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Learn more about our help with Assignments: English. Comments No comments. Be the first! Thank you! Your comments have been successfully added. However, they need to be checked by the moderator before being published. Choose subject It is the curriculum that has changed repackaged and not the teaching method. The way the curriculum is written is now, in content format rather than outcomes format.
This means that it is more prone to traditional teacher methods rather than OBE methods. The diagram below shows the developments in curriculum design over the past number of years.
In terms of the methods and assessment, the diagram reflects what is being aimed for rather than what has been achieved. Content What we teach? Method How we teach? Assessment How we test? The amendments were made to address four main concerns about the NCS as identified by a task team and reported to the Minister of Education in October Department of Basic Education, The four concerns were: 2 1.
Current research will provide recommendations to the Department of Basic Education. If it is accepted that the NCS has been repackaged, it is to make it more accessible to teachers and to give details for every subject in each grade of what content teachers ought to teach and assess.
These details include clearly delineated topics for each subject and a recommended number and type of assessments per term Pinnock, Much of this relates to redressing the imbalances caused by apartheid education. Both contain a similar list of values, which include social justice, human rights, environmental awareness and respect for people from diverse cultural, religious and ethnic backgrounds. Table 1 summarises the similarities and differences between the documents.
Participate as responsible citizens in the life of local, national and global communities. Be culturally and aesthetically sensitive across a range of social contexts. Explore education and career opportunities.
Develop entrepreneurial opportunities. Numeracy is now called Mathematics, and Literacy is called Language. Intermediate Phase: The eight learning areas are changed to six subjects. All grades have to use a 7-point scale. Learning outcomes and assessment standards have been removed General Aims. Learning areas and learning programmes are now called subjects. CAPS gives a week-by-week teaching plan. Curriculum statements and learning programme guidelines are replaced by one document called CAPS.
Government Notice No. FET Grades 10—12 : Record in marks and report in percentages. The number and type of these tasks are prescribed, as well as their contribution to CASS. The format of these examinations is prescribed and they are usually conducted, marked and moderated at the school school-based , except in some cases like the Grade 12 examination, which is externally set, marked and moderated.
This is prescribed in great detail, as are the competencies and skills that must be included in certain assessment tasks. Although there seem to be common categories and headings, the way the information is presented differs from subject to subject.
Each subject is divided into topics and each topic into content outlines. This has replaced all learning outcomes and assessment standards. There are some subjects, for example the languages, that refer to skills e. There is an emphasis on competencies that must be demonstrated in the assessment tasks. Some CAPS documents provide an outline annual teaching plan, which indicates the topics per term in sequence and how much time should be spent on them. Grade: ………………… Time: ……………………………… Number of learners in class: ……..
Topic: ……………………………………………………………………………………………… Aims of the lesson: …………………………………………………………………………………………….. Schools use different lesson plans according to subjects!
Is your school aware of CAPS? Does your school have a good understanding of the latest documents and policies? Does the phase planning take place accordingly? Does the phase planning accommodate the needs of different learners?
Does grade and lesson planning take place? Do the teachers participate in this process? Do the teachers follow the planning that they have set out? Do the lessons and the various methodologies used address barriers to learning and provide opportunities for expansion?
Is there a sound knowledge of assessment techniques in your school? Are all teachers aware of the latest requirements for assessment? Is assessment carefully planned for?
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