El abuso de confianza como presupuesto para su configuración

The subject policy is a ministry policy document that should be consulted regularly by all subject teachers to ensure that they teach within the guidelines of the ministry. This policy document guides individual teachers to take initiative, especially in presenting the subject content and facilitating learning. The subject policy emphasizes the learner-centred approach for teaching, learning and assessment in Biology. The subject policy emphasised that utilisation of learners’ prior knowledge in teaching and learning is important for EL. The subject policy indicates that the learning process may be amplified by linking science and real life situations in the environment. The subject policy also indicates that learners should get well planned homework every day. Regardless of class size or teacher’s timetable, the teacher should personally mark and

monitor the work of each learner regularly to help her pick up academic constraints with certain learners. Teachers should write a critical reflection on lessons, noting how strategies could be changed to meet the lesson objectives and how the lesson should then be changed for future adaptation for teaching success.

The subject policy indicates that a variety of materials must be used to enrich and assist in achieving lesson objectives. Relevant to EL the subject policy states that teachers must improvise teaching and learning by using easily available objects in the immediate environment. Local environment and community can be used both as a field to be researched and as resources to obtain information, to stimulate investigation, for inquiry and creativity. The subject policy also states that every teacher should meet the requirements of the syllabus and should develop an effective scheme of work from the syllabus. The scheme of work should be adapted if the syllabus changes. Written lesson preparation is compulsory for every teacher, irrespective of experience. A successful lesson plan should include the topic, teaching aids, learning objectives, basic competencies, monitoring of homework, introduction, presentation of the subject content and assessment.

The subject policy emphasises that extramural activities should be available for learners to practice their knowledge and skills. The subject policy also emphasises the following key issues relevant to the study:

4.2.2.1 Integration

The subject policy indicates that EL is integrated across the curriculum. 4.2.2.2 Support

The subject policy indicates that effective implementation of EL depends on a good communication network between teachers, management, suppliers of material and equipment, community or/and parents, advisory teachers and other stakeholders in Science education by emphasising the following:

Subject meetings and class visits: The department of Sciences should conduct regular subject meetings in order to ensure a better implementation of the Natural Sciences, hence EL. These meetings should ensure that there is a dynamic process of feedback in both directions, from

management to teachers and vice versa. Meetings should serve as a tool for planning, the comparing of schemes of work and activities, such as the setting and moderation of examination papers, in-service training, workshops and temporary or permanent change of staff. Class visits should be conducted regularly by the school management, subject head and even senior teachers. These visits which should be done at least once per term must be constructive, giving positive feedback. In areas of concern, the visitor should lead the discussion in such a way as to make the teacher aware of possible shortcomings.

Continuous professional development: There should be workshops and in-service training of teachers. Teachers should share information, experiences and strategies they were equipped with during training. To excel as a teacher, and constantly develop teaching and management skills, the teacher should be engaged in continuous development programmes. Subject heads and heads of department should have the experience and training to assess the needs of the members of their staff. If the necessary expertise for the development of management skills to facilitate creative teaching is absent, then outside help (e.g. advisory teachers) should be sought. “An advisory teacher has extensive knowledge of the relevant subject areas and their responsibilities are, amongst others, to ensure quality in education through rendering liaison services and subject guidance” (p. 15). The school should fully utilise the expertise provided by advisory teachers. Alternatively school cluster meetings can be organized. There must be department training activities; these can be shared in cluster groups, and in the process with neighbouring schools.

Cluster subject groups: The purpose of cluster subject group meetings is to improve efficiency, build capacity and empower teachers. Attending and participating in cluster subject activities can play a positive role in collaborative development and improving quality teaching and learning.

4.2.2.3 Resources

The subject policy emphasise that teachers in Biology should be creative and innovative to produce their own teaching and learning materials linked to practice. Additional to the textbooks, each school should have a teachers’ guide, equipment used for laboratories, one or two teacher textbooks to use for class preparation and other resources (including ICTs). The supply of

suitable teaching aids that will ensure effective teaching must be seen as the joint responsibility between the Ministry of Education and the school. Teachers should use these to enhance learning and make teaching fun.

Classroom displays and arrangement: All classrooms should have displays such as wall charts, artefacts and learners’ work which makes learning interesting. Materials can be prepared following discussion of the learners’ experiences, stories or ideas. Teachers should encourage learners to add and change displays regularly. It should be the aspiration of the teacher to create an exciting, interesting and encouraging learning environment. The way in which teachers organise their classrooms and activities will have an effect on the atmosphere in the classroom as well as the activities. The seating arrangement may depend on the kind of activity or method planned for a particular lesson, e.g. demonstration, experiment.

Textbooks and exercise books: The ideal situation is that every learner has a textbook for Biology and a note book/ exercise book.

Equipment, practical lessons and laboratories: In lessons where the teacher intends to conduct some practical work by demonstration, learners themselves must be carefully prepared, and tasks tried out before hand. The time factor should always be considered in such a way that the activity can be mastered within the available time, or mechanisms developed for carrying on over more than one day.

Teachers’ resource centre and school library: Teachers are encouraged to utilise the resources and facilities offered at teachers’ resource centres. If a certain item is not available at the local/regional centre, it is possible to make inter-library or inter-teachers resource centre loans.

4.2.2.4 Time and time management

Success of EL depends on maximum time on task and it is expected that, the teacher and learners attend every class as indicated on the timetable, the teacher and learners arrive punctually in the morning for school and for every class, lessons are planned so that there is as much time on the task as possible. In terms of the timetable, the subject policy suggests that in the timetable, Grade

11 and 12 should have 6 Biology periods in a 5 day cycle or 8 periods in a 7 day cycle period with a minimum of 40 minutes duration per period. Natural Science (which includes Biology) gets at least two double lessons a week to provide enough time for discussions, practical work or experiments.

4.2.2.5 Teachers’ knowledge/qualification

The subject policy indicates that teachers should be qualified to teach the subject phase and have knowledge of subject matter. In this case Biology teachers should have a qualification to teach Biology at Grade 11 and 12 level, hence EL within Biology.

4.2.2.6 Learners’ discipline and motivation

The subject teacher should create a conducive environment in the classroom for quality teaching and learning and establish a disciplined teaching and learning environment in the class.