Curriculum Assessment Policy Statement Research Articles

Physical Education delivery in the intermediate schooling phase in South African public schools

Background: The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner.Aim: This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa.Setting: Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels.Methods: A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes.Results: The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment.Conclusion: To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement.Contribution: Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support.

An Exploration of Teachers’ Strategies Used in Assessing Grade R Learners’ Readiness to Transition to Grade One

The purpose of this study was to explore the strategies that teachers use to assess Grade R learners to determine their readiness to transition to Grade One. Assessment involves the process of recording learners’ knowledge, attitudes, beliefs, and skills using measurable conditions. Readiness assessment in Grade R is a fundamental aspect of teaching and learning. It incorporates planning, implementing, interpreting, and reporting to parents and other stakeholders. The study encompassed four Grade R teachers teaching Grade R in two schools in Limpopo Province. Data was generated through face-to-face interviews for the purpose of gathering in-depth understanding. Data was analysed through the thematic analysis method. The study revealed that teachers use the common tools to develop readiness in Grade R. Teachers continuously use formal, and informal assessments and observation to assess the learners’ readiness. They assess a certain group each day doing various activities in different learning areas. Formal and informal assessments are a prerequisite in CAPS (Curriculum Assessment Standard Policy Statements). These strategies will ensure learners’ readiness progress and learning process when entering Grade One. Keywords: Formal and Informal Assessment, Beliefs, Curriculum Assessment Policy Statement, Readiness Assessment, Observation

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers

Background This paper explored junior teachers’ experiences and approaches when facilitating practical work in Natural Sciences during teaching and learning. Grade 7 is the final year of primary school in South Africa, with students between the ages of 11 to 13. The researchers observed that there are enormous challenges encountered by junior grade 7 teachers when preparing, designing and conducting practical work in Natural Sciences teaching and learning. Methods A qualitative multiple case study design was used. Three grade 7 Natural Sciences junior level teachers were selected purposively as participants. Data was collected through classroom observations, semi-structured interviews and document analysis. Results The findings of this study revealed that some grade 7 junior Natural Sciences teachers were overwhelmed when facilitating practical work during teaching and learning. In addition, some of the grade 7 junior Natural Sciences teachers were unable to maintain discipline inside and outside the classroom environment when conducting practical work and demonstrations. The grade 7 junior Natural Sciences teachers had to use mechanism to cope with the demands associated with facilitation of practical work in Natural Sciences teaching and learning. Some of the approaches adopted by the grade 7 junior Natural Sciences teachers when facilitating practical work in Natural Sciences teaching and learning included group work, observations, demonstration, illustrations, projects and inquiry-based scientific investigations. Conclusion It is recommended that teachers be professionally trained on how to facilitate practical work to advance the new ways of teaching and learning as advocated by per the Curriculum Assessment Policy Statement document while empowering them with pedagogical content knowledge to enable them to achieve the aim and objectives of practical work in Natural Sciences teaching and learning.

English Literature in the Grade R Classroom: Exploring the Implementation of Children’s Literature Curricula in Selected Early Childhood Development Centres

The reading challenges children face in the lower grades of primary school in South Africa are well publicised. Children’s literature is critical in early childhood education, supporting growth in multiple domains. The study aimed to explore the implementation of Grade R children’s literature curricula at selected early childhood development (ECD) centres in Johannesburg. Four Grade R teachers teaching at different ECD centres were chosen as the study’s participants. The four ECD centres selected were in demographically disparate areas of Johannesburg. Two followed the Curriculum Assessment Policy Statements (CAPS) curriculum, one followed the Independent Schools Association of Southern Africa (ISASA) curriculum, and one followed the Reggio-Montessori curriculum. The study is a generic qualitative inquiry, and data were generated using semi-structured interviews with Grade R teachers at the ECD centres, observations of lessons, and document analysis. Three themes emerged from the data analysis. Firstly, the Grade R children’s literature curricula’s content, design, and implementation aim to develop children holistically. Secondly, Grade R teachers use different methods to teach children’s literature. Finally, Grade R teachers pay close attention to their classroom contexts when planning and executing children’s literature lessons. The authors conclude that the architecture of the children’s literature curriculum at the selected centres is a complex function of various factors. These include the content of the curriculum, the methods used by the teachers in delivering it, and the teacher’s responses to the contexts in which they teach.

