa kweendlela zokufundisa uLwimi lwaseKhaya kweli bakala• Ukuhlola nokunika ingxelo • Abafundi abaneengxaki zokufunda (learning)

Imodyuli yesibini: ukuphulaphula nokuthetha • Inkcazelo ngokuphulaphula nokuthetha • Ubude beetekisi eziphulaphulwa ngabafundi bamabanga 4-6 • Iinjongo zemisebenzi yokuphulaphula eklasini • Iimpawu zomphulaphuli wokwenene • Iindlela zokuphuhlisa izakhono zokuphulaphula nokuthetha kubafundi eklasini. • Iindlela zokukhuthaza ukuphulaphula ngempumelelo • Ukuhlola intetho elungiselelweyo• Ukubalisa ibali • Ukuhlolwa kokubaliswa kwebali • Ukwenza umdlalo (role play or drama)• Ukufundiswa kwezakhi nemigaqo yokusetyenziswa kolwimi kusetyenziswa ibali

elilungiselelwe ukuphulaphula • Ukufundiswa kwezakhi nemigaqo yolwimi kusetyenziswa isifundo sentetho

elungiselelweyo. • Isifundo sokuphulaphulela ukuqonda nokuphuhliswa kwezakhono

zokuphulaphula ngokwamanqanaba eengqondo amahlanu. • Ukuyilwa kwesifundo sokuphulaphula • Ukuyilwa kwesifundo sokuthetha • Imiqobo ethintela ukukhulisa ubugcisa bokuphulaphula nobokuthetha • Ubugcisa bokucinga nzulu (Critical thinking skills)• Ukuhlolwa kokuphulaphula nokuthetha • Ukurekhodisha amanqaku • Singabaxhasa njani abafundi abaneengxaki zokuphulaphula nokuthetha?



Imodyuli yesithathu: ukufunda nokubukela • Ukuphuhlisa izakhono zokufunda • Isakhono sokucinga nokuqiqa • Inkqubo yokufunda • Iintlobo zoluncwadi • Umbongo • Amabali amafutshane, iintsomi, umdlalo weqonga neenoveli • Ilitheresi ebonwayo (Umcwe wokuhlekisa / ikhomiki) • Ilitheresi ebonwayo (ikhathuni) • Iitherasi ebonwayo (intengiso) • Iitheresi ebonwayo (igrafu, imizobo, itheyibhile) • Iintlobo zeetekisi • Izakhi nemigaqo yokusetyenziswa kolwimi • Ukufundisa ukufunda • Ukuzifundela nokufunda ngokuvakalayo • Iindlela zokufunda • Ukufunda ngengqiqo • Isishwankathelo • Ukufundisa abafundi abakumanqanaba okufunda ohlukeneyo • Ingxelo yemozulu • Isicwangciso sokuhlola • Ukuyila umsebenzi wokuhlola okungekho sesikweni • Ukuphonononga umsebenzi wokuhlola • Ukunika ingxelo ngeziphumo zokufunda • Imiqobo ethintela ukufunda ngokufanelekileyo • Ukuxhasa abafundi abafumana ubunzima ekufundeni



Imodyuli yesine: ukubhala nokunikezela • Inkcazelo ngesakhono sokubhala nokunikezela• Ukunxibelelana kokubhala nezinye izakhono zolwimi • Ubugcisa obufunekayo ukuze kukhule isakhono sokubhala • Ukubhalwa nokwakhiwa kwemihlathi • Inkqubo yokubhala • Iindidi zeetekisi eziveliswayo kwisigaba esiphakathi nobude bazo • Ukubhalwa kwenqaku lephephandaba (imihlathi nemihlathana) • Ukufundiswa kwesifundo sokubhalwa kwesincoko • Ukufundiswa kwezakhi nemigaqo yokusetyenziswa kolwimi ngexesha kufundiswa

ukubhala• Ukuyilwa kwesifundo sokubhala isibhengezo okanye intengiso esiquka izakhi

nemigaqo yokwakhiwa nokusetyenziswa kolwimi • Iifreyim zokubhala iindidi ezahlukeneyo zeeteksi • Ukubhalwa kweetekisi ezisekwe kwiitekisi ezibonwayo • Ukufundisa ukubhala ngokwabelana • Ukuhlolwa komsebenzi • Ukuhlela umsebenzi obhaliweyo • Imisebenzi yokubhala ehlolwa ngokusesikweni • Ingxaki abahlangabezana nazo abafundi kwisakhono sokubhala • Ukuconga abafundi abaneengxaki zokubhala nendlela zokubaxhasa


Roles and Responsibilities of Deputy-Principals

Roles and Responsibilities of Deputy-Principals (Level 1)• Ethical leadership• Legal imperatives & the senior education specialist/deputy principal• Leading and managing a whole school portfolio with reference to the nine

national focus areas• Job description and role definition of the education specialist• The deputy-principal: design, planning and management of credible and

respected staff performance management processes• The deputy-principal as the whole school human resource development officer:

effecting programs for individualized and progressive inter- and intra-personal development

• Whole school management of the academic curriculum• Ensure a sustainable quality-based whole-school monitoring and internal

moderation program • Curriculum-based data-analysis: the importance for whole-school development• Interpretation of subject- & institutional data as a route map towards improved

teaching and learning• White paper 6: the legal imperative for the founding and effecting

of appropriate institutional structures and management processes to accommodate inclusive learning within an institutional teaching program

• Barriers to learning• Planning for and implementation of an inclusive institutional approach• Time management• The deputy-principal and institutional communication• Maintaining an intra-personal equilibrium in challenging environment• Meso-level resources management• Authentic leadership

Roles and Responsibilities of Deputy-Principals (Level 2)• The Senior School Leader and Manager• Time Management• Advanced Interpersonal Skills• Mentoring• Conflict Management


