Redirecting...

Chapter 9

Webinare | Webinars

9.1 2020

9.1.1Grondslagfase | Foundation Phase

Reading | Lees
6/10/2020
Foundation Phase Reading in English HL & FAL
Recording

29/09/2020
Classroom Culture for EFAL
Recording Foundation Phase
Recording Intermediate Phase
Attention Getters

08/09/2020
Classroom culture for EFAL
Recording Foundation Phase
Recording Intermediate Phase

22/09/2020
Recording Foundation Phase

 

Afrikaans HT
25/08/2020
Klanke, klankleer en Assessering
Recording

18/08/2020
Handskrif
Recording

11/08/2020
Lees en Kyk
Recording
Presentation

04/08/2020
Luister en Praat
Recording
Presentation

Wiskunde
22/07/2020
Idees oor COVID-19 en Kleingeld
Recording
Recording (Kleingled)02/07/2020
Idees oor COVID-19 en Kleingeld
Recording

30/06/2020
Idees oor COVID-19 en Kleingeld
Recording

25/06/2020
Idees oor COVID-19 en Kleingeld
Recording

23/06/2020
Idees oor COVID-19 en Kleingeld
Recording
Presentation

9.1.2Intermediêre Fase | Intermediate Phase

Reading in HL & EAL

22/09/2020
Recording Intermediate Phase

01/09/2020
Skryf in die Intermediêre Fase
Recording
Recording: Writing in the Intermediate Phase
Halfjaar Basislyn Assessering
Finale Graad R Afr HT ATP Gewysigde Leerplan
Grade R Revised Teaching Plans Life Skills 2020 Guidelines
Grade R Covid 19 Guideline
Grade R Life Skills Presentation Outline ATP Mediation
Mathematics 2020 Revised National Annual Teaching Plan Grade R

15/09/2020
Oral Activities
Recording
Presentation
Oral Avtivities

08/09/2020
Classroom culture for EFAL
Recording Foundation Phase
Recording Intermediate Phase

 

Lewensoriëntering
Beweging in die Intermediêre fase

09/09/2020
Beweging in die Intermediêre fase: Oorkom die uitdaging van sosiale distansiëring
Recording
Presentation

02/09/2020
Hoe om die tableau in LO/LV aan te bied
Recording
Presentation

30/09/2020
Recording

07/10/2020
Recording

16/09/2020
Integrering van LV in Wiskunde en Tale
Recording

02/07/2020
Begripstoetsing, skryfvaardighede en visuele geletterheid
Recording

30/07/2020
Recording
Presentation

25/06/2020
Recording

23/06/2020
Recording

Wiskunde

30/07/2020
Meting & Data (Gr 4 – 6)
Ruimte & Vorm (Gr 7 – 9)
Recording

28/07/2020
Algebra
Recording

23/07/2020
Ruimte en Vorm
Recording

21/07/2020
Algebra Senior Fase: Funksies – Getalle bewerkings en Verwantskappe
Recording
SF Funksies, Verwantskappe Algebra

9.1.3Senior Fase | Senior Phase

9.1.4VOO Fase | FET Phase

Wiskunde | Mathematics

27/08/2020
Wat is die kerninligting waarop Gr 10 – Gr 12 nou op moet fokus?
Recording

10/09/2020
What is the core information to focus on now for Grade 10 & 11
Grade 10 teachers
Grade 11 teachers
The emphasis  will be on Paper 1 (3 Sept) and Paper 2 (10 Sept)
Recording
Presentation
Presentation V2

03/09/2020
What is the core information to focus on now for
Emphasis  on Paper 1
Recording

Afrikaans HT & EAT

07/09/2020
Onderrig van Drama – My Japan (Gr 11)
Recording

31/08/2020
My Japan: Die drama in die klaskamer
Recording

26/08/2020
Onderrig van Drama
Recording

Afrikaans HT: Onderwêreld
19/08/2020
Lang vraag
Recording

17/09/2020
Studiegids Onderwêreld
Gr 12 Aft HT Studiegids Poësie
Gr 12 Afr HT Hersieningsgids
Recording

12/08/2020
Recording

05/08/2020
Recording

03/08/2020
Recording
Aanhalings

Besigheidstudies

29/07/2020
PROFESSIONALISME en ETIEK en hoe om dit in die klaskamer aan te bied
Recording

22/07/2020
Menslike Hulpbronbestuur: Riglyne vir die eksamen
Recording
Business Studies P1 Gr 12 Exemplar 2020 Afr
Business Studies P1 Gr 12 Exemplar 2020 Eng
Business Studies P1 Gr 12 Exemplar 2020 Marking Guidelines Afr
Business Studies P1 Gr 12 Exemplar 2020 Marking Guidelines Eng
Business Studies P2 Gr 12 Exemplar 2020 Afr Marking Guidelines
Business Studies P2 Gr 12 Exemplar 2020 Afr
Business Studies P2 Gr 12 Exemplar 2020 Eng Marking Guidelines
Business Studies P2 Gr 12 Exemplar 2020 Eng

08/07/2020
Nasienvereistes
Recording

01/07/2020
Wysigings aan die Jaarlikse Onderrigplanne vir 2020 sowel as wat om in die Graad 12 NSS eksamen te verwag
Recording
Presentation
DBE Gr. 10
DBE Gr. 11
DBE Gr. 12
Business Environments
Business Ventures
Gr 12 Term 1 BSTD Tutoring Booklet
Gr 12 Term 2 BSTD Tutoring Booklet

