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Draft Revised National Curriculum Statement

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Title: Draft Revised National Curriculum Statement


1
Draft Revised National Curriculum Statement
  • Address to Parliamentary Portfolio Committee,
  • 18 September 2001

2
OUTLINE PURPOSE
  • C2005 AND NATIONAL CURRICULUM STATEMENT
  • BRIEF
  • PROCESS
  • CONTENT
  • WHATS NEW?
  • MAIN THEMES
  • IMPLEMENTATION
  • WAY FORWARD

3
C2005 REVIEW HIGHLIGHTS
  • Too many design features and not enough
    specification by grade
  • Complex terminology complicating translation into
    classroom
  • Curriculum overload ito learning areas and design
  • Rushed implementation

4
TERMS OF REFERENCE
  • CEM JUNE 2001
  • National Curriculum Statement
  • Plan for implementation
  • Special attention to history and environmental
    education

5
TERMS OF REFERENCE
  • CABINET JULY 2001
  • The development of a National Curriculum
    Statement, which must deal in clear and simple
    language with what the curriculum requirements
    are at various levels and phases, must begin
    immediately...

6
TERMS OF REFERENCE
  • CABINET (CONTINUED)
  • Such a statement must also address the concerns
    around curriculum overload and must give a clear
    description of the kind of learner - in terms of
    knowledge, skills, values and attitudes - that is
    expected at the end of the GET band.

7
BRIEF
  • National Curriculum Statement in clear and simple
    language with a sense of kind of learner to be
    created
  • History and environmental education
  • Overload
  • Plan for its implementation

8
MANDATE PROCESS
  • Planning, operationalisation and establishment of
    structures Sept 2000 - Jan 2001
  • Curriculum development, field testing and
    redrafting Feb - May 2001
  • Editing and fine-tuning June/July 2001

9
MANDATE CONTENT
  • 1. DRAFT REVISED NATIONAL CURRICULUM STATEMENT
  • One Overview
  • Eight Learning Area Statements Maths, Languages,
    Natural Sciences, Social Sciences, Arts and
    Culture, Economic and Management Sciences,
    Technology, Life Orientation
  • Qualification Framework

10
MANDATE CONTENT
  • 2. KIND OF LEARNER ENVISAGED
  • Constitution the foundation
  • Curriculum to create a citizen for a democratic
    South Africa
  • The envisaged learner will be able to communicate
    and work effectively, solve problems, organise
    and manage activities, work with information, in
    teams, use science and technology, and be
    curious, critical, adaptable, multi-skilled,
    accountable, and socially aware.

11
MANDATE CONTENT
  • 3. HISTORY AND
  • ENVIRONMENTAL EDUCATION
  • Two separate curricula
  • History focuses on developing a historical
    consciousness
  • Environmental education cross-curricular

12
MANDATE CONTENT
  • 4. REDUCTION OF OVERLOAD
  • Reducing complexity of curriculum
  • Time allocation
  • Learning Programme guidelines
  • Implementation framework
  • Proposals are all in the Overview

13
TIME ALLOCATION
  • FOUNDATION PHASE
  • Literacy 40
  • Numeracy 35
  • Life Skills 25

14
TIME ALLOCATION
  • INTERMEDIATE PHASE
  • Languages 30
  • Mathematics 18
  • Nat Sciences and
  • Technology 20
  • Social Sciences 14
  • Arts and Culture 8
  • Life Skills, Economy
  • and Society 10

15
TIME ALLOCATION
  • SENIOR PHASE
  • Languages 25
  • Mathematics 18
  • Natural Sciences 13
  • Social Sciences 12
  • Arts and Culture 8
  • Life Orientation 8
  • EMS 8
  • Technology 8

16
WHATS NEW?
  • National priorities infused into curriculum
  • Clear and accessible curriculum fewer design
    features (2/3 not 7/8)
  • High knowledge/high skills curriculum clear,
    achievable standards

17
WHATS NEW?
  • Balanced curriculum conceptual progression built
    in across grades and integration of knowledge,
    skills and values within and across learning
    areas
  • Curriculum and assessment aligned
  • Qualifications Framework whole qualification for
    schools (Grades R-9) linked to curriculum design
    and content.

