Lesson 1, Topic 1
In Progress

Supervision of Curriculum Activities

December 6, 2021

Supervision of Curriculum Activities

The EA should

  • keep a file to record all the curriculum activities assigned to him/her by the school.
  • help with the development of teaching plans and resources such as teaching aids, preparing worksheets as guided by the teacher focusing on different topics for specific grades.
  • be involved in the implementation of the Subject Improvement Plan Activities/ remedial activities/ scaffolding activities for learners at risk i.e. retained and progressed learners such as:
    • Information Gap Activities: these are usually pair activities in which one learner has information the other needs;
    • Information transfer activities: these are done in pairs or groups and involve transferring information from a picture or diagram to a written or spoken text or other way round;
  • help prepare the relevant material and resources for teaching and learning, e.g.
    • interesting video clips or texts from social media, adverts , cartoons  that can be used in any language aspect taught. For example, a video clip on parliamentary debate as a pre-activity for argumentative writing, and to highlight persuasive techniques.
    • Contemporary language use like ‘a family meeting’ whenever the President is addressing the nation can be used as pre-activities for teaching figurative and literal references, as well as the issue of context.

Other materials that EAs can assist with:

  • collecting cartoons and advertisements from newspapers and magazines
  • a variety of texts for comprehension especially in schools where electricity and network are a challenge.o using texts from content subjects to enhance understanding of the content taught during the day. For example, the lesson on how to write instructions, which use imperatives, could be enhanced through citing experiments in Physical Sciences, or sharing a recipe in Consumer Studies. Learners can be taught Word attack skills which could enhance concept formation as advocated in the EAC.
  • Learners could be urged to bring their own examples from newspapers, practical experiences or stories they heard shared.
  • A lesson on homonyms can be followed by examples like ‘displacement’ which means different things in ordinary language use and the science subjects.

The EA can also enhance EAC by:

  • promote use of cell phones for learning by demonstrating and accessing helpful learning sites like the DBE, PEDs and other learning sites. WhatsApp group chats, monitored and supported by the EA, can be established among learners to discuss their work and support each other;
  • be responsible to supervise study periods, supervise extra classes and assist learners with homework to keep learners engaged.