Geskiedenis | History

What content has been left out? What are the proposals for assessment that are currently on the table?
29/07/2020
Recording

Geografie | Geography

15/07/2020
Panel discussion
Recording

9.1.5Inklusiewe Onderwys | Inclusive Education

  • ARE MASKS A NEW BARRIER TO LEARNING?
    • 2020/04/11
    • Recording
    • Presenter:  Michelle van Zyl
      Assisting learners with sensory challenges (including ADHD and Autism) to adapt to the new normal.
  • TRAUMA, EMOSIONELE BUFFERS EN COVID-19
  • HELP MY KIND IS ANDERS!
  • VIA AFRIKA USEFUL MINDSET FOR EDUCATORS
  • THANK YOU FOR ASKING, I’M NOT FINE!
    • 20 May 2020
    • Recording
    • Presenter: Doné van Wyk (@Real Brilliance)

9.2 2021

9.2.1Inklusiewe Onderwys | Inclusive Education

9.2.2Kurrikulum | Curriculum

 

9.2.3VKO | ECD

  • VKO Kompas
  • VKO Dinamo
  • Skryfvaardighede vir 0 – 9 jariges
  • SAOU Vrystaat: Pre-Primêr Belangegroep | SAOU Free State: Pre-Primary Interest Group
  • Flambojante 0 – 9: Hoe lyk die VKO Klaskamer
  • Brandpunte in die Onderwys | Hot Topics in Education
    • 2021/11/10
    • Opname | Recording
      • Die fokus skuif vir Gr RR en GR R van DSO na DBO en die datums van die beoogde skuif. Aanstellings van Gr R praktisyns en die arbeidsimplikasie daarvan. Wat die SAOU vir sy VKO lede bied kan beteken. | The focus shift for Gr RR and GR R from DSO to DBO and the dates of the proposed move. Appointments of Gr R practitioners and their labor implications. What the SAOU offers to its ECD members.
        • Wat beteken en doen die SAOU vir sy VKO lede | How does the SAOU assist the ECD members – Chris Klopper
        • Aanstellings van Gr R praktisyns en die arbeidsimplikasie daarvan | Appointments of Gr R practitioners and the labour implications – Piet Delport
        • Wat behels die fokus skuif vir Gr RR en Gr R van DSO na DBO en die datum van beoogde skuif/ What comprises the focus shifting of the Gr RR and Gr R from DSD to DBE – Dr Janeli Kotze
        • Van Juffrou tot Flou Vrou. Hoe om werk weer in ‘n passie te verander. | From Teacher to Tired Creature How to turn work into a passion again. – Dr Lizelle Nel

9.2.4Grondslagfase | Foundation Phase

9.2.5Intermediêre Fase | Intermediate Phase

9.2.6Senior Fase | Senior Phase

  • Assessering vir Leer: Hoërskole
  • Beskikbare Jeugromanse met lesergidse (NW Uitgewers)
  • Die ontwikkeling van ‘n eie taal in die Jungu Josh reeks

9.2.7VOO Fase | FET Phase

  • Afrikaans HT & EAT Gr10
  • Afrikaans HT Gr 11
  • Afrikaans EAT Gr 11
  • English Home Language Grade 8-12 English First Additional Language Grade-12: Shakespeare
  • Afrikaans HT & EAT Graad 12
  • Lewenswetenskap | Life Science
  • How to present English Poetry in a fun and interesting way
  • SAOU Simposium vir Opvoeders by Landbou en Tegniese Skole | SAOU Symposium for Educators at Agricultural and Technical Schools
    •  2021/10/20
    • Opname | Recording
    • Aanbieding | Presentation
      • Aanpassings aan die Tegniese Wiskunde en Wetenskap was nodig en waarvan moet daar kennis geneem word? | Changes to Technical Mathematics and Science were necessary and what should be taken note of? (Mr M Njomeni)
      • Tegniese Wiskunde het ‘n PAT komponent: wat word vereis? |Technical Mathematics has a PAT component:  what is required? (Mr M Njomeni)
  • SAOU Simposium vir Opvoeders by Landbou en Tegniese Skole | SAOU Symposium for Educators at Agricultural and Technical Schools
    • 2021/10/27
    • Die stabilisering van stikstofbemestingstowwe om kostedoeltreffendheid te verbeter, maar ook om atmosferiese en grondwaterbesoedeling te bekamp. | The stabilisation of Nitrogen fertilizers to ensure cost effectiveness as well as ensuring the combat of atmospheric and ground water pollution.
    • Hoe kan suksesvolle vennootskappe gevestig word om die skool se lewensvatbaarheid te verbeter. | How to establish successful partnerships with the private sector in order to sustain a school’s longevity
    • Opname | Recording

9.3 2022

9.3.1Inklusiewe Onderwys | Inclusive Education

  • Learners with communication, language and literacy difficulties
  • Learners on the Autism Spectrum
  • Learners who are deaf or hearing impaired
  • Learners who are blind or visually impaired
  • Down Syndrome
  • Discipline in a post COVID era
    • 2022/06/22
      • What are my rights and responsibilities as an educator | Wat is my regte as opvoeder
    •  2022/06/13
      • The use of restorative disciplinary practices to foster a positive learning environment |
        Die gebruik van herstellende dissipline praktyke om ‘n positiewe leeromgewing te bevorder