18
MAIN THEMES Synergy with Values Manifesto
  • Social justice, equity, development
  • National identity
  • Gender and anti-racism
  • Multilingualism
  • Reading, writing and thinking
  • Mathematics and Sciences
  • Indigenous knowledge and culture

19
MAIN THEMES Values Manifesto Synergy
  • Environment
  • History and historical consciousness
  • Religion and not Religious Education
  • Sport and nation-building
  • HIV/Aids and Sexual Responsibility
  • Safety in schools and society

20
DESIGN OF LEARNING AREA STATEMENT
  • Introduction to National Curriculum Statement
  • Learning Outcomes Assessment Standards by phase
    and grade
  • Assessment guidelines
  • Sample Progression Schedules (recording learner
    performance)

21
IMPLEMENTATION
  • Framework included in Overview
  • Implementation in 2004/5/6/7
  • 2002/3 Pilot LSMs Prof Development
  • 2001 Public comment,revision, finalisation
    LP guidelines

22
IMPLEMENTATION
  • 2004 Foundation Phase (Grade R-3)
  • 2005 Intermediate Phase (Gr 4-6)
  • 2006 Senior Phase (Grade 7)
  • 2007 Senior Phase (Grade 8)
  • 2008 Senior Phase (Grade 9)
  • GETC for Schools

23
LEARNING SUPPORT MATERIALS
  • Policy to be developed in
  • Approved national structure for a Quality
    Assurance list
  • Budgeting and effective delivery systems
  • Price banding to ensure cost control and more
    adequate budgeting forecasts
  • Ways to assess use of existing C2005 materials

24
TEACHER ORIENTATION
  • Distinction between orientation, development and
    education
  • Short and long-term strategies
  • National teacher development strategy conference
    in October
  • Short-term Cadre of trainers

25
TEACHER ORIENTATION
  • Short and long-term
  • A review of use of 80 hours
  • Involvement of higher education institutions,
    teacher unions and NGOs
  • Training of teachers, principals and district
    personnel
  • Professional development with new foci

26
INTERIM IMPLEMENTATION ISSUES
  • Current C2005 continues until new is introduced
  • Curriculum 2005 training effectively finished by
    2002
  • Grade 6 may be looked at
  • HEDCOM substructure to examine trajectories of
    implementation more closely and devise specific
    plans

27
WHAT DOES NCS TRY TO DO?
  • Encourage creativity of teachers while providing
    clear principles and guidelines for teachers
    working in difficult conditions
  • Address countrys priorities clearly and simply
  • Make good use of OBE

28
WHAT DOES NCS TRY TO DO?
  • Make learners aware of the uniqueness of being
    South African and African, but in the context of
    being citizens of communities and citizens of the
    world we are specific while being universal

29
WAY FORWARD
  • PUBLIC CONSULTATION
  • PUBLIC COMMENT TO 12 OCT AND REVISION BY END YEAR
  • ADVOCACY
  • LEARNING PROGRAMME GUIDELINES
  • DETAILED IMPLEMENTATION PLAN

30
Languages
Languages are central to our lives. We
communicate and understand our world through
language. It constructs identity and knowledge.
Languages serve a variety of purposes
  • Personal
  • Communicative
  • Educational
  • Aesthetic
  • Cultural
  • Political
  • Critical

31
In a multilingual country like South Africa it
is important that learners reach high levels of
proficiency in at least two languages, and that
they are able to communicate in other languages
The Languages Learning Area Statement covers all
11 official languages as home languages, first
and second additional languages
32
Languages Learning Outcomes
  • Listening to listen for information and
    enjoyment, and respond appropriately and
    critically.
  • Speaking to communicate confidently and
    effectively in spoken language in a wide range of
    situations.
  • Reading and Viewing to read and view for
    information and enjoyment, and respond critically
    to the aesthetic, cultural and emotional values
    in texts.
  • Writing to write different kinds of factual and
    imaginative texts for a wide range of purposes.
  • Thinking and Reasoning - to use language to think
    and reason, and access, process and use
    information for learning.
  • Language and Grammar to use sounds, vocabulary
    and grammar of the additional language.

