A significant part of the research is the participatory action research process which is a deliberate, solution-oriented investigation into the implementation of the RNCS in the Foundation Phase to inform and change my understanding of the actual support teachers need. The study is characterized by a cycle of problem identification, planning, systemic data collection, reflection, analysis and action.
Collections Magister Educationis - MEd []. Search Repository. Inclusivity should become a central part of the organisation, planning and teaching at each school.
This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres.
Information for In order to corroborate the hypothesis of this study an empirical investigation was undertaken which consisted of quantitative and qualitative data collection methods.
The findings of the research study reveal specific trends and scenarios. The job description of Curriculum Specialists needs urgent and swift clarification. Based on these findings several detailed and practical recommendations were suggested.
In addition, a curriculum implementation model has been developed to assist FET History educators specifically with any further curriculum-related matters.
Collections Doctoral Degrees Public Administration [30]. Related items Showing items related by title, author, creator and subject. Mangosuthu Technikon Resource Centre and its involvement in the Umlazi community with particular reference to high schools : As a former teacher himself, he could say that he did not have the concepts and vocabulary to deal with Maths and Science in mother tongue.
He could not teach it in mother tongue. It is a challenge. Secondly, DBE also mentioned the workload, especially in the lower grades or Foundation Phase, and he referred particularly to schools in disadvantaged areas.
As far as the teacher-pupil ratio was concerned, he was aware of schools in the rural areas where one teacher has about 60 pupils and of at least one school that has four classes with 60 learners in each. CAPS is a good policy but there are many challenges in the schools that the Committee has been visiting. Principals cannot do their work as they have a heavy teaching load. What he would like to see is a fair system where all schools have a lower number of pupils in the classroom.
She noted the many challenges in the provinces. Provincial reluctance to report is a problem. A particular concern was how slow learners were accommodated by CAPs as the teacher had to cover the curriculum and had to move on but pupils had not learned the work and teachers left behind slow learners.
The provision of textbooks was another problem. She appreciated the long-term plans that the DBE has developed, but especially the plan to teach learners in their mother tongue. Learners have to begin to understand meaning before they begin to understand content but those learners who are studying in a language that is not their mother tongue are disadvantaged.
They are assessed in the same way as learners who have been taught in their mother tongue so they are disadvantaged. How is DBE going to deal with slow learners? Mr G Davis DA noted that the Committee had met with Umalusi in and was informed that there was a significant upward adjustment to marks after the National Senior Certificate Examinations in and again in He wanted to know if CAPS is more difficult and that was the reason for the poorer performance, whether it was because it was the first-time CAPS was examined or whether there was some other reason for the adjustment of marks.
Had all teachers been trained to implement CAPS, and if not, how many had not been trained? In the medium-term plan, pass requirements in the Senior Phase would be addressed and he needed clarification on the matter.
Mr Davis queried the rationale for making History compulsory. He could not understand why it was so important as History might not have same usefulness for all pupils, for example those who wished to study Maths and Science.
Mr Davis noted the reference to decolonising the curriculum which features in the DBE plans. He asked DBE for a definition of decolonisation and who the forces were that had colonised the curriculum in that there was now a need to decolonise it.
As far as he understood, the curriculum was developed and implemented in the years since South Africa became a democracy so he was struggling to understand who had colonised the curriculum and why it was only being addressed at this stage. He reiterated the concern about concepts being translated in mother tongue and wanted to know whether there was actually a demand from the people and parents for mother tongue education.
He noted that his visits to the communities show that people want their children to be taught in English. What study or research had been undertaken to determine how many people really want mother tongue education? It is important that South Africans look at the past and where they have come from to shake themselves up for going forward. There can be no question that all pupils need to learn History. He asked if SIAS Screening, Identification, Assessment and Support of special needs learners and Sign language policies were being implemented and whether schools were being offered the necessary support.