    •  2022/06/07
      • Positive discipline supported by the implementation of the SIAS policy and Individual Support Plans
        Positiewe dissipline ondersteun deur die implementering van die SIAS-beleid en individuele ondersteuningsplanne

    •  2022/06/01
      • The role of a Value Driven Disciplinary System in a Post COVID Era
  • LSOB klasse vs Remediërendeintervensie klasse | LSEN classess vd Remedial intervention classes
  • LSOB-klasse in hoofstroomskole: Effektiewe klaskamerbestuur en dissipline – Beste praktyk en lesse geleer | LSEN classes in mainstream schools: Effective classroom management and discipline – Best practice and lessons learned
  • Voorbereiding van LSOB leerders vir integrasie in Vaardigheidskole of Beroepsgerigte skole | Preparation of LSEN learners for Integration in Schools of Skills or Vocational Schools
  • How to support, motivate and involve parents of learners who are in LSEN classes in mainstream schools | Hoe om ouers van leerders wat in LSOB-klasse in hoofstroomskole is, te ondersteun
  • LSOB-klasse in hoofstroomskole: Evaluering en plasing van leerders | LSEN classes in mainstream schools: Evaluation and placement of learners
  • Differensiasie van Assessering | Differentiation of Assessment
  • Kurrikulumdifferensiasie: LSOB-klasse in hoofstroomskole | Curriculum Differentiation: LSEN classes in main -stream schools
  • Kurrikulumdifferensiasie: LSOB-klasse in hoofstroomskole | Curriculum Differentiation: LSEN classes in main -stream schools

9.3.2Kurrikulum | Curriculum

9.3.3VKO | ECD

9.3.4Grondslagfase | Foundation Phase

9.3.5Intermediêre Fase | Intermediate Phase

8.3.6Senior Fase | Senior Phase

8.3.7VOO Fase | FET Phase

9.4 2023

9.4.1Inklusiewe Onderwys | Inclusive Education

  • Hoe lyk ’n trauma-sensitiewe klaskamer? | What does a trauma sensitive classroom look like?
  • Ken jouself as onderwyser: Is ek ‘n hindernis vir my eie leerders se vermoë om te leer en te vorder (Deel 2) | Know yourself as a teacher: Am I a barrier to my own learners’ ability to learn and progress (Part 2)
  • Ken jouself as onderwyser: Is ek ‘n hindernis vir my eie leerders se vermoë om te leer en te vorder (Deel 1) | Know yourself as a teacher: Am I a barrier to my own learners’ ability to learn and progress (Part 1)
  • What does assessment look like in the multigrade classroom? | Hoe lyk assessering in die multigraad-klaskamer?
  • Die rol van die multigraad-opvoeder in die inklusiewe klaskamer | The role of the multigrade educator in the inclusive classroom
  • Hoe om leerders met angs in ‘n klassituasie te identifiseer, te ondersteun en indien nodig te vir professionele intervensie te verwys| How to identify, support and if necessary refer learners with anxiety in a class situation for professional intervention
  • LSOB Simposium | LSEN Symposium
    • 2023/03/16
      • Dysregulated behaviour | Wanreguleerde gedrag
      • Dispensing of medicine in schools: Do’s and don’t’s | Reseptering van medisyne in skole: moets en moenies
    •  2023/03/15
      • When children break their silence (procedures for reporting sexual, physical and emotional abuse) | Wanneer kinders hulle stilte verbreek (prosedures vir die rapportering van seksuele, fisiese en emosionele mishandeling)
      • The legalisation of Cannabis for personal and private use and the implications for schools | Die wettiging van dagga vir persoonlike en private gebruik en die implikasie vir skole
    •  2023/03/14
      • Assessment for learning: Tips and tricks | Assesering vir Leer: Wenke en Truuks
      • Using MAKATON to support learners with special education needs w.r.t. communication, language and literacy difficulties | Die gebruik van MAKATON om leerders met spesiale onderwysbehoeftes te ondersteun m.b.t. kommunikasie-, taal- en geletterdheidsuitdagings
  • DCAPS: Development of quality assessment tasks for various DCAPS Skills Subjects: Agricultural Studies, Art and Crafts, Bricklaying and Plastering, Plumbing, Woodworking and Timber, Motor Mechanics, Welding, Maintenance and Office Administration 
  •  DCAPS: Development of quality assessment tasks for the following DCAPS Skills Subjects: Consumer Studies Food Production, Consumer Studies, Needlework, Hospitality Studies, Beauty and Nail Technology, Hairdressing and Beauty Care, Ancillary Health Care 
  • DCAPS: Development of quality assessment tasks for DCAPS Life Skills
  • DCAPS – Developing quality assessment tasks for DCAPS Mathematics
  • DCAPS: Developing quality assessment tasks for DCAPS Home Language
  • DCAPS – Beginsels van assessering: Kernvakke en Vaardigheidsvakke | Principles of Assessment: Core Subjects and Skills Subjects