33
Mathematics
While sound mathematical development remains
paramount, access to mathematics is a basic
human right in itself (it is) neither culture
nor value free. Mathematicsbuilds awareness of
human rights, social, economic and environmental
issues (and is) relevant to learners
realities
34
Math concepts and skills will enable learners to
  • Be mathematically literate.
  • Use mathematical tools to expose inequities and
    assess environmental problems and risks in
    society.
  • Develop critical and insightful reasoning and
    interpretive skills.
  • Use mathematical notation and language.
  • Apply Mathematics in a variety of contexts.
  • Transfer mathematical knowledge and skills
    between learning areas.
  • Display mental, algorithmic and technological
    confidence and accuracy in working with number,
    data, space and shape, patterns and
    relationships, and problems.

35
Mathematics Learning Outcomes
  • Numbers, operations and relationships
  • The learner is able to recognise, describe
    and represent numbers and their relationships
    and counts, estimates, calculates and checks with
    competence and confidence in solving problems.
  • Patterns, functions and algebra
  • The learner is able to recognise, describe
    and represent patterns and relationships, and
    solves problems using algebraic language and
    skills.
  • Space and Shape
  • The learner is able to describe and
    represent characteristics and relationships
    between 2-D shapes and 3-D objects in a variety
    of orientations and positions.
  • Measurement
  • The learner is able to use appropriate
    measuring units, instruments and formulae in a
    variety of contexts.
  • Data handling
  • The learner is able to collect, summarise,
    display and critically analyse data to draw
    conclusions and make predictions, and to
    interpret and determine chance variation.

36
Natural Sciences
What is today known as science has its roots in
Greek, Arabic, Chinese and African cultures. It
has been shaped by the search to understand the
natural world through observation and testing,
and has evolved to become part of the cultural
heritage of all nations.
37
Natural Sciences Learning Outcomes
  • The learner is able to develop and use science
    process skills in a variety of contexts.
  • The learner is able to develop and apply
    scientific knowledge and understanding.
  • The learner is able to gain an appreciation of
    the relationship and responsibilities between
    science and society.

Natural Sciences Strands
  • Life and Living
  • The Earth and Beyond
  • Matter and Materials
  • Energy and Change

38
Social Sciences
Social Sciencesinvolves the study of
relationships between people, and between people
and the environment at various times and in
various places In social, political, economic
and environmental dimensionsvalues, attitudes
and beliefs are shaped by these relationships.
39
In accordance with the national call for greater
emphasis on history and environmental education,
the Learning Area Statement provides distinct
outcomes for History and Geographythough there
are clear and specified points for integration
such as the promotion of social justice and human
rightsland usemigration and settlementapartheid
  • In both History and Geography issues should
    includeprejudice, persecution, oppression,
    exploitation, sexism and racism, xenophobia,
    genocide and other forms of discrimination

40
History Learning Outcomes
History will develop historical consciousnessa
sense of identity and common memory civic
responsibility conceptual tools to analyse and
interpret an appreciation of oral tradition and
archaeology awareness of how we can influence
our future to build a non-racial, democratic
future.
  • The learner is able to demonstrate historical
    knowledge and understanding.
  • The learner is able to use enquiry skills to
    investigate the past and present.
  • The learner is able to demonstrate an
    understanding of historical interpretation.

In addition to the Learning Outcomes, the
curriculum for both History and Geography
provides specific knowledge focus areas for
teachers and learners.
41
Geography Learning Outcomes
Geography will develop skills and values human
interaction with physical, natural, economic,
social and political environments critical
awareness of issues such as gender, power and
poverty in national, regional and global context
skills such as analysis, interpretation of maps,
pictures, charts and tables, graphs fieldwork
and research, presenting, information and
testing hypotheses
42
GEOGRAPHY
  • The learner is able to demonstrate knowledge and
    understanding of the interrelationships between
    people, resources and the environment..
  • The learner is able to use enquiry skills to
    investigate key concepts and processes used in
    Geography.
  • The learner is able to make critical and informed
    choices, and takes actions to deal with social
    and environmental issues.

