The Department of Education (DoE) will introduce a new curriculum to grades 10, 11 and 12 over the next three years. Some seem to think curriculum change is a uniquely South African phenomenon. But across the world, in developed and developing countries alike, school and higher-education curricula are consistently revised. Many have done so more recently to take into account the knowledge and skills required to participate in a globalising 21st century.
Likewise, our new curriculum — which will be introduced over the next three years — is internationally benchmarked and designed to provide learners with the knowledge and skills to participate actively in, and contribute to, a democratic South African society and economy.
Known as the National Curriculum Statement (NCS), the new curriculum requires all learners in grades 10, 11 to 12 to do seven subjects. Two of these subjects must be South African languages, one of which must be the language of teaching and learning.
In addition to two languages, all learners must offer either mathematics or mathematical literacy and all learners must offer life orientation. The proposed compulsory requirement of mathematics or mathematical literacy aims to ensure that all learners are prepared for life and work in an increasingly technological, numerical and data-driven world. Life orientation aims to build civic participation and understanding.
In addition to these compulsory subjects, learners must choose three more from a list of approved subjects (see box). It is also important to note that learners can offer four languages as part of their seven-subject package.
All the subjects that make up the NCS are updated and expanded versions of subjects currently offered in South African schools. In the majority of cases the names of the subjects have not changed. What has changed, however, is the cognitive demand of all subjects, such as physical science, history, geography, music and dance. There is also an increased emphasis on Africa — its history, dance, music and so on.
The names of some subjects have changed to reflect international trends and to reflect the new content of the subjects. For example, computer applications technology replaces typing and computyping; information technology replaces computer studies; life sciences replaces biology; and consumer studies replaces home economics.
The NCS requires extensive reading and extended writing in all subjects. It requires that learners think carefully about what they learn; that they have strong conceptual knowledge and are able to apply this in a variety of situations; that they are critical and curious learners; and that they are aware of the social, moral, economic and ethical issues that face South Africans and citizens around the world.
As the time for change draws near, it is important that all educators have confidence that the DoE is managing the change carefully and responsibly. It’s also important that all educators recognise that this is a positive change that will bring our education system closer to our ideals of quality and relevance.
As part of our efforts to make sure that educators are thoroughly informed about all aspects of the NCS, the DoE will be running a series on the new curriculum in the Teacher from this month. It will articulate the DoE’s vision of the NCS and support schools in their planning and preparation. Because ultimately the realisation of this vision is going to depend on the careful planning and hard work of all those involved in education: departments of education, higher-education institutions, teachers, school management teams, school governing bodies, parents and, of course, learners.
We look forward to hearing reports about your plans to implement the new curriculum in 2006.
Penny Vinjevold is the deputy director general: further education and training in the Department of Education
Approved NCS subjects
Agricultural Management Practices
Agricultural Science
Agricultural Technology
Dance Studies
Design
Dramatic Arts
Music
Visual Arts
Accounting
Business Studies
Economics
Consumer Studies
Hospitality Studies
Tourism
All official languages
Civil Technology
Electrical Technology
Engineering Graphics and Design
Mechanical Technology
Geography
History
Life Orientation
Religion Studies
Computer Applications Technology
Information Technology
Life Sciences
Mathematical Literacy
Mathematics
Physical Science
How the NCS will be implemented
In planning for the introduction of the National Curriculum Statement, the Department of Education has made the following arrangements:
The curriculum will be phased in incrementally and systematically. This phasing-in has three dimensions. First, the curriculum will be phased in more than three years: into grade 10 in 2006, grade 11 in 2007 and grade 12 in 2008. Second, in 2006, schools will not offer subjects that they have not offered in the past unless they are able to demonstrate that they have the physical and human resources to offer the new subject successfully. Third, there will be an incremental implementation of the new content in each subject. This means that not all new content will be assessed in the first three years of implementation. However, in all subjects some new content will be introduced immediately and it is important that teachers prepare to teach this.
The requirements for the Further Education and Training Certificate, which will be written by Grade 12 learners for the first time in 2008, will be gazetted on July 18 and Grade 9 learners and parents will have a solid information base for deciding on which subjects to choose for Grade 10 in 2006.
All Grade 10 teachers will attend at least five days of intensive training for the implementation of the new curriculum in 2006. In 2006, 2007 and 2008, teachers will continue to attend targeted, subject-specific training that addresses new content areas.
The Department of Education is preparing detailed subject assessment guidelines for each subject. These guidelines will be delivered to schools in September 2005. They provide detailed guidance to teachers on the assessment tasks that should be set in grades 10 and 11. In Grade 12, the programme of assessment consists of an internal component and an external examination that makes up 75% of the assessment mark. The subject assessment guidelines will provide an exemplar of a Grade 12 external examination for each subject.
The Department of Education has worked with the Publishers’ Association of South Africa to ensure that textbooks for Grade 10 learners are provided to schools by November 2005. It is important that teachers choose textbooks by mid-August to ensure that the books reach schools before the end of 2005.
FET facts: Countdown to the NCS
I have been teaching matrics for more than 10 years, and believe I have done a good job of enriching them with the skills, information and values necessary to reach their potential in life. My current teaching methods work and I don’t see why I should ‘fix something that isn’t brokenâ€. Why should I change? — Felicity Watson, Eastern Cape
The introduction of the National Curriculum Statement (NCS) is not about ‘fixing something that is brokenâ€. It is about reflecting, expanding and improving on your current teaching practice to deliver a high- quality learning experience for all learners.
In terms of classroom practice, this requires that when teaching subject content — old and new — you teach your learners to apply the knowledge gained in authentic contexts by actively involving them in the gathering of knowledge and development of skills.
What happens in your classroom must have relevance for life outside the classroom. You will still teach content, but the way in which you teach it needs to be reviewed to make learning exciting and relevant. This will ensure that your learners are not only equipped for life as it is today, but that they will be able to adapt to change and life in tomorrow’s world.
I watch my colleagues teaching the lower grades suffer terribly in this new outcomes based education and C2005 system. They have so much paperwork, they have no time to teach! And, half the time they don’t even know how to assess their students properly. Is this going to be our fate as well? — Dora Manion, Gauteng
The Department of Education is committed to supporting teachers in the important area of assessment. For this reason, the department has developed subject assessment guidelines for each approved subject. These are easy-to- read, clear guidelines for teachers. They ensure that there is not unnecessary paperwork and that teachers have examples of assessment tasks and tools to guide them towards quality assessment. They are due for publication and circulation to schools in September 2005.
The guidelines indicate that day-by-day assessment tasks should be used to develop learners’ skills, knowledge and values. In these assessment activities, paperwork is greatly reduced since the teacher is not compelled to formally record these assessments.
On the other hand, the guidelines provide a formal programme of assessment tasks that are used for promotion and certification purposes. The number of tasks recommended for each subject is aimed at ensuring that assessment is manageable and of a high quality.
There have been so many changes in education that have led to confusion. I am scared this is going to be another one, and it is not going to benefit my learners. — Sam Mohlala, Limpopo
The NCS builds on the best of the existing curriculum and introduces new aspects that are modern and improve learners’ life chances. The changes aim to meet the needs of our evolving society and to stay abreast of the changes South Africa and the world face. When one looks towards the future of this country and its role in a global context, it is inevitable that the curriculum needs to change to stay abreast of the knowledge and skills demands required of individuals to function effectively.
Need some answers? Send us your questions on the NCS by faxing (011) 727-7111, e-mailing: [email protected], or writing to: the Teacher/NCS, PO Box 91667,Auckland Park, 2006
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