INTRODUCING THE REVISED NATIONAL CURRICULUM STATEMENT INTO THE SENIOR PHASE

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INTRODUCING THE REVISED NATIONAL CURRICULUM
STATEMENT INTO THE SENIOR PHASE

• A WCED ORIENTATION WORKSHOP
• FOR THE SENIOR PHASE 2005
• DIRECTORATECURRICULUM DEVELOPMENT

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PART ONE

• BACKGROUND
• RNCS PROCESS
• IMPLEMENTATION OF
• THE CURRICULUM
• ASSESSMENT
• CONCLUSION

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PART TWO

• A LOOK AT THE LEARNING AREA STATEMENTS

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Background

• Curriculum changes in post- apartheid SA aim to
• normalise teaching and learning
• transform teaching and learning
• by creating a single, national core curriculum
• by removing bias and prejudice of the apartheid
  regime
• by shifting from aims and objectives to an
  outcomes-based approach

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New policies for curriculum and assessment

• October 1997 The Statement of the National
  Curriculum for Grades R -9 (C2005)
• December 1998 The Assessment Policy in the
  General Education and Training Band for Grades R
  - 9 and Adult Basic Education

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The RNCS is rooted in the Constitution

• Fundamental VALUES of the Constitution which
  must be reflected in the Curriculum
• Democracy
• Social justice and equity
  
• Non racism and non sexism
• Ubuntu (human dignity)
• An open society
• Accountability (responsibility)
• Respect
• The rule of law
• Reconciliation
• Manifesto on Values, Education and
  Democracy DoE 2001

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Principles of the RNCS

• Social justice, a healthy environment, human
  rights, and inclusivity
• Outcomes-based education
• A high level of skills and knowledge for all
• Clarity and accessibility
• Progression and integration

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National Curriculum Processes

• C2005 RNCS process
• 1997 C2005
• 1998 Grade 1
• 1999 Grade 2 Review Com
• 2000 Grades 37 Report May
• 2001 Grades 48 Draft RNCS
• 2002 Grades 59 RNCS May
• 2003 Grade 6
• 2004 Grades R to 3
• 2005 Grades 4 to 6
• 2006 Grade 7
• 2007 Grade 8
• 2008 Grade 9

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Differences between C2005 and the RNCS

• Reduce design features
• Simplify language
• Align curriculum and assessment
• Improve teacher orientation and training
• Improve LTSM
• Improve provincial support
• Reassess time frames for implementation

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Curriculum development and change (Sen. Phase)

• C2005
• 7 COs and 5 DOs
• 8 Learning Areas
• 5 Learning Progs.
• Phase Organisers
• Prog. Organisers
• Specific Outcomes
• Assessment Criteria
• Range Statements
• Performance Indicators
• (ELPs)

• RNCS
• 7 COs and 5 DOs
• 8 Learning Areas
• Learning Progs. (8)
• -
• -
• Learning Outcomes
• Assessment Standards
• -
• -

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TABLE OF COMPARISON
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• LEARNING OUTCOMES
• Remain the same across grades.
• Twelve LOs that do not appear in the Foundation
  Phase are assessed in the Intermediate Phase and
  there is one more for Life Orientation (for
  careers).
• LOs describe knowledge, skills and values - that
  is, what the learners should know, demonstrate
  and be able to do at the end of the GET.
• LOs DO NOT PRESCRIBE
• CONTENT OR METHOD

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ASSESSMENT STANDARDS

• Grade specific
• Describe minimum level learners should
  demonstrate in achieving the LO
• Describe minimum ways (depth breadth) learners
  can demonstrate achievement of LO
• Indicate conceptual progression for that LA
• Indicate integration of concepts, skills and
  values
• ASSESSMENT STANDARDS DO NOT PRESCRIBE METHOD

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INTERMEDIATE Languages, Maths other LPs
which may en- compass the remaining LA s
FOUNDATION Literacy Numeracy Life Skills
SENIOR Languages, Maths, LO, AC, EMS, Tech,
NS, SS HG
PER PHASE
LEARNING PROGRAMMES deliver the LO s ASs
through activities

STRUCTURED
PLANNED
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• LEVELS OF PLANNING
• LEARNING PROGRAMMES (PHASE PLAN)
• Promote the attainment of LOs ASs for the Phase
• Must comprehensively cover all LOs ASs to be
  achieved for the Phase
• This phase-long Learning Progamme also contains
  the following
• YEAR-LONG WORK SCHEDULES (PLAN PER GRADE)
• Show pace and sequencing of activities
• These year-long work schedules contain
• LESSON PLANS (INDIVIDUAL TEACHERS PLANS FOR
  UNITS OF WORK)
• Give more detail, including examples of lessons
  to be delivered over a given period of time.

