There is an inconsistency in the National Curriculum Statement. It has to do with the number of learning programmes proposed for the Intermediate and Senior Phases.
What is clear is that there will continue to be three learning programmes in the Foundation Phase. These are Literacy, Numeracy and Life Skills. Whereas before there was considerable emphasis on integrating all eight learning areas into each of these learning programmes, Literacy now focuses on the teaching of reading and writing skills. Numeracy is where counting and basic computing will be handled. The remaining six learning areas will be integrated into the Life Skills learning programme, which will be allocated less than a third of the timetable. The proposed implementation date for the revised curriculum in the whole of the Foundation Phase is 2004.
Let’s return to the inconsistency regarding the Intermediate and Senior Phases. Under Learning Programmes in the introduction to the National Curriculum Statement, we are sometimes told that “Learning programmes are not listed for the Intermediate and Senior Phases”. At other times, the following statement appears: “Six learning programmes are listed for the Intermediate Phase and eight for the Senior Phase.”
I asked Linda Chisholm, who has been chairing the process of revising and streamlining C2005, to clarify the situation for me. She indicated that the proposal on the table is that there should be six learning programmes in the Intermediate Phase instead of the five we have at the moment. They are: Languages; Mathematics; Science and Technology (a combination of Natural Sciences and Technology); Social Sciences; Arts and Culture; and Life Skills, Economy and Society (a combination of Life Orientation, and Economics and Management Sciences).
In this proposal, Social Sciences becomes a learning programme on its own rather than being combined with Economics and Management Sciences (EMS). This is because Social Sciences already covers two disciplines – history and geography. Combining these two disciplines with EMS in the Intermediate Phase has led, among other things, to the marginalisation of history as a discipline. Keeping Social Sciences as a learning programme on its own is one of the proposed ways in which to strengthen the position of history in the revised C2005.
Arts and Culture is also likely to become a learning programme in its own right in the Intermediate Phase. This would allow more time for the development of each of the four disciplines that this learning area includes: visual arts, music, dance and drama. The proposed date for implementing the revised curriculum in the whole of the Intermediate Phase is 2005.
There will be eight learning programmes in the Senior Phase. These will remain the same as they are at present. Each of the eight learning areas – Languages, Mathematics, Natural Sciences, Social Sciences, Life Orientation, Technology, EMS, and Arts and Culture – will again become a learning programme. This is designed to encourage a greater degree of specialisation in the Senior Phase. Planned implementation of grade seven will be in 2006, grade eight in 2007 and grade nine in 2008.
How well are Life Orientation and EMS likely to be able to be integrated into one learning programme in the Intermediate Phase? Answering this question obviously requires looking at the learning outcomes and assessment standards outlined for these two learning areas in the new National Curriculum Statement.
The draft National Curriculum Statement is available at http://education.pwv. gov.za. If you do not have access to the internet, you can obtain a copy by phoning (012) 312- 5123 or 312-5334. For those who may not be able to access these documents, I will provide a brief overview of the revised Life Orientation and EMS learning areas this month.
Life Orientation: The focus here is on self-development in society; the environment; crime and violence; health promotion, including physical development; and orientation to the world of work.The new learning outcomes for Life Orientation are as follows:
LO 1: The learner is able to make informed decisions about personal, community and environmental health.
LO 2: The learner is able to demonstrate an active commitment to constitutional rights and social responsibilities and show sensitivity to diverse cultures and belief systems.
LO 3: The learner is able to use acquired life skills to achieve and extend personal potential to respond effectively to challenges in his/her world.
LO 4: The learner is able to demonstrate an understanding of and participate in activities that promote movement and physical development.
LO 5: The learner is able to make informed choices and decisions about further study and career choices.
Economic and Management Sciences: The key concepts that are covered in EMS are the economic problem; the economic cycle; reconstruction, growth and development; the economic environment; leadership and management; entrepreneurship; and financial and consumer knowledge and skills. The new learning outcomes for EMS are:
LO 1: The learner is able to demonstrate knowledge and understanding of the flow of money in solving the economic problem.
LO 2: The learner is able to demonstrate an understanding of reconstruction, growth and development and reflect critically on their related processes.
LO 3: The learner is able to demonstrate knowledge and the ability to apply a range of managerial, consumer and financial skills.
LO 4: The learner is able to develop entrepreneurial attitudes, knowledge and skills.
Members of the public have until October 12 to comment on the new National Curriculum Statement. Be sure to take this opportunity to participate in the process of formulating curriculum policy.
– The Teacher/M&G Media, Johannesburg, October 2001.