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Handover Tool for Education Planning

The document outlines the use of handover templates and curriculum recovery annual teaching plans to assist teachers in planning for the current academic year after learning losses due to the 2020 lockdowns. School Management Teams are tasked with supporting teachers in implementing these tools, which include reviewing past curriculum coverage and collaborating to address teaching challenges. Teachers are encouraged to complete handover templates to report on what was taught and understood, facilitating a smoother transition for students into the new academic year.

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Mbali Masondo
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765 views4 pages

Handover Tool for Education Planning

The document outlines the use of handover templates and curriculum recovery annual teaching plans to assist teachers in planning for the current academic year after learning losses due to the 2020 lockdowns. School Management Teams are tasked with supporting teachers in implementing these tools, which include reviewing past curriculum coverage and collaborating to address teaching challenges. Teachers are encouraged to complete handover templates to report on what was taught and understood, facilitating a smoother transition for students into the new academic year.

Uploaded by

Mbali Masondo
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

PLANNING TEACHING

GUIDE ON USING THE HANDOVER TEMPLATES AND THE CURRICULUM RECOVERY ANNUAL TEACHING PLANS

SCHOOL MANAGEMENT TEAMS ARE REQUESTED TO SHARE THE HANDOVER TOOLS AND GUIDE WITH TEACHERS AND SUPPORT
THEM IN IMPLEMENTING THIS ADVICE

Background:
As we all know, teaching and learning time was lost in 2020 because of the lockdowns and alternating attendance. ATPs could not be completed, so
‘trimmed’ ATPs were developed with content trimmed and reorganized to fit into the revised calendar. However, many teachers were unable to
complete the trimmed ATPs in 2020 because of attendance on alternate days.

In December 2020, CURRICULUM RECOVERY ANNUAL TEACHING PLANS FOR 2021 were made available on the Department of Basic Education
(DBE) website. These multi-year recovery ATPs were developed taking into account that:
 Learning losses from 2020 will be recovered over three years
 Opportunities must be created to strengthen consolidation and revision
 Assessment for Learning is key to addressing learning losses. A key goal of all assessment should be to identify learning gaps. The DBE
amendments to assessment requirements aim to create more time for deeper learning

At school level, School Management Teams (SMTs) are requested to assist teachers by supporting them. The SMT should take responsibility to
monitor and support the scheduling and planning of these meetings and provide support where needed so that professional, evidence-based and
collaborative discussions are realised. Teachers at the school should:
 Review what was planned, what was taught, and what was learned (curriculum coverage)
 Collaborate to solve teaching and learning challenges

Circuit Managers should support School Management Teams in carrying this task.

Handover Templates
We would like all teachers to complete the Handover Templates for classes they taught in the previous year.

The purpose of the Templates is to assist teachers to plan for the current year by receiving a comprehensive report from colleagues who taught the
classes in the previous year about what was covered by each grade in each subject the previous year.

The Templates are already populated with the content area/topic concepts/skills from the recovery ATPs for each subject and grade. Teachers will
simply:
1. Tick what they taught
2. Estimate a percentage of what learners understood of what was taught
3. Comment if necessary
4. Pass the report on to the colleagues who will be teaching the learners in the New Year.

For the handover for Grade 7, where this is from Primary to Secondary Schools, we propose that schools take the initiative to collaborate with
Secondary schools in the feeder area or neighbourhood.
Planning for the New Year
As teachers plan their teaching, they will use:
 The Template from the previous grades teachers “ Handover Reporting Template”
 The Curriculum Recovery Annual Teaching Plans for the year
 Diagnostic assessments of learner mastery of key concept/ content necessary for effective teaching and learning in the current year

These are the suggested planning steps


Continue reviewing
Establish learners' Work with colleagues
learner progress
needs in school-based PLC to
plan, monitor, report
and solve challenges Use what you learn from
Use the HANDOVER Plan your teaching and formative assessment to
TEMPLATE and participate in the school-based guide and further adjust
DIAGNOSTIC ASSESSMENT PLC to assist with planning and your plans
to identify gaps in what has reflections on lessons you have Keep monitoring what
been remembered from taught has been taught and
2020. learned
Discuss with colleagues Report this collabortively
what these gaps mean for as you work within your
work going forward PLC at school level - and
in in PLC beyond the
school
HANDOVER TEMPLATE: GRADES 1 TO 9