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DEVELOPING LEARNING PROGRAMMES

• For each LA, a national Teachers Guide for the
  Development of Learning Programmes covers
• integration within Learning Areas
• integration across Learning Areas
• weighting of outcomes
• clustering of assessment standards
• time allocation
• assessment
• barriers to learning
• designing a Learning Programme
• policy and legislation
• training development and delivery
• resourcing and support
• planning and organisation

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ASSESSMENT
The RNCS aligns the curriculum with assessment
policy The proposed GETC is a whole
qualification awarded at the end of Grade
9 Codes have changed from 1 - 10 and NYC - 5
to 1 - 4.
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• The kind of learner that is envisaged
• A confident,
• literate,
• numerate,
• multi-skilled,
• lifelong learner who
• respects the environment, and
• participates responsibly in society

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The kind of teacher that is envisaged

• A qualified,
• competent,
• dedicated,
• caring,
• mediator of learning
• an interpreter designer of LPs
• a leader,
• administrator,
• manager,
• assessor,
• phase specialist, and
• active community member and citizen

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PART TWO

• A LOOK AT THE LEARNING AREA STATEMENTS

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Layout of the RNCS Learning Area Documents

• Part 1 IntroductionThe RNCSThe particular LA
• Part 2 Learning Outcomes and Assessment
  Standards
• Minimum SKVAs required
• Expectation by grade
• Continuum of learning ensures progression
• Part 3 Assessment Principles of OBA Guidelines
  for OBAIdeas for recording and reporting
  assessment
• Part 4 Reference listsGlossary

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Languages Learning Outcomes

• 1. Listening
• 2. Speaking
• 3. Reading
• 4. Writing
• 5. Thinking and Reasoning
• 6. Language Structure and
• Use

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MathematicsLearning Outcomes

• 1. Numbers, Operations and
• Relationships
• 2. Patterns, Functions and
• Algebra
• 3. Space and Shape
• 4. Measurement
• 5. Data Handling

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Natural Sciences Learning Outcomes

• 1. Scientific Investigations
• 2. Constructing Science Knowledge
• 3. Science, Society and the Environment

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Social SciencesLearning Outcomes

• 1. History
• 1.1 Historical Enquiry
• 1.2 Historical Knowledge and
• Understanding
• 1.3 Historical Interpretation
• 2. Geography
• 2.1 Geographical Enquiry
• 2.2 Geographical Knowledge and
• Understanding
• 2.3 Geographical Interpretation

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Arts CultureLearning Outcomes

• 1. Creating, Interpreting and Presenting
• 2. Reflecting
• 3. Participating and
• Collaborating
• 4. Expressing and
• Communicating

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Life Orientation Learning Outcomes

• 1. Health Promotion
• 2. Social Development
• 3. Personal Development
• 4. Physical Development
• 5. Orientation to the World of
• Work (new for Senior Phase)

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Economic and Management SciencesLearning
Outcomes

• 1. Knowledge and Understanding
• of the Economic Cycle
• 2. Understanding of Sustainable
• Growth and Development
• 3. Managerial, Consumer and
• Financial Knowledge and Skills
• 4. Entrepreneurial Knowledge and
• Skills

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TechnologyLearning Outcomes

• 1. Technological Processes
• and Skills
• 2. Technological Knowledge
• and Understanding
• 3. Technology, Society and Environment

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Training in the RNCS1. Unpacking the Learning
Areas (Workshops offered by EMDC for each
Learning Area - bring LA statement and overview
document)2. RNCS 4 ½ day training from 11-15
July 2005for Gr 7 teachers who have not attended
in 2003 or 2004Thank you

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END

Presentation adapted for Intermediate Phase in
January 2004. The original was compiled in 2003
by Gillian van Wyk Deputy Chief Education
Specialist, Foundation Phase Directorate
Curriculum Development