Teachers’ Experiences of Teaching the Financial Literacy Component to Enhance Learner Performance in Economic and Management Sciences

A few studies have been conducted to understand how secondary school teachers made sense of quality teaching and learning and assessment in general, and particularly in the financial literacy component of Economic and Management Sciences (EMS), a subject outlined in the South African Curriculum Assessment Policy Statement (CAPS). Learner performance in the financial literacy component of Economic and Management Sciences (EMS) has been poor, hence the reason for exploring the experiences of teachers teaching the financial literacy component. The study adopted an exploratory case study design qualitative approach within an interpretivist paradigm. Data were collected through semi-structured interviews with teachers, departmental heads and Subject Advisors considered experts in teaching, in addition to classroom observation. The collected data were analysed by means of thematic analysis. The study findings revealed that many factors influence the teaching of the financial literacy component of EMS. It was recommended if these factors were addressed it could enhance learner performance. In addition, the notional hours allocated to EMS should be increased and it is suggested that projects and case studies should be done away with as forms of assessment as they do not give a true reflection of learner performance. Learners should only be assessed with controlled tests and examinations so that a true picture of their performance could be determined, and proper intervention strategies mapped out.

Including Indigenous Praise Poetry in the FET Band Curricula Can Benefit Learners in the 21st Century

Indigenous praise poetry is an appropriate and relevant genre to be taught in the 21st century to address the challenges of peer pressure, identity crisis and social ills amongst the youth today. Apart from solving their challenges, it offers pedagogic values related to their imvelogy, historiology (historiography), discipline and employability. When the Curriculum Assessment Policy Statement (CAPS) document talks about poetry (not indigenous praise poetry), it refers to modern poetry. It is the opinion of the author that the exclusion of indigenous praise poetry from the language curriculum for all African Home Languages in the Further Education and Training (FET) band could be one of the factors contributing towards immoral behaviour amongst the youth today, especially Black youth. Teaching praise poetry can be a useful tool in branding the cultural identity of the youth. It can also be useful in branding their clan names and praises. Furthermore, it can help to preserve their language, culture and heritage, as well as to discredit pervasive misconceptions amongst them that their praises are a passé subject—dead and uninteresting. It is worth noting that praise poetry has been in existence since time immemorial and that it is engraved in the DNA of every Black African child because it defines who we are as African people. By exploring the relevancy of praise poetry today, the article takes a helicopter view in order to broaden its knowledge on how praises are significant at different stages of the African child’s life. When a child is born, or graduates (from an initiation school or an academic institution), as well as on his or her wedding day or at his or her funeral, praises are recited to further affirm, connect and bind him/her to the ancestors. Clan names and praises are a direct connection for Africans to the ancestral spirit world and they give a sense of acknowledgement and belongingness to the clanship. This article confirms that praise poetry forms part of the rituals of the African child. It looks at the pedagogic and normative role of indigenous praise poetry in the African Language curriculum and it employs qualitative and documentary analysis of the CAPS document as its research methods. The article aligns itself with revisionist and constructivist theory to arrive at the research outcomes.

Factors Influencing Construction Technology Teachers' Ability to Conduct Simulations Effectively

The efficacy of teaching hands-on skills practical activities requires teachers' willingness to implement technology enhanced pedagogy through the creation of relevant subject simulations. Teachers should be competent with workplace basics in order to prepare and demonstrate construction practical lessons that promote undeniably marketable skills that students can use to contribute to this competitive economy. The goal of this research was to look into the factors that influence Construction Technology teachers' effective teaching when conducting simulations. Purposive sampling was used to identify a total of five (5) teachers to participate in this study. Non-participant observation and semi-structured interviews were also used as a complementary data collection tool. The conceptual framework that guided this study workplace basics. According to the findings of this study, most Construction Technology teachers lack basic workplace skills as well as the ability to maintain effective teaching when conducting simulations. This is due to poorly made artifacts and a failure to use all available tools and equipment. Furthermore, the study discovered that teachers do not always plan for their theory lessons, and the challenge is even more difficult for practical lessons. The study suggests that Construction Technology teachers attend practical skill development training for Curriculum Assessment Policy Statement (CAPS) 2 while also visiting industries, universities, and colleges to gain exposure to the trade environment in order to stay current with technological developments. Most importantly, teachers should engage in ongoing professional development and learn the fundamentals of the workplace basics skills.

Effect of a Hands-On Chemistry Intervention on the behavioural and effective attitudes of learners from low socio-economic high schools

This research focused on the effect that three easily accessible, cost-effective, and hands-on chemistry experiments which are aligned to Curriculum Assessment Policy Statements (CAPS), had on Grade 9 learners from low socio-economic high schools. These experiments were conducted in an after-school science club format at two quintile-1 high schools situated in Gqeberha, South Africa. The learners' behavioural and affective attitudes were examined using group interviews (n = 6) and a survey (n = 61). The findings from this study showed that learners wanted to share knowledge with their peers and community after learning new scientific skills at the science-club. Learners also recognized the economic and practical importance of science related careers. Responses revealed that learners lose interest if the science does not actively connect or engage with their current circumstances. This study also showed that learners were further motivated to pursue studies in Physical Science in Grades 10 to 12.

