Draft Revised National Curriculum Statement by nenehilario

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									   Draft Revised
National Curriculum
     Statement
  Address to Parliamentary
    Portfolio Committee,
     18 September 2001
   OUTLINE & PURPOSE
• C2005 AND NATIONAL CURRICULUM
  STATEMENT
• BRIEF
• PROCESS
• CONTENT
• WHAT’S NEW?
• MAIN THEMES
• IMPLEMENTATION
• WAY FORWARD
        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
   TERMS OF REFERENCE
          CEM: JUNE 2001

• National Curriculum Statement
• Plan for implementation
• Special attention to history and
  environmental education
   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...
    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.’
                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
     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
     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
     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
    MANDATE: CONTENT
       3. HISTORY AND
  ENVIRONMENTAL EDUCATION

• Two separate curricula
• History focuses on developing a
  historical consciousness
• Environmental education cross-
  curricular
      MANDATE: CONTENT
     4. REDUCTION OF OVERLOAD

•   Reducing complexity of curriculum
•   Time allocation
•   Learning Programme guidelines
•   Implementation framework
•   Proposals are all in the Overview
     TIME ALLOCATION
        FOUNDATION PHASE

• Literacy    :   40%
• Numeracy :      35%
• Life Skills :   25%
       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%
        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%
         WHAT’S 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
           WHAT’S 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.
    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
     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
   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)
      IMPLEMENTATION
• Framework included in Overview
• Implementation in 2004/5/6/7
• 2002/3: Pilot; LSMs & Prof
          Development
• 2001:         Public comment,revision,
                finalisation; LP guidelines
       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
        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
 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
   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
 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
   WHAT DOES NCS TRY TO
           DO?
• Encourage creativity of teachers
  while providing clear principles and
  guidelines for teachers working in
  difficult conditions

• Address country’s priorities clearly
  and simply

• Make good use of OBE
  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
      WAY FORWARD
• PUBLIC CONSULTATION
• PUBLIC COMMENT TO 12 OCT AND
  REVISION BY END YEAR
• ADVOCACY
• LEARNING PROGRAMME
  GUIDELINES
• DETAILED IMPLEMENTATION PLAN
                 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
                             • Cultural
•    Communicative
                             • Political
•    Educational
                             • Critical
•    Aesthetic
“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”
 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.
      Mathematics
“While sound mathematical
development remains paramount,
…access to mathematics is a basic
human right in itself… (it is) … neither
culture nor value free.
Mathematics…builds awareness of
human rights, social, economic and
environmental issues… (and is) …
relevant to learners’ realities”
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.
    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.
    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”.
    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
      Social Sciences

“Social Sciences…involves 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 dimensions…values,
attitudes and beliefs are shaped by these
relationships”.
   “In accordance with the national call for
       greater emphasis on history and
 environmental education, the Learning Area
  Statement provides distinct outcomes for
  History and Geography…though there are
clear and specified points for integration such
as the promotion of social justice and human
       rights…land use…migration and
           settlement…apartheid…”


    “In both History and Geography issues
   should include…prejudice, persecution,
     oppression, exploitation, sexism and
   racism, xenophobia, genocide and other
          forms of discrimination…”
    History Learning Outcomes
     “History will develop… historical consciousness…a 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.
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…”
         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.
  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…”
“… 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 …”
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.
     Each of the outcomes covers:

•   Drama
•   Dance
•   Music
•   Visual Arts

         And the Grade 8 and 9
         assessment standards make
         provision for some specialization.
 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…”
“(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…”
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.
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
  …”
“(It) encompasses the study of the use of
  resources effectively and equitably to
   satisfy people’s 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…”
 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.
            Technology

   “Technology is a human
activity … involves developing
solutions to people’s needs …
 by combining skills, values,
knowledge and resources with
 sensitivity … for social and
    environmental factors”.
“…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…”
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.
THANK YOU
THANK YOU

								
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