DRAFT REVISED NATIONAL CURRICULUM STATEMENT for Grades R9

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DRAFT REVISED NATIONAL CURRICULUM STATEMENTfor
Grades R-9

• Select Committee
• Room 2, Plein Street
• 07 November 2001

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Brief

• National Curriculum Statement for Grades R-9
• Kind of Learners at end of GET
• Implementation plan
• Considerations on Curriculum Overload

The NCS, which must deal in clear and simple
language with what the curriculum requirements
are at various levels and phases, must be
developed immediately. Such a statement must
also address the concerns of curriculum overload
and must give a clear description of the kind of
learner i.t.o knowledge, skills, values and
attitudes - that is expected at the end of the
GET band. (CABINET)
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Structures
Minister/DOE
MPC
Reference Group
12 Working Groups 8 Learning Area Working
Groups 4 Cross-cutting Working Groups Human
Rights Inclusivity, Foundation Phase,
Qualifications Implementation
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Design Brief and Development

• Road Map to lead the development of the NCS
• Qualifications Framework to inform the
  development of the Human Rights Guidelines and
  LAS (Learning Area Statements)
• Human Rights and Inclusivity Guidelines for each
  Learning Area
• Use the above Frameworks to develop LASs
• 8 Learning Area Statements (with 11 versions of
  the Languages Learning Area Statement and
  Learning Area Statements in all official
  Languages)
• Qualifications Framework (GETC)
• Learning Programme Policy Guidelines

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Continued Design Principles from the Road Map

• OBE (activity-based, developmental process using
  critical and developmental outcomes to determine
  what learners should know and be able to to do at
  the end of the learning process)
• Social and Environmental Justice, Human Rights
  and Inclusivity
• High level of Skills and Knowledge for all
• Balance between progression and integration
• Clarity and Accessibility

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Product Draft Revised National Curriculum
Statement for Grades R-9

• Overview Document
• Background
• Principles
• Process and Participation
• Learning Programme Framework
• Time Allocation
• Implementation Implications
• GETC Framework
• Learning Area Statements with the Languages LAS
  in all official languages

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Qualification Framework for GETC Schooling of NCS

• Whole qualification not based on unit standards
• GETC at NQF Level 1
• Each exit level outcome has associated assessment
  standards that provide minimum levels at which
  the learner must demonstrate knowledge, skills
  values

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Learning Area Statements

• Definition of the Learning Area
• Purpose of the Learning Area
• Unique Features and Scope of the Learning Area
• Learning Outcomes
• Assessment Standards
• Assessment, recording and reporting

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Learning Area Statements continued

• Learning Outcomes
• what learners should know and be able to do
• few in number and general in nature
• At the end of the band
• Assessment Standards
• Ways of demonstrating the achievement of learning
  outcomes
• Many in number and specific in nature
• At the end of the grade

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Learning Area Statement Continued

• ASSESSMENT
• Definition and inextricably linked to curriculum
• Summative and formative assessment
• Continuous assessment and external assessment
• Recording and reporting assessment

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Kind of a Learner at the end of GET
Economic problem, cycle, reconstruction
development Management functions
Entrepreneurship Financial skills Consumer
skills
Technological Skills, Knowledge Understanding
of its impact on Society
Listen, speak, read, write, view multilingual
Numbers, relationships, Patterns, Measurement,
Data Handling, Shape and Space
Healthy, Socially and Personally and Physically
Developed, and Orientated to Study and World of
Work
Drama, Dance, Music, Visual Arts and Design, arts
management, arts technology, literature and
heritage
Science concepts, laws, theories Do Science
Impact of Science on Society
South African, African and World History
Changing physical processes and human
environments at local, South African, African and
global level
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Implementation Plan

• 2001 Public comment followed by revision of the
  draft revised NCS development of Learning
  Programme Policy Guidelines
• 2002-3 Pilot, preparation for teacher
  orientation and development of LSMs
• 2004 Implement in Foundation Phase
• 2005 Implement in Intermediate Phase
• Senior Phase by grade in 2006, 2007 and 2008
  (GETC in the last year)

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Implementation Plan

• ORIENTATION AND SHORT-TERM TRAINING
• National Team to orient provincial teams
• Reduced cascade model for district officials
  and principals
• School-based clusters for teachers

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Implementation Plan

• LEARNING SUPPORT MATERIALS
• Permanent national LSM task team (systems,
  quality assurance, budgets and delivery)
• Permanent provincial LSM task team (budgets,
  procurement, delivery, school management,
  monitoring)

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Learning Programme Policy Guidelines by end of
2001

• The How to documents that will be used by
  teacher trainers, material developers, teachers
  and schools to develop learning programmes
• NB Learning programmes are NOT text-books.
• NB Neither are they LSMs.
• LSMs support the delivery of learning programmes
  they are not LPs.

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Delivery of the NCS

• Design, conceptual and time overload addressed
• Time allocation per learning area based on
  national priorities of multilingualism,
  mathematical literacy, efficient responsible
  use of science and technology, history and
  environmental education

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Time Allocation

• These allocations assume total use of the whole
  school time of seven hours

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Learning Programmes in the Foundation Phase
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Learning Programmes for Intermediate Phase
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Learning Programmes for Senior Phase
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Context

• 2001 conducive conditions to streamlining
  strengthening of post-Apartheid curriculum
• Balance between officials and non-departmental
  people in an engaging process
• Simplified design and language
• Show clearly, requirements at different levels
• Balance between progression and integration
• Opportunity for effective implementation plan
• Aligned curriculum, assessment, systemic
  evaluation and qualifications framework
• More time for gateway learning areas

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THANK YOU