Roles and Responsibilities of Heads of Department

Roles and Responsibilities of Heads of Department (Level 1)• Legal imperatives & the education specialist/head of department• Job description and role definition of the education specialist (HOD)• Ethical leadership• Powerpoint presentations as a medium of instruction and communication• Time management• Planning a multi-level subject program• Internal moderation• Design and planning: quality assurance processes and performance

management within a phase/subject department• Human resource development: the development and support of fellow-

educators• Planning & effecting a teaching and learning environment aligned with the

current curriculum foci with appropriate classroom management strategies• Curriculum-based data-analysis• Interpretation of subject- & institutional data: as a route map towards

sustainable and improved and teaching and learning• White paper 6: the legal imperative for the founding and effecting

of appropriate institutional structures and management processes to accommodate inclusive learning within an institutional teaching program

• Barriers to learning• Planning for and implementation of an inclusive institutional approach• Meso-level resources management• Process management plans: planning, writing and implementation• HOD and institutional communication• Leading and managing a subject department with reference to the nine national

focus areas• The HOD as an inspirational leader

Roles and Responsibilities of Heads of Department (Level 2)• The Middle Level School Manager• Professional Credibility• Instructional Leadership• Personal and Professional Attitude• Interpersonal Skills• Instructional Coaching


Aspiring School Leaders and Principals

Aspiring School Leaders• Legal framework governing promotion posts in the wced• Ethical leadership: the non-negotiable imperative in unlocking human potential• Management vs Leadership: the conundrum for an aspiring institutional leader• Job description of a PL 2 & 3 institutional leader and manager• The scope of institutional skills and competencies befitting an aspiring

institutional leader• Instructional leadership: the primary responsibility of a new institutional leader• The newly-promoted institutional leader: managing institutional teams• Developing a professional resume• Authentic institutional leadership

Aspiring Principals• The spectrum of professional and personal experiences, skills and competencies

to be cognisant of on the road to principalship• Job description and related performance standards: professional integration in

school practice• The principal: the custodian of the academic curriculum• Institutional data-management• Whole school leadership and management: planning, co-ordination and quality

assurance• Institutional teams• Physical resources management• Authenticity in leadership & a values imperative


Women In and Into Management and Leadership Positions

Assertiveness Training• Understanding Assertiveness• Assertiveness in the context of rights and beliefs and rights and responsibilities• Identifying and dealing with barriers that prevent women managers from

behaving assertively• Starting to be assertive in practical situations• Handling own angers and aggressions well as aggression and angers from

others• Being assertive upwards• In search of continuous improvement – continuing to increase your

assertiveness

Recruitment and Selection Tools to assist women managers perform better as interviewers and interviewees• Understanding recruitment in relation to selection• Measurement of behavioural attributes as a mechanism to promote fairness in

recruitment• Before selection• Preparation ahead of the selection interview• Administrative responsibilities preceding the interview• Preparing the selection panel on the day of the interview• Preparing women managers to take unpopular recruitment and selection

decisions• The women manager as a candidate• Preparing to climb the career ladder• Building an attractive Curriculum Vitae• Writing a covering letter• Preparing for the interview

Strategic Planning and leadership for women managers in Education• Strategy in relation to vision and mission• Strategic planning• Operational planning• Leading others in today’s education environment• Leading through organisational change


Women In and Into Management and Leadership Positions

Diversity Management for Women Managers and Leaders• Definitions of Diversity• Components of Diversity Management• Managing Diversity• Using Gender Mainstreaming as a tool to manage diversity

Managing Resources for Women Leaders in Education• Understanding the Concept of management• Roles and responsibilities of the different layers of management within a school• Managing Human resources• Managing financing and other resources• Monitoring and evaluation

Effective Communication• Understanding Communication• Communicating with yourself• Principles of Communication• Non-verbal Communication• Verbal Communication• Written Communication• Writing as a medium of Communication• Explaining the various types of written communication


Inclusive Education Programme

Barriers to Learning Mathematics• Understanding inclusive education and barriers to learning• Different approaches to mathematics teaching• Identifying errors in mathematics• Intervention strategies in mathematics barriers• Learning styles• Addressing barriers in Number concepts and counting• Addressing barriers in four basic operations and patterns• Addressing barriers in Space and shape• Addressing barriers in Measurement and data handling • Alternative assessment• Teaching strategies• Individual education plan• Management strategies of Dyscalculia

Barriers to Learning Languages• Developmental approaches to languages• Identifying errors in languages• Intervention strategies in language barriers• Designing learning support activities• Teaching for diverse learners in languages• Multiple intelligences and learning styles• Individual education plan• Alternative assessment• Management strategies of Dyslexia• Understanding diversity in the classroom according to CAPS• Addressing vocabulary and oral language deficiency (which impacts on

Reading)• Analysing spelling mistakes


Inclusive Education Programme

Roles and Responsibilities of School Based Support Teams (SBSTs) • Inclusive Education policy and expectations• Levels of support• Aims of the SBST• The roles of the SBST • The responsibilities of the SBST • Effectiveness of SBST• Advantages• Challenges• Implementation and management of SBST

Curriculum Differentiation• Curriculum differentiation in context• A guide to differentiated lesson planning• Content• Inclusive teaching methods• Learning environment• Assessment

Concessions• Guidelines• Braille• Reader• Audio visual equipment• Extra time

Learners with visual impairment and hard of hearing• Diagnosis• Use of assistive devices• Therapy programmes• Resources for educators

Documents

CAPE TEACHING AND LEADERSHIP INSTITUTE › jdownloads › CTLI... · 2019-09-23 · conferences during week-ends and school holidays as reflected on page 4 – 7. Nominations for