MATHEMATICS AND THE IMPLEMENTATION OF THE PRIMARY YEARS PROGRAMME
Kerryn Viljoen • June 26, 2020
MATHEMATICS AND THE IMPLEMENTATION OF THE PRIMARY YEARS PROGRAMME
With CrawfordSchools recently having made the exciting announcement that we, as a group of schools, have been accepted for candidacy in the International Baccalaureate Primary Years Programme, much discussion has been had around how we have adjusted our approach to teaching, particularly in Mathematics.
At Crawford Preparatory North Coast, the Mathematics programme has continued to use the CAPS syllabus as a guide, and where it links authentically, has been included in the Units of Inquiry.
Although students continue to be taught fundamental maths skills through explicit teaching, they are also presented with inquiry-based maths activities to build problem-solving skills and their experience of Mathematics in a real-world context. Students in Grade 1, 2 and 3 have weekly Outdoor Mathematics lessons, facilitating the extension of the understanding that Mathematics is relevant beyond the classroom walls. This added emphasis on inquiry-based maths activities, both in the classroom and beyond, allows for extension well beyond the regular CAPS curriculum.
An example of Inquiry Based Mathematics
Inquiry-based maths activities can be linked to the Units of Inquiry, or run as separate inquiries alongside the units. Students are presented with research tasks relating to the science of Mathematics or larger mathematical problems, with multiple entry points.
The emphasis is placed on how students arrive at an answer, as opposed to simply getting the correct answer. In fact, there may be occasions where more than one answer is correct. This emphasis on understanding serves to build growth mind set in our students.
Our hope is that our students would see mistakes not as a failure, but as an opportunity for growth and to continually build confidence in their abilities as mathematicians.
Our Grade 6 students recently extended their mathematical understanding in a transdisciplinary inquiry based on Exploration.
Central Idea: Exploration leads to discovery, and develops new understandings
The students learnt that explorers were not limited to seafarers of old, but that scientists and mathematicians explored concepts and ideas. They also understood that discoveries of these early explorers led to many of the mathematical and scientific understandings we have today.
So the Grade 6 students set off on their own journeys of mathematical discovery, identifying some of the most prominent mathematical explorers and their contribution to modern society.
The students’ research in one of their Case Studies led them to an understanding of the Pythagorean Theorem, how it works and why it is relevant to our everyday lives.
The inquiry approach encourages students to build their maths skills by incorporating the four proficiencies of: understanding, fluency, reasoning and problem solving, as opposed to purely mechanical processing.
Annual group-wide diagnostic testing is used to identify each student’s individual needs to better inform our teaching practice, planning and implementation. This is followed with a Benchmark Test towards the end of the school year, which allows us to track and evaluate both the progress of the students, and the effectiveness of our teaching practice. Each student’s progress is continually tracked from one year to another.
Kerryn Viljoen
Mathematics teacher
Crawford North Coast
A Lifelong Educator Mr Chris Herbst has spent 41 years in the classroom. With a Bachelor of Education from the University of the Witwatersrand, he has taught countless learners over the decades. He joined Crawford International Sandton in 1999 and currently teaches Afrikaans to students from Grade 8 to Grade 12. His role spans across five different year groups, a challenge he embraces. “I have my hands full as I navigate the excitement and challenges of teaching an additional language to five different grades,” he says. Why Teaching Still Matters For Mr Herbst, teaching is not a job. It is something he feels deeply connected to. “Teaching is my great passion and calling. The classroom is where I find my motivation and inspiration,” he shares. “When we have a really good lesson and I see our students leave having learned something new, or figured out a challenging concept, then I am motivated and inspired all over again.” These everyday moments keep him grounded in his purpose. They are the quiet victories that reaffirm his place in the classroom. Freedom to Teach with Meaning Mr Herbst values Crawford’s approach to learning, particularly the way it supports teacher agency and student-centred learning. “I love the fact that the focus is student-centred, and that as teachers we have the freedom and the responsibility to create a teaching and learning environment that works best for every learning need,” he says. He believes this flexibility allows for learning to become more meaningful. “If I identify that a particular topic or poem has piqued the interest of my class, I have the freedom to delve deeper and really explore the subject matter without being bound by rigid syllabus rules and time frames.” Connecting Language to the Real World Teaching Afrikaans in a school where it is often an additional language means finding ways to make it resonate. Mr Herbst understands that for many students, the subject may not come naturally. “For many students, learning another language may initially feel like a requirement rather than a passion,” he explains. To bridge that gap, he brings the language to life through content that students can relate to. “It’s important to integrate engaging, real-world content such as music, movies, and stories that align with the students’ interests.” These tools, he believes, help students see the language in context and build an emotional connection to it. A Teaching Legacy Over the course of his career, Mr Herbst has taught more than one generation in the same family. It is a milestone he reflects on with pride. “I have taught students who are now parents, and I am teaching their children today. It doesn’t get better than that.” But what stands out most for him is being remembered. “By far my biggest kick is when a past student recognises me and comes over to strike up a conversation and talk about their life and work after school.”
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ALUMNI SPOTLIGHT: DYLAN BIZJAK Crawford International Sandton From the classrooms of Crawford International Sandton to the forefront of aeronautical engineering in the Netherlands, Dylan Bizjak’s journey is one of ambition, resilience and innovation . Pursuing a Passion for Engineering After matriculating in 2019, Dylan initially pursued Aeronautical Engineering at Wits University. However, six months into his studies, a new opportunity emerged, one that would take him beyond South Africa’s borders. He secured a place at Inholland University of Applied Sciences in Delft, Netherlands, where he embraced the challenge of international study, even navigating his first year remotely due to the pandemic. Now a graduate with a BSc in Aeronautical Engineering (2024), Dylan has stepped into the professional world, joining Eve Reverse, a pioneering start-up dedicated to climate-positive innovation. What began as an internship in his final year evolved into a full-time role as a Research and Development Engineer, where he contributes to the creation of sustainable, carbon-negative materials. His proudest achievement? Playing a key role in the development of the Eve Dry Tile, an innovative flax fibre material designed to reduce emissions and waste in manufacturing. Achievements at Crawford International Sandton Gareth Beach Award (2019) – Recognised for bravery, dedication, self-development and outstanding achievement in swimming. Sportsman of the Year (2019) – Acknowledged for excellence in swimming, basketball and boxing. Reflections on Crawford Dylan credits his time at Crawford for preparing him for both academic and personal success on the global stage. “Crawford’s approach equips you for university and beyond, whether in South Africa or internationally. It’s not just about academics but about becoming a well-rounded critical thinker and team player. Exposure to diverse cultures, teamwork, individuality and taking responsibility for my outcomes were invaluable lessons I carried with me.” Words of Wisdom To his younger self, Dylan would say: “Step out of your comfort zone sooner. Growth happens when you challenge yourself. Leaving home was tough, but the personal and professional growth was worth every stumble along the way.” Dylan’s story is a testament to courage, hard work and the power of embracing the unknown. From South Africa to the Netherlands, he is proving that the sky isn’t the limit, it is just the beginning.
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