9.4.2VKO | ECD

9.4.3Grondslagfase | Foundation Phase & Gr R

2023

9.4.4Intermediêre Fase | Intermediate Phase

  • Lego Robotics
  • ChatGPT
  • Coding in the classroom
  • How to start a coding club at your school
  • Demystifying coding
  • GF & Intersen Kodering & Robotika Projek-Sessie 4
  • GF & Intersen Kodering & Robotika Projek-Sessie 3
  • GF & Intersen Kodering & Robotika Projek-Sessie 2
  • GF & Intersen Kodering & Robotika Projek-Sessie 1 Die wie van Kodering en Robotika
  • Child Abuse and disclosure workshop
  • Facing the challenges of teaching English as a second language head on
  • Meer take, minder tyd – wenke om dit te laat werk
  • Skooldissipline deur klaskamerbestuur | School discipline through classroom management 
  • Kreatiewe Skryfprojek – Afdeling A
  • Kreatiewe Skryfprojek (Afrikaans HT en EAT Gr 4 – 9)
  • Wiskunde: Bou vertroue i.t.v. volgorde van bewerkings | Mathematics: Building confidence within order of operations
  • Wiskunde: Die hantering van wanbegrippe in basiese berekeninge | Mathematics: Addressing misconceptions in basic calculations
  • Wiskunde: Gewig van onderwerpe (temas) in assesserings; JOP 2023 en KABV Verduidelikende Notas of Onderrig-Riglyne | Mathematics: Topic Weightings in Assessments; ATP 2023 and CAPS Clarification Notes and Teaching Guidelines
  • Om te lees, moet ek weet wat dit vir my beteken
  • Om te lees, moet jy maklik begin
  • Om te lees, moet dit lekker wees
  • Om te lees, moet jy kan luister
  • Riglyne vir interpretasie en implementering van 2023 JOP’s vir Afrikaans HT & E AT Gr 4 – 7 | Guidelines for interpretation and implementing of 2023 ATP’s for Afrikaans HL & FAL Gr 4 – 7

9.4.5Senior Fase | Senior Phase

2023

  • Mathematics Gr 8 – 9 Session 4: Numbers and Geometric patterns
  • Mathematics Gr 8 – 9 Session 3: Geometry
  • Mathematics Gr 8 – 9 Session 2: Functions, relationships and graphs
  • Mathematics Gr 8 – 9 Session 1: Discussion of the TIMSS Report (Trends in International Mathematics and Science Study)

9.4.6VOO Fase | FET Phase

  • Gr 12 Trigonometry building on Gr 11 foundation | Gr 12 Trigonometrie voortbouend op Gr 11 fondasie
  • Gr 12 Differentiation – Mathematics | Gr 12 Differensiasie – Wiskunde
  • Graad 11 Euklidiese Meetkunde | FET: Grade 11 Euclidean Geometry
  • Gr 11 Algebra building on Gr 10 foundation | Gr  11 Algebra voortbouend op Gr 10 fondasie
  • Gr 10 Meting en Analitiese Meetkunde | Gr 10 Measurement and Analytical Geometry
  • Wiskunde – Gr 10 Funksies asook waar dit in Gr 11 verander | Mathematics – Gr 10 Functions as well as where they change in Gr 11

9.5 2024

9.5.1Inklusiewe Onderwys | Inclusive Education

  • HOE OM… die uitdagings te oorkom om terapeute, beraders en sielkundiges in die SBST te betrek | HOW TO… overcome challenges in integrating therapists, councillors and psychologists in the SBST
  • HOE OM…met leerders met fisiese gestremdhede te werk | HOW TO…work with learners who are physically disabled
  • HOE OM… met leerders te werk wat blind en swaksiende is | HOW TO… work with/ learners who are visually impaired or blind
  • HOE OM… met leerders te werk wat gehoorgestremd en doof is | HOW TO… work with learners who are deaf and hard of hearing
  • HOE OM… die veiligheid van leerders te verseker t.o.v. infrastruktuur en skoolbeleid | HOW TO…ensure the safety of learners in terms of infrastructure and school policies
  • General Education Certificate (GEC) and Technical Occupational Curriculum (TOC)
  • LSOB Simposium | LSEN Symposium
    • Klaskamer– en gedragsbestuur | Classroom and behavioural management
    • Holistiese ondersteuning | Holistic support
    • Kurrikulum | Curriculum
    • Bestuur | Management
  • Autism Awareness Month: Understanding the disorder
    • How to work with learners who have ASD in an academic capacity part: part 3
    • How to work on the social skills of learners with Autism Spectrum Disorder: part 2
    • The importance of early intervention: part 1
  • Identifisering en hantering van leerhindernisse : Assesserings en Akkommodasies | Identifying and managing learning barriers: Assessments and Accommodations
  • Identifisering en bestuur van leerhindernisse: ADHD en Ouditiewe prosessering | Identifying and managing learning barriers: ADHD and Auditive processing
  • Identifisering en bestuur van leerhindernisse: Diskalkulie en Wiskunde verwante angs | Identifying and managing learning barriers: Dyscalculia and Maths anxiety
  • Identifisering en bestuur van leerhindernisse: Disleksia, Disgrafie en Irlen sindroom | Identifying and managing learning barriers: Dyslexia, Isography and Irlen syndrome