Echoes on the teaching of physical science using the topic projectile motion

The aim of this paper was to present reflections on the teaching of physical science using the topic of projectile motion as a launch pad. It focused on the teaching model and what the Department of Basic Education expects from teaching physical science subjects. Furthermore, it looked at some of the challenges regarding teaching physical science in general and in particular to the projectile motion topic. It looked at empirical studies in projectile motion to situate the current research interest to articulate gaps in the topic and the subject. It concludes with recommendations and highlights a need to focus on all grades when teaching physical science subjects, particularly projectile motion than only in grade 12 as stipulated by Curriculum Assessment Policy Statement. The team teaching approach amongst curriculum implementers and subject teachers is also accentuated, and further investigations are proposed.

Clarifying the significance of instructional methodologies for environmental education integration

This paper was aimed at clarifying the significance of instructional methodologies used by senior-phase teachers to integrate environmental education. The researcher’s empirical evidence evoked interest in this paper; the researcher noted that senior-phase teachers would barely integrate environmental education and if they did, they would only rely on an outdoor teaching method. This observation piqued the paper's attention. A qualitative interpretive multiple case study method was used. This paper was conducted in three senior phase schools in the Nkangala district in the Mpumalanga province of South Africa. Three teachers who taught natural science, technology, and life orientation subjects were sampled purposefully. Data were obtained through semi-structured interviews and pre- and post-lesson observations, and a typology approach was used to analyze data. The main research findings were that these teachers had confusion about which instructional methodologies to use when integrating environmental education. Furthermore, this paper revealed that the use of instructional methodologies such as narrative, lecture, project, jigsaw, textbook, and student team accomplishment division methods hampered environmental education integration inadequately. Nonetheless, instructional methodologies such as the interactive method, the outdoor learning method, the question-and-answer method, and the discussion method allowed some of these teachers to integrate environmental education effectively. Therefore, to ensure that there is an education for sustainable development and that teaching and learning are responsive to the Sustainable Development Goals. It is recommended that the curriculum implementers and teachers establish ongoing environmental education programs consistent with South Africa’s Curriculum Assessment Policy Statement to enable adequate integration of environmental education through various instructional methodologies.

Curriculum Assessment Policy Statement Support Programme for Vhembe Rural-Based Primary Schools’ Educators: A Developmental Perspective

This paper investigated the impact of the Curriculum Assessment Policy Statement’(CAPS) support programme on Vhembe primary school educators. Descriptive design was employed in which questionnaires were administered to 59 educators at Dzondo circuit of Vhembe district in Limpopo Province, South Africa. Data was analyzed using descriptive statistics. Among the findings, 31(52,5%) of the participants indicated that there was need for supporting educators with training, skills and equipment. The findings of this study may assist in developing a support programme for rural based educators towards implementing the Curriculum Assessment Policy Statement to promote quality teaching and learning.

Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: a case study of Odera Oruka philosophy

A Kenyan philosopher, Henry Odera Oruka (1944-1995), conceptualised and articulated the six trends in African philosophy. These are ethno-philosophy, nationalistic-ideological philosophy, artistic (or literary philosophy), professional philosophy, philosophic sagacity and hermeneutic philosophy. In this article, we maintain that the last three of these trends, namely professional philosophy, philosophic sagacity, and hermeneutic philosophy, are useful in our attempt to contribute to Africanising the school history curriculum (SHC) in the Curriculum Assessment Policy Statement (CAPS) in post-apartheid South Africa. Against this background, we make use of Maton's (2014) Epistemic-Pedagogic Device (EPD), building on from Bernstein's (1975) Pedagogic Device as a theoretical framework to view African philosophy and its implications for the Africanisation of the SHC in CAPS in post-apartheid South Africa. Through the lens of Maton's EPD, we show how the CAPS' philosophy of education is questionable; untenable since it promotes 'differences of content'; and is at the crossroads, i.e., it is stretched and pulled in different directions in schools. Ultimately, we argue that Oruka's three trends form a three-piece suit advertising one's academic discipline (professional philosophy); showing South Africa's rich history told in the words ofAfrican elders (sage philosophy); and imploring school history learners to embark on a restless, unfinished quest for knowledge in the classrooms in post-apartheid South Africa.

