Assessment for Learning in EBE/CLIL : a learning-oriented approach to assessing English language skills and curriculum content at early primary level

Assessment is usually viewed as an inevitable event in teachers' and learners’ lives resulting from an imposition from education systems. However, if done well, assessment can provide learners, teachers and other stakeholders with sound information about learner performance and progress which will ultimately boost learning and feed into school success. This project work discusses ways of assessing both English language and curriculum content at early primary level and aims to provide learning-oriented guidelines and a principled framework for such assessment. It is meant for learners and teachers involved in Early Bilingual Education/Content and Language Integrated Learning at early primary level.A avaliação é comummente vista como um acontecimento inevitável na vida dos alunos e dos professores, resultante de uma imposição dos sistemas de ensino. No entanto, se bem conduzida, a avaliação pode, de forma eficaz, informar alunos, professores e outros atores, sobre o desempenho e o progresso do aluno, o que acabará por promover a aprendizagem e contribuir para o sucesso escolar. O presente trabalho de projeto discute formas de avaliar a língua inglesa e os conteúdos curriculares no 1.º ciclo do ensino básico e tem como objetivo fornecer recomendações orientadas para a aprendizagem, bem como um referencial para essa avaliação. Este trabalho tem como destinatários alunos e professores envolvidos num contexto de ensino bilingue precoce/aprendizagem integrada de conteúdos curriculares e língua no 1.º ciclo do ensino básico

The place and role of effective classroom management in the improvement of Mathematics education in Gauteng province

This study explores the feelings, perceptions and experiences of Mathematics educators as they use classroom management to improve Mathematics education in the sampled four secondary schools in the Gauteng province. The main research question was to understand the place and role of effective classroom management in the improvement of mathematics education. In answering this question, the researcher collected data through purposively and conveniently selected four schools in Gauteng province. The researcher engaged the Mathematics head of department and Mathematics educators of participating schools to conduct face-to-face semi-structured interviews with heads of departments, and focus group discussions with Mathematics educators. Data was also collected through limited observation of different administrative aspects in Mathematics classrooms. Data collected was thematically analysed. The data analysis resulted in four main themes emerging. Overall, it was identified that Mathematics educators are expected to perform multiple tasks which necessitate good classroom management skills thereby enhancing an improvement in the performance of learners. From the data obtained, analysed and discussed, the study established that good Mathematics teaching cannot be separated from effectively managing classes, and that effective classroom management is a necessity in Gauteng province. Several elements which enhance effective classroom management were found to be, possession of relevant and adequate resources in the form of material and physical or material, educator professional skills and characteristics, parental and school management support as well as positive learner participation. it was seen that educators were facing several challenges which interfere with their efforts to restore and maintain an organised teaching–learning environment.Educational Management and LeadershipPh. D. (Educational Management