9.5.2VKO | ECD

  • Onderwys Welstand | ECD & FP: Education Well-being
  • VKO & GSF SIMPOSIUM | ECD & FP SYMPOSIUM
    • 2024/08/22
      • Hoe om kinders se emosionele ontwikkeling te ondersteun in die VKO en GSF | How to support children’s emotional development in the ECD and GSF
      • Dr Jo-Marie vd Merwe-Bothma
      • Opname | Recording
    •  2024/08/21
      • Skoolhoofde in vroeë kinderontwikkeling-fase se leierskapontwikkelingbehoeftes | Leadership development needs of Principals in Early Childhood Education
      • Dr Anitha Janse van Vuuren
      • Opname | Recording
    •  2024/08/20
      • Hoe om ‘n vroeë grondslag vir die 21ste eeuse vaardighede te lê
      • Lizette van Hyussteen
      • Opname | Recording
    •  2024/08/19
      • Aanleer van tweede taal | Second Language Learning
      • Ilouise van Schalkwyk
      • Opname | Recording
  • VKO ontwikkeling aan die hand van ELDAS en NELDAS | ECD development in line with the ELDAS and NELDAS
  • Prentjie-stories vir taalontwikkeling | Pictures Story for language development
  • Die rol van stories in die VKO en Grondslagfase| The role of stories in ECD and Foundation Phase
  • Spraakterapie ontwikkeling VKO & GSF | Speech therapy development ECD & FP
  • Brein gym vir VKO en Grondslagfase leerders | Brain gym for ECD and Foundation Phase learners
  • Musiekopvoeding in die VKO en Grondslagfase | Music education in the ECD and Foundation Phase
  • Ontwikkel emosionele intelligensie van leerders | Developing emotional intelligence of learners

9.5.3Grondslagfase | Foundation Phase & Gr R

  • Die waarde van prenteboeke en hardoplees
  • Handbewegings om taal en kommunikasie in die klaskamer te ontwikkel | Gestures to develop language and communication in the classroom 
  • Oorgang van Gr 3 na Gr 4 | Transition from Gr 3 to Gr 4
  • Die rol van die Graad R juffrou volgens die KABV kurrikulum | The role of the Gr. R teachers according to the CAPS curriculum
  • Die rol van stories in die VKO en Grondslagfase| The role of stories in ECD and Foundation Phase
  • Inspireer leerders wat ‘n stadiger werkstempo toon | Inspiring learners who exhibit a slower work pace
  • Hantering van Boeliegedrag en leerders wat byt | Dealing with bullying behaviour and biting learners
  • Sensoriese Prosessering | Sensory Processing
  • Verstaan die sensitiewe leerders in jou klas | Understanding the highly sensitive learner in your classroom
  • Wiskunde angstigheid in die Grondsalgfase | Mathematics anxiety in the Foundation Phase
  • Bestuur van dissipline in die klaskamer | Managing of discipline in the classroom
  • Hulpverlening aan leerders wat hindernisse ervaar | Assisting learners that experience barriers
  • Maak lees ‘n fees | Make reading fun
  • Wat om in Graad 1 te verwag | What to expect in Grade 1

9.5.4Intermediêre Fase | Intermediate Phase

  • Explore the building blocks of coding and robotics activities
  • AI Policy and Leadership: Leadership, Strategic Planning and Artificial Intelligence [AI] in Schools For school leaders and teachers
  • English class readers for Gr 4 to 9
  • Sosiale Media, die reg en jou gesin | Social Media, the law and your family
  • Meaningful assessment using e-Assessment Tools and Strategies
  • How to teach summaries in Grade 4 – 7
  • Die onderrig van opsommings
  • CANVA in die klaskamer
  • Dealing with learners who cut themselves
  • Internet safety
  • Vorming van leerders se 21ste-eeuse vaardighede deur kodering en robotika | Shaping learners’ 21st century skills through
  • Tegnologie leierskap: Onderrig deur, met, om en van Kunsmatige Intelligensie | Technology leadership: Teaching through, with, around and of Artificial Intelligence
  • Science Made Simple: Interactive Experiments for Teachers
  • Nuwe klasleesboeke en jeugromans vir die klaskamer | New class reading books and youth novels for the classroom 
  • Tale: Die Projek! | Languages: The Project
  • Hoe speel jou help om Kodering en Robotika te ontsyfer | How play helps you decipher Coding and Robotics
  • STEAM – Laat die pret begin! | STEAM – Getting the fun train going!
  • What do I do about ChatGPT and Generative AI in my class?
  • Die Digitale Dilemma (2)
  • Die Digitale Dilemma (1)
  • Bestuur en assessering Kodering en Robotika | Managing and assessing Coding and Robotics
  • What do I do about ChatGPT and Generative AI in my class?
  • Angstigheid by kinders, hoe dit die leerproses benadeel en wat onderwysers kan doen
  • Digital resources in the classroom

9.5.5Senior Fase | Senior Phase

  • Optel en aftrek van algebraïse terme Gr 7 – 9
  • AOS: SA SAMS punte | GEC: SA SAMS marks
  • AOS in vaardigheidskole | GEC in Schools of skill
  • AOS projek: Die geingtegreerde projek | GEC project: Integrated task
  • Oorsig oor die AOS projek | Overview of the GEC project

9.5.6VOO Fase | FET Phase

  • Skoolgebaseerde Assessering in Graad 12 | School Based Assessments in Grade 12
  • Pharos se Senior Tweetalige Skoolwoordeboek vir graad 10–12

