January, 04 1 INTRODUCING THE INTRODUCING THE REVISED NATIONAL REVISED NATIONAL CURRICULUM STATEMENT CURRICULUM STATEMENT INTO THE INTO THE SENIOR PHASE SENIOR PHASE A WCED ORIENTATION WORKSHOP FOR THE SENIOR PHASE 2005 DIRECTORATE:CURRICULUM DEVELOPMENT
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1 INTRODUCING THE REVISED NATIONAL CURRICULUM STATEMENT INTO THE SENIOR PHASE A WCED ORIENTATION WORKSHOP FOR THE SENIOR PHASE 2005 DIRECTORATE:CURRICULUM.
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January, 04 1
INTRODUCING THE REVISED INTRODUCING THE REVISED NATIONAL CURRICULUM NATIONAL CURRICULUM STATEMENT INTO THE STATEMENT INTO THE SENIOR PHASESENIOR PHASE
A WCED ORIENTATION WORKSHOP
FOR THE SENIOR PHASE 2005 DIRECTORATE:CURRICULUM DEVELOPMENT
January, 04 2
PARTPART ONE ONE BACKGROUNDBACKGROUND RNCS PROCESSRNCS PROCESS IMPLEMENTATION OF IMPLEMENTATION OF
THE CURRICULUMTHE CURRICULUM ASSESSMENTASSESSMENT CONCLUSIONCONCLUSION
January, 04 3
PART TWOPART TWO
A LOOK AT THE A LOOK AT THE LEARNING AREA LEARNING AREA
STATEMENTSSTATEMENTS
January, 04 4
Background Curriculum changes in post-
apartheid SA aim to normalise teaching and learning transform teaching and learning
by creating a single, national core curriculum
by removing bias and prejudice of the apartheid regime
by shifting from “aims and objectives” to an outcomes-based approach
January, 04 5
New policies for curriculum and assessment
October 1997: The Statement of the National Curriculum for Grades R -9 (C2005)
December 1998 : The Assessment Policy in the General Education and Training Band for Grades R - 9 and Adult Basic Education
January, 04 6
The RNCS is rooted in the Constitution
Fundamental VALUES of the Constitution which must be reflected in the Curriculum: Democracy Social justice and equity
Non racism and non sexism Ubuntu (human dignity) An open society Accountability (responsibility) Respect The rule of law Reconciliation
Manifesto on Values, Education and Democracy DoE 2001
January, 04 7
Principles of the RNCS Social justice, a healthy
environment, human rights, and inclusivity
Outcomes-based education A high level of skills and
knowledge for all Clarity and accessibility Progression and integration
January, 04 8
National Curriculum Processes C2005 RNCS
process 1997 C2005 1998 Grade 1 1999 Grade 2 Review Com 2000 Grades 3&7 Report May 2001 Grades 4&8 Draft RNCS 2002 Grades 5&9 RNCS May 2003 Grade 6 2004 Grades R to 3 2005 Grades 4 to 6 2006 Grade 7 2007 Grade 8 2008 Grade 9
January, 04 9
Differences between C2005 and the RNCS
Reduce design features Simplify language Align curriculum and
assessment Improve teacher orientation and
training Improve LTSM Improve provincial support Reassess time frames for
implementation
January, 04 10
Curriculum development and change (Sen. Phase)
C2005 7 COs and 5 DOs 8 Learning Areas 5 Learning Progs. Phase Organisers Prog. Organisers Specific Outcomes Assessment
Criteria Range Statements Performance
Indicators (ELPs)
RNCS 7 COs and 5 DOs 8 Learning Areas Learning Progs. (8) - - Learning Outcomes Assessment
Standards - -
January, 04 11
TABLE OF COMPARISONC2005 LearningAreas & Specific
Outcomes
RNCS Learning Areas& Learning Outcomes
All Phases Hybrid IP FP IP SP
LLC 7 7 Lang0utcomes
H Lang1st Add2nd Add
6(6)N/A
66
(5)
66
(5)
MLMMS 10 10 SO Maths 5 5 5
LO 8 8 SO LO 4 4 5
A&C 8 8 SO A&C 4 4 4
HSS 9Hist 2 LOGeo 2 LO
Soc SciHistGeo
33
33
33
NS 9 3 LO NS 1 3 3
EMS 8 8 SO EMS 2 4 4
Tech 7 3 LO Tech 1 3 3
Total 66 51 29 41 42
January, 04 12
LEARNING OUTCOMES Remain the same across grades.
Twelve LOs that do not appear in the Foundation Phase are assessed in the Intermediate Phase and there is one more for Life Orientation (for careers).
LOs describe knowledge, skills and values - that is, what the learners should know, demonstrate and be able to do at the end of the GET.
LOs DO NOT PRESCRIBE
CONTENT OR METHOD
January, 04 13
Grade specific Describe minimum level learners
should demonstrate in achieving the LO
Describe minimum ways (depth & breadth) learners can demonstrate achievement of LO
Indicate conceptual progression for that LA
Indicate integration of concepts, skills and values
ASSESSMENT STANDARDS DO NOT PRESCRIBE METHOD
ASSESSMENT STANDARDS
January, 04 14
LEARNING PROGRAMMES deliver the LO s & ASs through activities
STRUCTUREDPLANNED
PER PHASE
FOUNDATIONLiteracy
NumeracyLife Skills
INTERMEDIATE
Languages, Maths &
other LPs which may en-
compass the remaining
LA s
SENIORLanguages, Maths,
LO, A&C, EMS, Tech, NS,SS [H&G]
January, 04 15
LEVELS OF PLANNING LEARNING PROGRAMMES (PHASE PLAN)
Promote the attainment of LOs & ASs for the Phase
Must comprehensively cover all LOs & ASs to be achieved for the Phase
This phase-long Learning Progamme also contains the following:
YEAR-LONG WORK SCHEDULES (PLAN PER GRADE) Show pace and sequencing of activities These year-long work schedules contain
LESSON PLANS (INDIVIDUAL TEACHER’S PLANS FOR UNITS OF WORK) Give more detail, including examples of
lessons to be delivered over a given period of time.
January, 04 16
DEVELOPING LEARNING PROGRAMMESFor each LA, a national Teacher’s
Guide for the Development of Learning Programmes covers
integration within Learning Areas integration across Learning Areas weighting of outcomes clustering of assessment standards time allocation assessment barriers to learning designing a Learning Programme policy and legislation training development and delivery resourcing and support planning and organisation
January, 04 17
ASSESSMENTThe RNCS aligns the curriculum with assessment policy
The proposed GETC is a whole qualification awarded at the end of Grade 9
Codes have changed from 1 - 10 and NYC - 5 to 1 - 4.
January, 04 18
The kind of learner that is envisaged
A confident, literate, numerate, multi-skilled, lifelong learner who respects the
environment, and participates responsibly
in society
January, 04 19
The kind of teacher that is envisaged
A qualified, competent, dedicated, caring, mediator of learning; an interpreter & designer of
LPs; a leader, administrator, manager, assessor, phase specialist, and active community member and
citizen
January, 04 20
PART TWO
A LOOK AT THE A LOOK AT THE LEARNING AREA LEARNING AREA
STATEMENTSSTATEMENTS
January, 04 21
Layout of the RNCSLayout of the RNCS Learning Area Documents Learning Area Documents
Part 1: IntroductionThe RNCSThe particular LA
Part 2: Learning Outcomes and Assessment StandardsMinimum SKVAs required
Expectation by grade
Continuum of learning ensures progression
Part 3: Assessment Principles of OBA Guidelines for OBAIdeas for recording and reporting assessment