INTRODUCING THE REVISED
NATIONAL CURRICULUM
STATEMENT INTO THE
SENIOR PHASE
A WCED ORIENTATION WORKSHOP
FOR THE SENIOR PHASE 2005
DIRECTORATE:CURRICULUM DEVELOPMENT
1
PART ONE





January, 04
BACKGROUND
RNCS PROCESS
IMPLEMENTATION OF
THE CURRICULUM
ASSESSMENT
CONCLUSION
2
PART TWO
A LOOK AT THE
LEARNING AREA
STATEMENTS
January, 04
3
Background

Curriculum changes in postapartheid 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
4
New policies for
curriculum and
assessment


January, 04
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
5
The RNCS is rooted
in the Constitution
Fundamental VALUES of the
Constitution which must be reflected
in the Curriculum:









January, 04
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
6
Principles of the RNCS





January, 04
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
7
National Curriculum Processes











January, 04

1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
C2005
C2005
Grade 1
Grade 2
Grades 3&7
Grades 4&8
Grades 5&9
Grade 6
RNCS process
Review Com
Report May
Draft RNCS
RNCS May
Grades R to 3
Grades 4 to 6
Grade 7
Grade 8
Grade 9
8
Differences between C2005
and the RNCS







January, 04
Reduce design features
Simplify language
Align curriculum and
assessment
Improve teacher orientation and
training
Improve LTSM
Improve provincial support
Reassess time frames for
implementation
9
Curriculum
development
and change
(Sen. Phase)
C2005









January, 04

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
10
TABLE OF COMPARISON
C2005 Learning
Areas & Specific
Outcomes
All Phases
LLC
Hybrid IP
FP
IP
SP
6
(6)
N/A
6
6
(5)
6
6
(5)
Maths
5
5
5
H Lang
1st Add
2nd Add
7
7 Lang
0utcomes
10
10 SO
LO
8
8 SO
LO
4
4
5
A&C
8
8 SO
A&C
4
4
4
HSS
9
Soc Sci
Hist
Geo
3
3
3
3
3
3
MLMMS
Hist 2 LO
Geo 2 LO
January, 04
RNCS Learning Areas
& Learning Outcomes
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
11
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
January, 04
CONTENT OR METHOD
12
ASSESSMENT STANDARDS






January, 04
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
13
INTERMEDIATE
FOUNDATION
Literacy
Numeracy
Life Skills
Languages, Maths &
other LPs which may encompass the remaining
SENIOR
LA s
Languages, Maths,
LO, A&C, EMS,
Tech, NS,
SS [H&G]
PER PHASE
LEARNING PROGRAMMES
deliver the LO s & ASs through activities
PLANNED
January, 04
STRUCTURED
14
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:
January, 04

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.
15
DEVELOPING LEARNING PROGRAMMES
For each LA, a national
Teacher’s Guide for the
Development of Learning
Programmes covers










January, 04


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
16
ASSESSMENT
The RNCS aligns the
curriculum with
assessment policy
The proposed GETC is a
whole qualification
awarded at the end of
Grade 9
January, 04
Codes have changed
from 1 - 10 and NYC - 5
to 1 - 4.
17
The kind of learner
that is envisaged







January, 04
A confident,
literate,
numerate,
multi-skilled,
lifelong learner who
respects the
environment, and
participates responsibly
in society
18
The kind of teacher
that is envisaged












January, 04
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
19
PART TWO
A LOOK AT THE
LEARNING AREA
STATEMENTS
January, 04
20
Layout of the RNCS
Learning Area Documents

Part 1: Introduction
The RNCS
The particular LA

Part 2: Learning Outcomes and
Assessment Standards
Minimum SKVAs required
Expectation by grade
Continuum of learning ensures progression

Part 3: Assessment
Principles of OBA
Guidelines for OBA
Ideas for recording and reporting assessment
January, 04

Part 4: Reference lists
Glossary
21
Languages:
Learning Outcomes
1. Listening
2. Speaking
3. Reading
4. Writing
5. Thinking and Reasoning
6. Language Structure and
Use
January, 04
22
Mathematics:
Learning Outcomes
1. Numbers, Operations and
Relationships
2. Patterns, Functions and
Algebra
3. Space and Shape
4. Measurement
5. Data Handling
January, 04
23
Natural Sciences:
Learning Outcomes
1. Scientific Investigations
2. Constructing Science
Knowledge
3. Science, Society and the
Environment
January, 04
24
Social Sciences:
Learning Outcomes
1. History
1.1 Historical Enquiry
1.2 Historical Knowledge and
Understanding
1.3 Historical Interpretation
2. Geography
January, 04
2.1 Geographical Enquiry
2.2 Geographical Knowledge and
Understanding
2.3 Geographical Interpretation
25
Arts & Culture:
Learning Outcomes
1. Creating, Interpreting
and Presenting
2. Reflecting
3. Participating and
Collaborating
4. Expressing and
Communicating
January, 04
26
Life Orientation:
Learning Outcomes
1. Health Promotion
2. Social Development
3. Personal Development
4. Physical Development
5. Orientation to the World of
Work (new for Senior Phase)
January, 04
27
Economic and Management
Sciences:
Learning Outcomes
1. Knowledge and Understanding
of the Economic Cycle
2. Understanding of Sustainable
Growth and Development
3. Managerial, Consumer and
Financial Knowledge and Skills
4. Entrepreneurial Knowledge and
Skills
January, 04
28
Technology:
Learning Outcomes
1. Technological Processes
and Skills
2. Technological Knowledge
and Understanding
3. Technology, Society and
Environment
January, 04
29
Training in the RNCS
1. Unpacking the Learning Areas
(Workshops offered by EMDC for
each Learning Area - bring LA
statement and overview document)
2. RNCS 4 ½ day training
from 11-15 July 2005
for Gr 7 teachers who have not
attended in 2003 or 2004
Thank you
January, 04
30
END
Presentation adapted for Intermediate Phase in January 2004.
The original was compiled in 2003 by
Gillian van Wyk:
Deputy Chief Education Specialist,
Foundation Phase
Directorate: Curriculum Development
January, 04
31
Descargar

INTRODUCING THE REVISED NATIONAL CURRICULUM …