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

Part 4: Reference listsGlossary

January, 04 22

Languages: Languages: Learning OutcomesLearning Outcomes

1. Listening

2. Speaking

3. Reading

4. Writing

5. Thinking and Reasoning

6. Language Structure and

Use

January, 04 23

Mathematics:Mathematics:Learning OutcomesLearning Outcomes

1. Numbers, Operations and

Relationships

2. Patterns, Functions and

Algebra

3. Space and Shape

4. Measurement

5. Data Handling

January, 04 24

Natural Sciences: Natural Sciences: Learning OutcomesLearning Outcomes

1. Scientific Investigations

2. Constructing Science Knowledge

3. Science, Society and the Environment

January, 04 25

Social Sciences:Social Sciences:Learning Outcomes

1. History1.1 Historical Enquiry

1.2 Historical Knowledge and

Understanding

1.3 Historical Interpretation

2. Geography2.1 Geographical Enquiry

2.2 Geographical Knowledge and

Understanding

2.3 Geographical Interpretation

January, 04 26

Arts & Culture:Arts & Culture:Learning OutcomesLearning Outcomes

1. Creating, Interpreting and Presenting

2. Reflecting

3. Participating and

Collaborating

4. Expressing and

Communicating

January, 04 27

Life Orientation: Life Orientation: Learning OutcomesLearning Outcomes

1. Health Promotion

2. Social Development

3. Personal Development

4. Physical Development5. Orientation to the World of

Work (new for Senior Phase)

January, 04 28

Economic and Management Economic and Management Sciences:Sciences:Learning OutcomesLearning 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 29

Technology:Technology:Learning OutcomesLearning Outcomes

1. Technological Processes

and Skills

2. Technological Knowledge

and Understanding

3. Technology, Society and Environment

January, 04 30

Training in the RNCS1. 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 31

END

Presentation adapted for Intermediate Phase in January 2004.The original was compiled in 2003 by

Gillian van Wyk: Deputy Chief Education Specialist,

Foundation PhaseDirectorate: Curriculum Development