Dudley Schroeder suggests you look carefully at the following when you choose learner support materials
1. Will my learners be able to read the book with understanding?
– Look at the level of the language used. Are there a lot of grammatical mistakes in the book?
– Is the content relevant and accurate?
– Is the size of the print appropriate for your learners?
– Is the text broken up into manageable chunks?
2. Is the book written for the correct curriculum?
Recent curriculum changes mean that there are books based on different curriculums available. Make sure that you select the correct version.
– Grades R to 3: Revised National Curriculum Statement from 2004
– Grades 4 to 6: Revised National Curriculum Statement from 2005
– Grades 7 to 9: Curriculum 2005 until implementation of Revised National Curriculum Statement beginning in Grade 7 from 2006
– Grades 10 to 12: Interim Syllabus until implementation of Revised National Curriculum Statement beginning in Grade 10 in 2006
3. Is there a good balance between activities and content?
Learning support material should provide enough content for the learners to be able to do the activities. Beware of books that repeatedly tell the learners to ‘go to the library and find information on different topics” — particularly if your school is not in a well-resourced community.
4. Do the activities encourage learners to apply their
knowledge and skills?
Curriculum 2005 and the Revised National Curriculum Statement require learners to demonstrate skills, knowledge and values. Make sure that the activities are structured to facilitate this.
5. Will my learners find the book inviting?
– Look at the illustrations used in the book. Do the illustrations add to the quality of the book? Will the learners in your class be able to identify with at least some of them? Are the illustrations accurate? Remember that while colourful books are usually nice to look at, black and white books are often more cost-effective. Colour should not be a main reason for selecting a textbook.
– Look at the way the material is contextualised. Are the themes relevant for your learners? Is there enough information to get your learners interested?
– Look at the activities. Is there a good variation between different kinds of activities?
6. Are there opportunities for the learners to monitor their own progress (assess themselves)?
The curriculum requires learners to reflect on their own and each other’s progress. A good learner’s book will include structured opportunities for learners to do this and will show learners how to record their assessment.
7. Is there a logical progression in the learner’s book?
Does the material flow logically from one section to the next? Does the book get more difficult as the year progresses? Do the activities require the learners to build on their skills and knowledge as the year progresses?
8. Will the book last for three or four years?
– Paper: Look at the paper that is used. Is the paper very thin and brittle? If it is, the pages will tear easily. Note that the whiteness of the paper does not always reflect quality.
– Binding: How is the book bound? Does the book ‘crack” when you open it out? If it does, then the pages will probably start to fall out within a year.
– Cover: Is the cover strong? Does the cover have a coating (laminated or varnished) to protect it?
9. Is there an adequate teacher’s guide?
– Does the teacher’s guide cross-reference the activities and
content in the learner’s book with the correct curriculum? Will you be able to use the curriculum links to plan your lessons and to make sure that you cover the curriculum?
– Does the teacher’s guide provide guidelines on assessment?
– Does the teacher’s guide provide examples of ways for recording assessment?
10. How expensive is the material?
– Does the price compare well to other similar learning and teaching support material?
– Will you need a lot of other costly equipment to do the
activities in the learner’s book?
Dudley H Schroeder is the executive director of the Publishers’ Association of
South Africa. Tel: (021) 422 5004,
Fax: (021) 426 1733,
Cell: 083 272 0467