9.6 2025

9.6.1Inklusiewe Onderwys | Inclusive Education

  • Understanding the SIAS process
  • HOE OM… Assesserings op te stel inlyn met DCAPS | HOW TO… Set up assessments that is in line with DCAPS
  • HOE OM… Gratis/bekostigbare hulpmiddels in jou klaskamer te gebruik | HOW TO… use free/affordable resources in your classroom
  • HOE OM… die brein voor jou te verstaan | HOW TO… understand the brain sitting in front of you
  • HOE OM…van sensoriese integrasie gebruik te maak om neurologiese kondisies te bestuur | HOW TO… make use of sensory integration to manage neurological conditions
  • HOE OM… terapeutiese vaardighede in daaglikse roetine in te werk | HOW TO…incorporate therapy skills into daily routine
  • HOE OM… d.m.v. differensiasie verskillende werkstempo’s in die klaskamer te akkommodeer | HOW TO…make use of differentiation to accommodate different working speeds
  • LSOB en Inklusiewe onderwys virtuele simposium | LSEN and Inclusive education virtual symposium
    • 2025/04/24
      • HOE om IOP`s op te stel en HOEKOM dit belangrik is | HOW TO draw up ISP`s and WHY it is essential
      • HOE OM veeltalige families in terapie te ondersteun in beide die terapeutiese- en klaskamer-opset. Oorbrug die taalgrense! | HOW TO… Support Multi-lingual families – in both therapeutical and classrooms settings. Overcoming language barriers!
    •  2025/04/23
      • HOE om die nuwe SOP`s se riglyne  te gebruik om `n effektiewe SBST`s te stig  (Hoofstroom- en spesiale skole) | HOW TO use the new SOP`s to establish and maintain a functioning SBST (Mainstream and special need schools)
      • HOE om die nuwe SOP`s se riglyne aan te wend vir funksionerende DBST`s (Hoofstroom- en spesiale skole) | HOW TO use the new SOP`s to establish and maintain a functioning DBST (Mainstream and special need schools)
      •  2025/04/22
        • HOE OM… met leerders wat Ouditiewe prosessering afwyking het te werk | HOW TO …work with learners who have Auditory Processing Disorder
        • HOE OM sensoriese strategieë te gebruik om verskeie leerstylvoorkeure te akkommodeer | HOW TO incorporate sensory strategies to accommodate all learning style preferences
  • HOE OM…puberteit en die gedrag wat daarmee gepaard gaan te hanteer by LSOB-leerders | HOW TO…manage puberty and associated behaviour in LSEN learners
  • HOE OM…die nuwe beroepsgerigte vakke te implementeer en te onderrig | HOW TO… effectively implement and teach the new vocational subjects
  • HOE OM… die korrekte plasings in spesiale skole te navigeer volgens kognitiewe vermoëns | HOW TO…implement correct placement in Special Needs Schools according to cognitive ability
  • HOE OM… kinders wat geboelie word te help d.m.v. emosionele regulering | HOW TO… help children deal with bullying through the means of emotional regulation
  • HOE OM… met neuro-diverse leerders in jou klaskamer te werk | HOW TO…deal with the neurodivergent child in your classroom

9.6.2Voorskool | Preschool (0 - 4)

  • Wenke vir effektiewe tydsbestuur in die VKO/ Gr R-klaskamer | Guidelines for effective time management in an ECD/Gr R classroom
  • VKO-Simposium | ECD Symposium
    • 2025/08/28
      • Sensoriese disfunksie integrasie by kinders 0-9 jaar | Sensory dysfunction integration in children 0-9 years
      • Charlene Cruickshank
      • Opname | Recording
    • 2025/08/27
      • Impak van die sosio-ekonomiese klimaat op die welstand van die kind en gesin | Impact of the socio-economic climate on child and family well-being
      • Michelle v Biljon
      • Opname | Recording
    •  2025/08/25
      • Emosionele welstand in die VKO-sektor | Emotional well-being in the ECD sector
      • Dr Carla Bezuidenhout
      • Opname | Recording
    • Vetsug by voorskoolse kinders | Obesity in preschool children
    • 2025/08/21
    • Chantelle vd Merwe
    • Opname | Recording
  • Fast Heroes: A million kids with one grand mission – to save our Grandparents
  • Emosionele regulering en skermtyd | Emotional regulation and screen time
  • Geintegreerde mylpaalontwikkeling (0 – 5 jaar) | Integrated holistic development (0 – 5 years)
  • Die rol van pa’s in vroeë kinderontwikkeling | The role of fathers in early childhood development
  • Hoe leerders leer lees | How learners learn to read
  • Kinderdepressie | Child depression
  • Kleuterskool terreinveiligheid | Preschool playground safety
  • Hoekom gaan speel, leer en stimulasie hand aan hand? | Why do play, learning and stimulation go hand in hand?
  • Kleuters wat byt | Toddlers who bite
  • Kleuterskoolregistrasies in 2025 | Preschool registrations in 2025
  • Robotika en Kodering | Coding and Robotics

9.6.3Grondslagfase | Foundation Phase & Gr R

  • Onderhoudtegnieke en hantering van dispute | Interview techniques and dispute resolution
  • Fast Heroes: A million kids with one grand mission – to save our Grandparents
  • Robotika en Kodering assessering | Robotics and Coding Assessment
  • Wiskunde angs | Mathematics anxiety
  • Hoe leerders leer lees | How learners learn to read
  • Die Meerkatreeks as klasleesboek vir Graad 1 tot 3
  • Hoekom gaan speel, leer en stimulasie hand aan hand? | Why do play, learning and stimulation go hand in hand?
  • Tangible Africa se hulpmiddels om onderwysers te ondersteun met die onderrig van Kodering en Robotika | Tangible Africa’s tools  to support teachers with the teaching of Coding and Robotics
  • Wiskundewerkswinkel | Math Workshop:
    • Optel, aftrek, maal en deel | Mathematics workshop: Addition, Subtraction, Multiplication and Division
  • Robotika en Kodering | Coding and Robotics
  • Assessering en SGA in GrR | Assessment and SBA in Gr R

