THE READING PLAN South African Principal’s Association 27 August 2013

1. THE READING PLAN South African Principal’s Association 27 August 2013

2. PURPOSE To request the NCF to note : • the reading plan hasbeendeveloped as a response to the core recommendations that were made on reading in the Ministerial Audit Reading report and the NEEDU and PIRLS reports; and • provincial progress on reading.

3. OVERVIEW COMMENTS • The DBE and the PEDs concur with the findings in the reports. • The recommendations made in the reports are part of the DBE and PEDs plans and therefore will be intensified. • The focus on reading is the key strategic lever for improvement of performance and a reading plan has therefore been finalised and is being implemented by provinces. • The reading and literacy requirements in CAPS have been up fronted in the Reading plan. .

4. Research Reports on Reading Progress in International Reading and Literacy Study(PIRLS) National Education Evaluation and Development Unit(NEEDU) Ministerial Reading Audit Report

5. PIRLS Progress in International Reading Literacy Study (2001 to 2011)

6. REFLECTIONS

7. REFLECTIONS...

8. Recommendations from 2012 needuannual report

9. LANGUAGE

10. LANGUAGE...

11. LANGUAGE...

12. LANGUAGE...

13. AFRICAN LANGUAGES

14. WORKBOOKS

15. WORKBOOKS (2)

16. READING

17. ANA

18. Ministerial Reading Audit Report Overview:Ministerial Reading Audit Team was appointed to investigate the implementation of reading programmes across provinces. The mandate given to the Audit Team was to go beyond a catalogue of what is being done and to analyse and identify the different kinds of support needed to strengthen reading programmes across the system.

19. Findings and Recommendations

20. Findings and Recommendations

21. Reading Plan and reading interventions

22. READING PLAN FOR GRADES R TO 12 Purpose: To improve literacy and reading outcomes in Grades R to 12 by monitoring and supporting the delivery of reading and literacy programmes at classroom level and to clarify the roles and responsibilities of the school, district, province and DBE with regard to supporting reading interventions.

23. Roles and Responsibilities

24. Monitoring Reading Interventions Provinces have been requested to submit quarterly reading reports on the last Tuesday of every term. The reporting is being done on these :four pillars Provisioning and utilization of reading resources Monitoring and evaluation(accountability) Advocacy and Communication Library and Information Services

25. Eastern Cape Provisioning and utilization of reading resources • FAL Guidelines developed and distributed to all districts • Teaching and Learning Resource booklet developed with ITEC for HL isiXhosa FP schools • Classroom libraries established in most schools • LTSM provided as per CAPS requirements for Grades R to 12 Monitoring and evaluation • Monitoring tool being developed to collect evidence of interventions • Quarterly reading and literacy assessments • Reading norms( specify number of books read and words learnt for R to 3) Communication and advocacy Use of reading clubs, reading festivals Library and Information Systems Mobile libraries in a few districts, new libraries and media centres in ASIDI schools Book exhibitions

26. Gauteng Provisioning and utilization of reading resources Exceeded CAPS requirements for reading resource provisioning in H/Language, FAL and African languages in Grades R to 12 Monitoring and evaluation Frequency of reading and literacy lessons CAPS literature norms for Grades 7 to 12 Communication and advocacy Reading booklet for parents, homework support policy Library and Information Systems National Guidelines for library Services distributed to all schools Trolley libraries and mobile libraries, utilization municipal libraries

27. FREE STATE Provisioning and utilization of reading resources Provided Reading Resources as per CAPS requirements for grades R to 12 to all schools Monitoring and evaluation Conduct school visits in underperforming districts Reading norms as per CAPS requirements for Grades 1 to12 Administer quarterly assessments Communication and advocacy MoU with Dept of Arts and Culture host jointly Provincial Spelling Bee Competitions and Literacy Events Library and Information Systems: Budget of R6m for library resources

28. KwaZulu Natal Provisioning and utilization of reading resources • Big Books, Graded Readers to all FP classes • Charts procured for schools • Manual on How to develop and implement a reading programme developed • Reading Strategy document distributed to all schools Communication and advocacy • KZN Literacy calendar issued to schools • Teachers encouraged to join the Reading Association of KwaZulu-Natal

29. Limpopo Provisioning and utilization of reading resources • Big Books, readers and FP CDs with stories in indigenous languages, English readers for Grades 4-7 Roles and responsibilities and accountability across the system • Training and support by province and district Research monitoring and evaluation • Monitoring and evaluation through sampling of schools by all levels Communication and advocacy • Strategy shared with District Heads and Curriculum advisors

30. Mpumalanga Provisioning and utilization of reading resources Provided Reading Resources as per CAPS requirements for grades R to 12 to all schools Monitoring and evaluation • Monthly and quarterly assessments assessments were administered at schools in March/June 2013 • Reading and literacy norms as per CAPS requirements Communication and advocacy Radio talk shows on reading for GET and FET Reading and Literacy festivals

31. Northern Cape Provisioning and utilization of reading resources Provided reading resources for Grades R to 12 as per CAPS requirements Monitoring and evaluation Conduct school visits in underperforming districts Reading norms as per CAPS requirements for Grades 1 to12 Administer quarterly assessments Communication and advocacy Launched the Provincial Literacy Strategy on the 31 May 2013. Communicated the strategy to SGB members, principals and teachers. Library and Information Systems NGOs: Rally to Read, Sanparks Mobile Libraries,BREADLINE AFRICA PROJECT, BIBLIONEEF

32. North West Provisioning and utilization of reading resources • Teachers using workbooks for shared reading Research monitoring and evaluation • Area offices using analysis of quarterly assessments to give support to schools especially in 5 poor performing schools per Area Communication and advocacy • Reading competitions in some Areas

33. Western Cape Provisioning and utilization of reading resources Exceeded CAPS requirements for reading resource provisioning in H/Language, FAL and African languages in Grades R to 12 Monitoring and evaluation Frequency of Reading programmes as per CAPS requirements in Grades R to 12 Conduct internal annual systemic assessments Reading norms set by schools Library and Information Systems The orientation of district officials, principals and teachers on the implementation of the NGSLIS (National Guidelines for School Library and Information Services) has been started.

34. WAY FORWARD • Develop National Reading baseline tests using EGRA model. • Establish National Reading norms based on national and international reading studies • Monitor provisioning and utilization of reading resources • Provide ongoing training and support for reading instruction • Work closely with partners to intensify support for reading programmes in the system

35. THANK YOU