Abstract
This paper addresses the negative impact of a generic skills discourse on a curriculum that is drawn from disciplinary expertise. The findings are directed towards the Department of Basic Education's curriculum strengthening process that is underway for 2025 and, in particular, their expressed intention to infuse 21st-century or generic skills and emotional competencies into the curriculum. The visual art curriculum and assessment policy statement for Grades 10-12 is used as a case study, with a focus on the generic skills of visual literacy and critical thinking. I argue that although generic skills statements point to noble objectives, they obscure requirements for learners, teachers, and examination setters. The paper makes an argument for explicit specification drawn from a disciplinary base in visual art, and highlights particular areas of concern regarding specification and specialisation that can be taken up by subject specialists in other subject areas.
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