9.6.4Intermediêre Fase | Intermediate Phase

  • The power of now: Why contemporary literature is essential for 21st Century Learners
  • Weet: Die Afrikaanse e-naslaangids
  • Promosie, progressie en kondonering – wat kan ons te wagte wees? | Promotion, progression and condonation – what can we expect?
  • Organiseer jou klaskamer vir verskillende leeromgewings | Organize your classroom for different learning environments
  • Lees en Kyk met Begrip
  • Administrasie in my vak – ‘n Oorlewingsgids vir onderwysers | Subject Administration – A survival guide for teachers
  • Religiestudies: Praktiese wenke vir die onderrig van die vak | Religion Studies: Practical tips for teaching the subject
  • Religiestudies: Waarom is dit belangrik om hierdie vak in jou skool aan te bied? | Religion Studies: Why is it important to offer this subject in
  • Humor en Die reël van Drie in jeugboeke a.h.v. Wie skrik vir Wortel Wolf? En Die Feetjie-Polisiediens van Leon-Ben Lamprecht
  • Die gebruik van ‘n leesbaarheidtoets (Misindeks) om die standaard van ‘n teks te bepaal en toe te pas in formele assessering
  • Onderrig van Ekonomie | Teaching Economics
  • Onderrig van Rekeningkunde | Teaching Accounting
  • EBW – Hoe om Entrepreneurskap in die onderrig van EBW in te sluit | EMS – How to include Entrepreneurship in the teaching of EMS
  • Verken die wonderwêreld van VivA se digitale hulpmiddels, dienste en produkte
  • Die gebruik van Google skool om in assessering en administrasie te ondersteun | The use of Google School to support assessment and administration
  • Assessering van Leer 2…die gebruik van Barrett se taksonomie in die opstel van vraestelle | Assessment of Learning 2…the use of Barret’s taxonomy in compiling question papers
  • Assessering van Leer 1…hoe stel ek my eie vraestel 1 in Tale op, met verwysing na gewigswaarde en die keuse van inhoud? | Assessment of Learning 1…how to compile my own question paper 1 in Languages, with reference to the selection of weighting and content?
    • 2025/03/10
    • Isabella Janse van Nieuwenhuysen
    • Opname | Recording
  • Assessering vir Leer 3…hoe benader ek projekte in die tale en hoe gebruik ek rubrieke optimaal? | Assessment for Learning 3…how do I approach projects in languages and how do I use rubrics optimally?
  • Assessering vir Leer 2…hoe stel ek ‘n basislyn vas vir die assessering van lees, skryf en luister? | Assessment for Learning 2…how do I establish a baseline for assessing reading, writing, and listening?
  • Assessering vir Leer 1…wat is Assessering vir Leer | Assessment for Learning 1…what is Assessment for Learning?
  • Die gebruik van ChatGPT en Kunsmatige Intelligensie in die klaskamer: Wat elke onderwyser moet weet | The use of ChatGPT and Artificial Intelligence in the classroom: What every teacher should know
  • Die gebruik van WhatsApp in onderrig, assessering en administrasie, met ‘n fokus op “Channels” en gemeenskappe | The use of WhatsApp in teaching, assessment and administration, with emphasis on Channels and communities

9.6.5Senior Fase | Senior Phase

  • Promosie, progressie en kondonering – wat kan ons te wagte wees? | Promotion, progression and condonation – what can we expect?
  • Organiseer jou klaskamer vir verskillende leeromgewings | Organize your classroom for different learning environments
  • Administrasie in my vak – ‘n Oorlewingsgids vir onderwysers | Subject Administration – A survival guide for teachers
  • Religiestudies: Praktiese wenke vir die onderrig van die vak | Religion Studies: Practical tips for teaching the subject
  • Religiestudies: Waarom is dit belangrik om hierdie vak in jou skool aan te bied? | Religion Studies: Why is it important to offer this subject in
  • Promosie- en Progressievereistes | Promotion and Progression Requirements
  • Onderrig van Besigheidstudie | Teaching Business Studies
  • EBW – Hulpmiddels wat in die stelsel beskikbaar is en hoe kan ek dit optimaal gebruik | EMS – Resources available in the system and how to optimally use it
  • Onderrig van Ekonomie | Teaching Economics
  • Onderrig van Rekeningkunde | Teaching Accounting
  • EBW – Hoe om Entrepreneurskap in die onderrig van EBW in te sluit | EMS – How to include Entrepreneurship in the teaching of EMS
  • Verken die wonderwêreld van VivA se digitale hulpmiddels, dienste en produkte
  • Die gebruik van Google skool om in assessering en administrasie te ondersteun | The use of Google School to support assessment and administration
  • Assessering van Leer 2…die gebruik van Barrett se taksonomie in die opstel van vraestelle | Assessment of Learning 2…the use of Barret’s taxonomy in compiling question papers
  • Assessering van Leer 1…hoe stel ek my eie vraestel 1 in Tale op, met verwysing na gewigswaarde en die keuse van inhoud? | Assessment of Learning 1…how to compile my own question paper 1 in Languages, with reference to the selection of weighting and content?
    • 2025/03/10
    • Isabella Janse van Nieuwenhuysen
    • Opname | Recording
  • Assessering vir Leer 3…hoe benader ek projekte in die tale en hoe gebruik ek rubrieke optimaal? | Assessment for Learning 3…how do I approach projects in languages and how do I use rubrics optimally?
  • Assessering vir Leer 2…hoe stel ek ‘n basislyn vas vir die assessering van lees, skryf en luister? | Assessment for Learning 2…how do I establish a baseline for assessing reading, writing, and listening?
  • Assessering vir Leer 1…wat is Assessering vir Leer | Assessment for Learning 1…what is Assessment for Learning?
  • Die gebruik van ChatGPT en Kunsmatige Intelligensie in die klaskamer: Wat elke onderwyser moet weet | The use of ChatGPT and Artificial Intelligence in the classroom: What every teacher should know
  • Die gebruik van WhatsApp in onderrig, assessering en administrasie, met ‘n fokus op “Channels” en gemeenskappe | The use of WhatsApp in teaching, assessment and administration, with emphasis on Channels and communities
  • Die gebruik van tegnologie in die klaskamer vir assessering en administrasie | The use of technology in the classroom for assessment and administration