Determinants of effective environmental education policy in South African schools

In recent years, environmental issues have dominated the global conversation. This has necessitated the inclusion of environmental content in educational curricula. The effectiveness and potency of educational initiatives are heavily reliant on their design. As a result, the purpose of this empirical study is to identify the elements that determine the efficacy of environmental education policy. The study's philosophical perspective was founded on policy cycle theory. A mixed-methods approach was used in the study. The study used a pragmatist paradigm and triangulation strategy to explore the opinion of 175 teachers and personal experience of 10 principals from Buffalo City Metro Education District. Descriptive statistics was used to harness quantitative data. Implementation of Environmental Education Questionnaire (IEEPQ), and semi-structured interview were used to collect data from 185 respondents. The findings revealed, amongst other things, that there is no practical and structured policy design for Environmental Education (EE) in schools, that few schools have school-level environmental education policies supported by the School Governing Body (SGB), and that teachers and principals do not understand the policy objective of environmental education as stated in the Curriculum Assessment Policy Statements (CAPS) document due to its obscurity. The study concludes that the phenomenal aspects that determine good environmental education policies are seldom present in school curricula. It was suggested that the broad goal of environmental education in the CAPS document be re-aligned to specifics rather than generality, and the Department of Basic Education should establish an environmental education directorate with a defined responsibility to develop environmental education policy documents, assess, and monitor their implementation.

Learning Environmental Issues from a Secondary School Curriculum: The Case of Learners in Mamelodi Township, South Africa

In South Africa, the National Curriculum Statement-Curriculum and Assessment Policy Statement (NCS-CAPS), which came into effect in 2011, was expected to play a critical role in raising environmental literacy among school learners. However, no detailed studies have evaluated its effectiveness in fulfilling this role, especially within schools in peri-urban areas. Consequently, this paper evaluated the level of environmental awareness, perceptions, and participation amongst secondary school learners in the peri-urban area of Mamelodi Township. Primary data for this evaluation research were collected from Grade 9 and Grade 11 secondary school learners by means of a close-ended questionnaire. The results revealed the important role played by school subjects such as Geography, Biology, and Life Orientation while other school subjects were less frequently acknowledged by the learners. The research also revealed the different sources of environmental learning, environmental awareness, as well as environmental problems that the learners were familiar with. However, in some instances, there were statistically significant differences between Grade 9 and Grade 11 learners, thus indicating differences in the learning content and the degree to which environmental education was taught in the different grades.

Teacher Professional Development and Geography Teachers’ Pedagogical Practices for Climate Change Education

Education for Sustainable Development (ESD) was added to the South African Geography school curriculum when the Curriculum Assessment Policy Statement (CAPS) was implemented from 2012. Many in-service teachers who qualified prior to 2014 did not cover this concept during their initial teacher education qualification because it was not part of the curriculum at that time. To address this deficiency, a teacher professional development (TPD) module was developed by the Fundisa for Change programme and offered to a selection of in-service high school Geography teachers. Transformative learning theory helped to understand the pedagogical practices used by teachers after attending the Fundisa for Change teacher professional development programme, in particular the use of a learner-centred approach. Using a small-scale, qualitative and interpretive case study method, the influence of this short TPD course on the teaching of climate change in the Geography CAPS curriculum on teachers’ pedagogical practices was investigated. Data were collected through semi-structured interviews, document analysis and lesson observations. Data were analysed using both inductive thematic and deductive analysis. Findings from this small sample of five teachers and their practices suggest that despite attending the programme, most of the participating teachers did not sufficientlyintegrate climate change education in their Geography classroom practices. The majority of the research participants did not implement the learner-centred teaching methods covered in the course. It is therefore recommended that a teacher professional development programme should be incorporated into longer-term and preferably ongoing professional development programmes so as to adequately foster climate change education in classroom practices. Keywords: Geography, Education for Sustainable Development (ESD), climate change education, teacher professional development, learner-centred pedagogies

Towards the decolonisation of religion education in a pre-service education classroom

ABSTRACT In this article, I reflect on my attempts to decolonise religious education at a historically white university in a post-apartheid South Africa. This pre-service education project conducted in 2017 happened against the backdrop of two events, namely, a renewed curriculum policy, Curriculum Assessment Policy Statement (CAPS) and the #RhodesMustFall (RMF) and #FeesMustFall (FMF) protests. These events encouraged me to reflect on my academic role as a teacher-educator preparing pre-service teachers to teach religion in schools. This led to me asking many questions such as, what is the effect of my teaching religious education?, How do teacher-educators prepare religious education pre-service teachers for a multicultural and multireligious society?, How does my teaching align itself with the decolonisation of education? and How do I redress the colonial past in my religious education classroom? The data which included reflective reports, student experiences and self-reflexivity acknowledged the findings that religion education served as a unifying factor in building social cohesion. The significance of this paper lies in the argument that decolonisation becomes an imperative if one is striving for social justice and intends to commit oneself to a more equitable society where crossing borders must be a seamless act.