He queried the state owned textbooks and whether this project had been implemented and if the textbooks were supporting the new CAPS. Looking at the age group of educators, particularly those teaching Grades One, Two and Three, the system is full of teachers who will be exiting and he wanted to know whether the lower grades were going to cope as a system when these teachers retired.
Checking on the 16 assessment tasks for Grades One, Two and Three, there was a question of whether those learners were coping as in the previous system, the tasks in Grade One had small weight. Ms J Basson ANC thanked DBE for the good work that has been done as she has the hope that all children will be able to be taught in their mother tongue. She was a product of teaching in her mother tongue in the Foundation Phase and she learnt Maths well, even coping with Maths in English when she moved on at school and is really happy that all learners will have that experience.
She expressed a concern about the textbooks, asking if the textbooks were going to be common across the country or continent, especially for external examination of learning areas. One common textbook per learning area is essential for teaching the curriculum. She welcomed the idea of making History compulsory because a nation not knowing its background is a lost nation. There is much talk of the lost generation but without a knowledge of our history, the country would be lost. The country cannot go forward if it does not know what happened in its past.
Ms H Boshoff DA noted that braille remained a problematic area, especially as there are virtually no textbooks for blind and deaf pupils.
There are not enough braille textbooks nor are there facilities to print in braille. Large print textbooks for pupils with restricted vision are not supplied and so these children are disadvantaged and cannot benefit from CAPS. It is found that in full service schools, these children are pushed to the back and do not progress. Ms Boshoff enquired whether there were enough teachers to teach Chemistry and Physics if the Department split Physical Science into two subjects. There seems to be a shortage of Mathematics and Science teachers already.
Mr L Ntshayisa AIC asked if there had there been any consultation to ensure that teachers implement the new CAPS as laid out in the Guideline documents because it is only a guideline and not policy as yet.
Mr Ntshayisa was appreciative of the work as far as the long-term plan goes - the compulsory study of History is very good. The long-term strategy is admirable but what is DBE doing about the present time — is there any preparation for human resources? The Chairperson was happy when DBE talked of overload of teachers in CAPS because there was such an outcry from teachers and schools about this overload.
She expressed happiness about the Guidelines ensuring that assessment tasks are reduced in the Foundation Phase. It is problematic that these are just Guidelines because the schools can take it or leave it.
She agreed that Grade 1 assessment tasks must be focussed so 16 tasks in all grades in the Foundation Phase are okay but the weight and cognitive levels of tasks will differ according to the grade. Regarding assessment knowledge on the side of teachers, there is a need for teacher development because weighting has been problematic.
The question is how one makes teachers understand weighting and cognitive levels of assessment tasks. Another matter is curriculum overload versus coverage of a subject. The country needs to look at overload versus coverage and there needs to be research.
A comparison against other countries must be undertaken. A study should be done so that everyone knows what learners must achieve from their learning. There is agreement with the need for learners to know history but there needs to be a common understanding of history. We know history helped us in the past, but what does DBE want to focus on: is it only South African history? It is not acceptable for children not to know from where they came. The Chairperson emphasised the importance of pacing of the curriculum.
However, pacing should not be done as a matter of ticking the boxes. Pacing must address content, remedial work and slow learners. What happens to learners who are left behind when the required time period is over for that content? The Chairperson expressed a particular interest in the discussion on decolonisation as colonisation in the curriculum is so pervasive that even the issue of language by parents who prefer English is colonisation.
She will be awaiting a report on decolonising the curriculum and how DBE is going to go about decolonisation in the medium and long term. The African Language plan already speaks to decolonisation. Dr Govender noted that 33 questions had been put to the Department but that he would package the answers as some questions overlapped. He explained that Mother Tongue instruction was located under the broad banner of language and the critical role language plays in improved learner performance.
DBE has two issues to deal with here. Firstly, DBE has to address the needs of learners, that is, the black African learners who are taught through English or Afrikaans, which is a foreign language, like German or Spanish, to learners in deep rural areas. Mr Davis DA interjected and asked why two of the 11 national languages are considered a foreign language.
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