9.6.6VOO Fase | FET Phase

  • Promosie, progressie en kondonering – wat kan ons te wagte wees? | Promotion, progression and condonation – what can we expect?
  • Hoe sluit ek differensiasie in my lesbeplanning in | How do I include differentiation in lesson planning?
  • Religiestudies: Praktiese wenke vir die onderrig van die vak | Religion Studies: Practical tips for teaching the subject
  • Religiestudies: Waarom is dit belangrik om hierdie vak in jou skool aan te bied? | Religion Studies: Why is it important to offer this subject in
  • Promosie- en Progressievereistes | Promotion and Progression Requirements
  • Onderrig van Besigheidstudie | Teaching Business Studies
  • EBW – Hulpmiddels wat in die stelsel beskikbaar is en hoe kan ek dit optimaal gebruik | EMS – Resources available in the system and how to optimally use it
  • Onderrig van Ekonomie | Teaching Economics
  • Onderrig van Rekeningkunde | Teaching Accounting
  • EBW – Hoe om Entrepreneurskap in die onderrig van EBW in te sluit | EMS – How to include Entrepreneurship in the teaching of EMS
  • Verken die wonderwêreld van VivA se digitale hulpmiddels, dienste en produkte
  • Die gebruik van Google skool om in assessering en administrasie te ondersteun | The use of Google School to support assessment and administration
  • Assessering van Leer 2…die gebruik van Barrett se taksonomie in die opstel van vraestelle | Assessment of Learning 2…the use of Barret’s taxonomy in compiling question papers
  • Assessering van Leer 1…hoe stel ek my eie vraestel 1 in Tale op, met verwysing na gewigswaarde en die keuse van inhoud? | Assessment of Learning 1…how to compile my own question paper 1 in Languages, with reference to the selection of weighting and content?
    • 2025/03/10
    • Isabella Janse van Nieuwenhuysen
    • Opname | Recording
  • Assessering vir Leer 3…hoe benader ek projekte in die tale en hoe gebruik ek rubrieke optimaal? | Assessment for Learning 3…how do I approach projects in languages and how do I use rubrics optimally?
  • Assessering vir Leer 2…hoe stel ek ‘n basislyn vas vir die assessering van lees, skryf en luister? | Assessment for Learning 2…how do I establish a baseline for assessing reading, writing, and listening?
  • Assessering vir Leer 1…wat is Assessering vir Leer | Assessment for Learning 1…what is Assessment for Learning?
  • Die gebruik van ChatGPT en Kunsmatige Intelligensie in die klaskamer: Wat elke onderwyser moet weet | The use of ChatGPT and Artificial Intelligence in the classroom: What every teacher should know
  • Die gebruik van WhatsApp in onderrig, assessering en administrasie, met ‘n fokus op “Channels” en gemeenskappe | The use of WhatsApp in teaching, assessment and administration, with emphasis on Channels and communities

2026

9.7.1Inklusiewe Onderwys | Inclusive Education

  • Serebrale gestremdheid bewustheidsmaand – CP my Superkrag! | Cerebral Palsy awareness month- CP my Superpower!
  • Hoe om IOP’s effektief en realisties te ontwikkel en gebruik | LSEN: How to develop and Use ISPs effectively and realistically
  • Praktiese klaskamerstrategieë vir multivlak-leerders in een klas | Practical classroom strategies for multilevel learners in one class

9.7.2Voorskool | Preschool (0 - 4)

9.7.3Grondslagfase | Foundation Phase & Gr R

  • Kweek belangstelling vir lees | Grow interest for reading
  • Oorgang van Graad 3 na Graad 4 | Transition from Grade 3 to Grade 4
  • Speel in die Grondslagfase | Play in the Foundation Phase
  • Pharos Woordeboeke: Grondslagfase | Pharos Dictionaries: Foundation Phase
  • Emosioneel onvolwasse kinders | Emotionally immature children
  • Bestuur van ouers | Management of parents
  • Dissipline in die Grondslagfase | Discipline in the Foundation Phase

9.7.4Intermediêre Fase | Intermediate Phase

9.7.5Senior Fase | Senior Phase

9.7.6VOO Fase | FET Phase

9.7.7Multigrade

  • KI as jou onderrigassistent: 25% tydsbesparing en 100% impak! | AI as your teaching assistant: 25% time saved and 100% impact!

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