SCHOOL SUBJECT GRADE


INDICATE WITH A % OF LEARNERS
TICK ( ) THE WHO MASTERED COMMENTS (IF ANY)
CONTENT AREA/ CONTENT AREA/
TERM TOPIC OR TOPIC OR
AND CONTENT AREA/TOPIC
CONCEPTS/ CONCEPTS/SKILLS
WEEK CONCEPTS/SKILLS AS PER THE REVISED 2020 ATPS
SKILLS COVERED TAUGHT
AS PER THE
REVISED 2020
ATPS

TEACHER/S: DEPARTMENTAL HEAD:

SIGNATURE/S: SIGNATURE:

DATE: DATE:

(It is understood that not all content/skills could be taught in the previous years. This template will inform teacher planning for the current year, as
concepts foundational to subsequent learning that were not taught in the previous year will need to be taught in the new year. The Recovery ATPs
will provide further guidance in this regard. This will complement the baseline which will be conducted in schools.)
NB: Above is the example of a handover template. Schools will receive these templates already populated with various subject Recovery ATPs.

Common questions

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The key components of the Curriculum Recovery Annual Teaching Plans (ATPs) include multi-year recovery strategies to address learning losses from 2020 over three years, emphasis on strengthening consolidation and revision opportunities, and assessment for learning aimed at identifying learning gaps. These components are significant as they intend to give educators structured guidance to counteract the learning disruptions caused by the pandemic, and to ensure students are given time for deeper learning .

The recommended strategies for bridging gaps in curriculum coverage include utilizing the Handover Templates to understand what content was covered, employing diagnostic assessments to identify specific learning gaps, collaborating with colleagues to devise effective strategies, and leveraging the multi-year Curriculum Recovery ATPs to strategically cover missed foundational concepts. These steps ensure that teachers can tailor their instruction to meet remaining needs and ensure comprehensive curriculum coverage in subsequent years .

Collaboration between primary and secondary schools is crucial for effective handovers as it ensures continuity and coherence in student learning. By working together, schools can align on what content was taught and identify learning gaps before students transition to the next educational level. This joint approach facilitates a smoother transition, better preparation of secondary educators, and addresses students' needs more comprehensively as they move from primary to secondary education .

School Management Teams (SMTs) are responsible for supporting teachers by monitoring and assisting with the planning and scheduling of meetings. They provide support to ensure professional, evidence-based, and collaborative discussions are realized, thus facilitating the effective implementation of the Curriculum Recovery Annual Teaching Plans .

Teachers might face challenges such as time constraints, incomplete previous records, or uncertainties about accurately estimating learner understanding when completing Handover Templates. School Management Teams can mitigate these challenges by providing structured time for completion, offering training on effective use of the templates, monitoring progress to ensure timely completion, and fostering a supportive environment that encourages accurate and reflective data sharing .

When reviewing learner progress, teachers should focus on understanding the remaining gaps in knowledge, how well students have mastered key concepts, and the effectiveness of previously used instructional strategies. They should also consider formative assessments' findings to inform ongoing adjustments. By incorporating these elements into their reflection and planning, teachers can tailor their teaching methods to better address the needs of their students within the recovery ATP framework .

Collaborative practices in school-based Professional Learning Communities (PLCs) contribute by allowing teachers to work together to plan, monitor, and solve educational challenges. These collaborative discussions enable teachers to reflect on learned material, share insights on effective practices, and adjust teaching strategies based on formative assessments and student feedback, thus promoting continuous improvement in addressing learning deficits .

Handover Templates facilitate the teaching planning process by providing incoming teachers with a comprehensive report on what was covered in each subject during the previous year. Teachers confirm what was taught, estimate learner understanding, and share this information with future educators. This allows for tailoring the upcoming year's teaching to address remaining gaps and build effectively on past learning .

Diagnostic assessments are critical in the recovery ATPs framework as they help identify gaps in learners' knowledge and mastery of key concepts from the previous years. By determining what students have retained, teachers can better plan to fill these gaps. These assessments guide instructional strategies, ensuring that teaching is adjusted to meet learners' current needs and support effective learning progression .

Teachers should use the Handover Templates to review the content area or topics covered in the previous year, along with the percentage of learner mastery. This information aids in identifying which concepts need reinforcement. Teachers then incorporate this data into their lesson planning, using it alongside the Curriculum Recovery Annual Teaching Plans and diagnostic assessments to address gaps effectively while planning for comprehensive instructional delivery .

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