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STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
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STAS - Risk Management - Promotion Schedules

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Analysing promotion schedules in order to increase your risk management capacity of individual learners' learning ability and potential successful achievement, in your school.

Analysing promotion schedules in order to increase your risk management capacity of individual learners' learning ability and potential successful achievement, in your school.

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  • 1. Lotus  High  School   Promo1on  Schedules  -­‐  Dec  2013   Presenter: Dr Muavia Gallie (PhD) Education Moving Up Cc. E-Mail: muavia@mweb.co.za http://muavia-gallie.blogspot.com http://supervisingwithadifference.blogspot.com www.slideshare.net
  • 2. Grade  11  
  • 3. Summary  Grade  11   •  3  Failed;   •  40  Passed;   •  43  Total  who  wrote;   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐   •  5  Poten1al  Learners;   •  29  Absenteeism  Problem;   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐   •  Learners  ‘at  risk’  of  failing:   –  Level  5  =  1   –  Level  4  =  26;   –  Level  3  =  3      30  Crisis!   –  Level  2  =  1;   –  Level  1  =  4    35.  
  • 4. Grade  10  
  • 5. Summary  Grade  10   •  5  Failed;   •  55  Passed;   •  60  Total  who  wrote;   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐   •  4  Poten1al  Learners;   •  47  Absenteeism  Problem;   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐   •  Learners  ‘at  risk’  of  failing:   –  Level  4  =  22;   –  Level  3  =  6      28  Crisis!   –  Level  2  =  14;   –  Level  1  =  4    46.  
  • 6. Grade  9  
  • 7. Summary  Grade  9   •  16  Failed;   •  68  Passed;   •  84  Total  who  wrote;   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐   •  11  Poten1al  Learners;   •  53  Absenteeism  Problem;   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐   •  Learners  ‘at  risk’  of  failing:   –  Level  4  =  23;   –  Level  3  =  27      50  Crisis!   –  Level  2  =  2;   –  Level  1  =  2    54.  
  • 8. Grade  8  
  • 9. Summary  Grade  8   •  7  Failed;   •  52  Passed;   •  59  Total  who  wrote;   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐   •  8  Poten1al  Learners;   •  40  Absenteeism  Problem;   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐   •  Learners  ‘at  risk’  of  failing:   –  –  –  –  –  –  –  –  –  Level  9  =  2;   Level  8  =  4;   Level  7  =  4;   Level  6  =  3;   Level  5  =  7;   Level  4  =  5;   Level  3  =  6;      31  Crisis!   Level  2  =  5;   Level  1  =  5;    41.  
  • 10. Summary  –  Grade  8-­‐11   Total   8   9   10   11   Failed   37   7   16   10   4   Passed   209   52   68   50   39   Total  wrote   246   59   84   60   43   Poten1al   28   8   11   4   5   Absenteeism  Problem   169   40   53   47   29   Level  9   2   2   Level  8   4   4   Level  7   4   4   Level  6   3   3   Level  5   7   7   Level  4   76   5   23   22   26   Level  3   42   6   27   6   3   138   31   50   28   29   Level  2   22   5   2   14   1   Level  1   15   5   2   4   4   ‘At  Risk’  to  fail  

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