Feminist Pedagogy and the South African Curriculum: The case of Women and Food Security

There is a food security crisis in South Africa and black working-class women are the shock absorbers of this crisis. It follows that where food studies are included in the South African curriculum, the relationship between women and food security should be understood and critiqued by learners. Improvements in gender equality have also been identified as one of the primary drivers of improvements in food security. In this paper, the South African curriculum is analysed in terms of food studies, gender studies and the promotion of gender equality. Using the lens of feminist pedagogy, a set of qualitative indicators were developed to assess the content and praxis of the curriculum. While there is content which deals with gender and with food, these are presented separately. In the Geography and Agriculture curricula, there is a marked lack of focus on gender concerns. This article concludes that the curriculum could be reoriented to include an awareness and critique of the nexus of women and food and that more positive representations of women as active and powerful agents are needed in the South African Curriculum Assessment Policy Statement (CAPS).

Inner-self in the teaching of physical sciences according to the Curriculum and Assessment Policy Statement (CAPS) in South African schools

ABSTRACT Teachers of Physical Sciences (PS) according to the Curriculum Assessment Policy Statement (CAPS) are blamed for the high failure rate of learners resulting from inadequate subject content and pedagogy. However, little research has been done to look at the inner-self (self-identity) of those who teach. A qualitative interpretive case study was carried out on eight teachers of PS in rural schools in the province of KwaZulu-Natal in South Africa, to explore teachers’ experiences and bring awareness of role of the inner-self in the teaching of CAPS PS. Reflective activities, document analysis and one-on-one semi-structured interviews were used to generate data, which were thematically analysed and framed by deep curriculum. Teachers focus a great deal on the outer-self (content and pedagogy), while lacking insight into the inner-self, and this leads them to lose self-direction/confidence in the teaching process. Failure to teach from within results in poor performance in a subject. This study recommends the inner-outer-self framework as a useful tool that can assist and bring awareness to PS teachers, to encourage them to teach from the inner-self within to the outer-self, in order to improve their performance, particularly among those teaching PS in rural schools.

Feminist Pedagogy and the South African Curriculum: The case of Women and Food Security

There is a food security crisis in South Africa and black working-class women are the shock absorbers of this crisis. It follows that where food studies are included in the South African curriculum, the relationship between women and food security should be understood and critiqued by learners. Improvements in gender equality have also been identified as one of the primary drivers of improvements in food security. In this paper, the South African curriculum is analysed in terms of food studies, gender studies and the promotion of gender equality. Using the lens of feminist pedagogy, a set of qualitative indicators were developed to assess the content and praxis of the curriculum. While there is content which deals with gender and with food, these are presented separately. In the Geography and Agriculture curricula, there is a marked lack of focus on gender concerns. This article concludes that the curriculum could be reoriented to include an awareness and critique of the nexus of women and food and that more positive representations of women as active and powerful agents are needed in the South African Curriculum Assessment Policy Statement (CAPS).

The delivery of primary school physical education in South African public schools: The perceptions of educators

Background: Physical Education (PE) is a fundamental cornerstone for childhood development as it promotes lifelong participation in physical activities for holistic health. School educators play a key role in creating school environments that lead to developmentally appropriate and high-quality PE lessons.Aim: The aim of this study was to determine educators’ perceptions on the state and status of PE in selected public primary schools in all nine provinces of South Africa.Setting: Data were collected on the campus of the selected primary schools within 150 km of a university. In the absence of a university within the stated radius, an airport was used as an initiated point of departure.Methods: The mixed-methods approach (quantitative: questionnaires and qualitative: semi-structured interviews and focus group discussions) was used to collect data. The purposive sampling method was used to select the participants. Quantitative data were analysed using descriptive statistics in the form of percentages, and presented using graphs and tables. Qualitative data were analysed using themes.Results: The findings revealed that the educators from quintile 4 and 5 schools especially are of the opinion that challenges, such as a lack of resources, qualified PE specialist educators, and facilities and equipment negatively affected the delivery of PE at their schools.Conclusion: Participants perceived that there are varying contextual and socio-economic school settings affecting the delivery of PE in the Curriculum Assessment Policy Statement (CAPS) curriculum. The researcher recommends that all learners have access to the adequate provision of PE programmes.