43
Arts and Culture
  • Arts and Culture embraces the spiritual,
    material, intellectual and emotional aspects of
    South African indigenous arts and culture
    practices and introduces learners to other arts
    and culture in Africa and beyond

44
the purpose of arts and culture (is) to
develop creative individuals responsible
citizens in life with the constitution of South
Africa
Learners have opportunities to develop usable
skills, knowledge, values and attitudes in arts
and culture to build a shared national
heritage and identity for life, living and
life-long-learning
  • Learners participate in a wide range of
    activities Drama, Dance, Music, Visual Arts and
    Design, Media and Communication, Arts Management,
    Arts Technology, Literature and Heritage

45
Arts and Culture Learning Outcomes
  • The Learner is able to create and present works
    of art in each of the art forms.
  • The learner is able to reflect critically on
    artistic and cultural processes and products in
    past and present contexts.
  • The learner is able to demonstrate personal and
    interpersonal skills through individual and group
    participation in arts and culture activities.
  • The learner is able to analyse and use multiple
    forms of communication and expression in arts and
    culture.

46
Each of the outcomes covers
  • Drama
  • Dance
  • Music
  • Visual Arts

And the Grade 8 and 9 assessment standards make
provision for some specialization.
47
Life Orientation
It is concerned with all-round development of
learners with their personal, intellectual,
emotional, spiritual and physical growth, the
development of the self-in-society within the
quest for a democratic society, a productive
economy
48
  • (Learners) will learn to make informed
    decisions, form positive social relationships,
    exercise their constitutional rights and
    responsibilities, respond to the challenges in
    their worlds contribute to society, promote
    sport and physical development and develop a
    positive orientation to study and work

49
Life Orientation Learning Outcomes
  • The learner is able to make informed decisions
    about personal, community and environmental
    health.
  • The learner is able to demonstrate active
    commitment to constitutional rights and social
    responsibilities and show sensitivity to diverse
    cultures and belief systems.
  • The learner is able to use acquired life skills
    to achieve and extend personal potential to
    respond effectively to challenges in his/her
    world.
  • The learner is able to demonstrate an
    understanding of and participate in activities
    that promote movement and physical development.
  • The learner is able to make informed choices and
    decisions about further study and career choices.

50
Economic and Management Sciences
Economic and Management Sciences is concerned
with basic skills and knowledge required to
manage our lives and environments effectively
to understand the basics of an economy
51
(It) encompasses the study of the use of
resources effectively and equitably to satisfy
peoples needs and wants while reflecting
critically on the impact of resource exploitation
on people and the environment
develop in learners the skills to operate
effectively in terms of basic entrepreneurship,
financial management and planning
52
Economic and Management Sciences Learning Outcomes
  • The learner is able to demonstrate knowledge and
    understanding of the flow of money in solving the
    economic problem.
  • The learner is able to demonstrate an
    understanding of reconstruction, growth and
    development and reflect critically on its related
    processes.
  • The learner is able to demonstrate knowledge and
    the ability to apply a range of managerial,
    consumer and financial skills.
  • The learner is able to develop entrepreneurial
    attitudes knowledge and skills.

53
Technology
  • Technology is a human activity involves
    developing solutions to peoples needs by
    combining skills, values, knowledge and resources
    with sensitivity for social and environmental
    factors.

54
will contribute to learners technological
literacy by (ensuring that they) learn to
appreciate the interaction between technology,
society and the environment solve technological
problems understand the technological concepts
and use them responsibility to solve
technological problems
Technological skills to be developed include
investigating, designing, making, evaluating and
communicating solutions
Information and communication technology will
include skills from word processing, to
accessing, processing and using information from
a variety of technologies
55
Technology Learning Outcomes
  • The learner is able to demonstrate an
    understanding of the inter-relationships between
    technology, society and the environment.
  • The learner is able to apply technological
    processes and skills ethically and responsibly,
    using relevant knowledge concepts.
  • The learner is able to access, process and use
    information in a variety of contexts.

56
THANK YOU
57
THANK YOU
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