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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 directorate:curriculum development – PowerPoint PPT presentation

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Title: INTRODUCING THE REVISED NATIONAL CURRICULUM STATEMENT INTO THE SENIOR PHASE


1
INTRODUCING THE REVISED NATIONAL CURRICULUM
STATEMENT INTO THE SENIOR PHASE
  • A WCED ORIENTATION WORKSHOP
  • FOR THE SENIOR PHASE 2005
  • DIRECTORATECURRICULUM DEVELOPMENT

2
PART ONE
  • BACKGROUND
  • RNCS PROCESS
  • IMPLEMENTATION OF
  • THE CURRICULUM
  • ASSESSMENT
  • CONCLUSION

3
PART TWO
  • A LOOK AT THE LEARNING AREA STATEMENTS

4
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

5
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

6
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

7
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

8
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

9
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

10
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
  • -
  • -

11
TABLE OF COMPARISON
12
  • 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

13
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

14
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
15
  • 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.

16
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

17
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.
18
  • The kind of learner that is envisaged
  • A confident,
  • literate,
  • numerate,
  • multi-skilled,
  • lifelong learner who
  • respects the environment, and
  • participates responsibly in society

19
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

20
PART TWO
  • A LOOK AT THE LEARNING AREA STATEMENTS

21
Layout of the RNCS Learning Area Documents
  • Part 1 Introduction The RNCS The 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 OBA Ideas for recording and reporting
    assessment
  • Part 4 Reference lists Glossary

22
Languages Learning Outcomes
  • 1. Listening
  • 2. Speaking
  • 3. Reading
  • 4. Writing
  • 5. Thinking and Reasoning
  • 6. Language Structure and
  • Use

23
Mathematics Learning Outcomes
  • 1. Numbers, Operations and
  • Relationships
  • 2. Patterns, Functions and
  • Algebra
  • 3. Space and Shape
  • 4. Measurement
  • 5. Data Handling

24
Natural Sciences Learning Outcomes
  • 1. Scientific Investigations
  • 2. Constructing Science Knowledge
  • 3. Science, Society and the Environment

25
Social Sciences Learning 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

26
Arts Culture Learning Outcomes
  • 1. Creating, Interpreting and Presenting
  • 2. Reflecting
  • 3. Participating and
  • Collaborating
  • 4. Expressing and
  • Communicating

27
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)

28
Economic and Management Sciences Learning
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

29
Technology Learning Outcomes
  • 1. Technological Processes
  • and Skills
  • 2. Technological Knowledge
  • and Understanding
  • 3. Technology, Society and Environment

30
Training in the RNCS 1. 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 2005 for Gr 7 teachers who have not attended
in 2003 or 2004 Thank you

31
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
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