Draft Revised National Curriculum Statement. Address to Parliamentary Portfolio Committee, 18 September 2001. OUTLINE & PURPOSE. C2005 AND NATIONAL CURRICULUM STATEMENT BRIEF PROCESS CONTENT WHAT’S NEW? MAIN THEMES IMPLEMENTATION WAY FORWARD. C2005 REVIEW HIGHLIGHTS.
Address to Parliamentary Portfolio Committee,
18 September 2001
CEM: JUNE 2001
CABINET : JULY 2001
1. DRAFT REVISED NATIONAL CURRICULUM STATEMENT:
2. KIND OF LEARNER ENVISAGED
3. HISTORY AND
4. REDUCTION OF OVERLOAD
Languages : 30%
Mathematics : 18%
Nat Sciences and
Technology : 20%
Social Sciences : 14%
Arts and Culture : 8%
Life Skills, Economy
and Society: : 10%
GETC for Schools
“Languages are central to our lives. We communicate and understand our world through language. It constructs identity and knowledge.”
Languages serve a variety of purposes:
“In a multilingual country like South Africa it is important that learners reach high levels of proficiency in at least two languages, and that they are able to communicate in other languages”
“The Languages Learning Area Statement covers all 11 official languages as home languages, first and second additional languages”
“While sound mathematical development remains paramount, …access to mathematics is a basic human right in itself… (it is) … neither culture nor value free. Mathematics…builds awareness of human rights, social, economic and environmental issues… (and is) … relevant to learners’ realities”
The learner is able to recognise, describe and represent numbers and their relationships; and counts, estimates, calculates and checks with competence and confidence in solving problems.
The learner is able to recognise, describe and represent patterns and relationships, and solves problems using algebraic language and skills.
The learner is able to describe and represent characteristics and relationships between 2-D shapes and 3-D objects in a variety of orientations and positions.
The learner is able to use appropriate measuring units, instruments and formulae in a variety of contexts.
The learner is able to collect, summarise, display and critically analyse data to draw conclusions and make predictions, and to interpret and determine chance variation.
“What is today known as science has its roots in Greek, Arabic, Chinese and African cultures. It has been shaped by the search to understand the natural world through observation and testing, and has evolved to become part of the cultural heritage of all nations”.
Natural Sciences Strands:
“Social Sciences…involves the study of relationships between people, and between people and the environment at various times and in various places… In social, political, economic and environmental dimensions…values, attitudes and beliefs are shaped by these relationships”.
“In accordance with the national call for greater emphasis on history and environmental education, the Learning Area Statement provides distinct outcomes for History and Geography…though there are clear and specified points for integration such as the promotion of social justice and human rights…land use…migration and settlement…apartheid…”
“In both History and Geography issues should include…prejudice, persecution, oppression, exploitation, sexism and racism, xenophobia, genocide and other forms of discrimination…”
“History will develop… historical consciousness…a sense of identity and common memory… civic responsibility… conceptual tools to analyse and interpret… an appreciation of oral tradition and archaeology… awareness of how we can influence our future to build a non-racial, democratic future”.
In addition to the Learning Outcomes, the curriculum for both History and Geography provides specific knowledge focus areas for teachers and learners.
“Geography will develop… skills and values… human interaction with physical, natural, economic, social and political environments… critical awareness of issues such as gender, power and poverty in national, regional and global context… skills such as analysis, interpretation of maps, pictures, charts and tables, graphs… fieldwork and research, presenting, … information and testing hypotheses…”
“Arts and Culture… embraces the spiritual, material, intellectual and emotional aspects of … South African indigenous arts and culture practices… and introduces learners to other arts and culture in Africa and beyond…”
“… the purpose of arts and culture… (is) … to develop creative individuals … responsible citizens … in life with the constitution of South Africa…”
“Learners have opportunities to develop … usable skills, knowledge, values and attitudes in arts and culture … to build … a shared national heritage and identity … for life, living and life-long-learning…”
“Learners participate in a wide range of … activities … Drama, Dance, Music, Visual Arts and Design, Media and Communication, Arts Management, Arts Technology, Literature and Heritage …”
And the Grade 8 and 9 assessment standards make provision for some specialization.
“It is concerned with … all-round development of learners … with their personal, intellectual, emotional, spiritual and physical growth, the development of the self-in-society … within the quest for a democratic society, a productive economy…”
“(Learners) … will learn to make informed decisions, form positive social relationships, exercise their constitutional rights and responsibilities, … respond to the challenges in their worlds … contribute to society, … promote sport and physical development … and develop a positive orientation to study and work…”
“Economic and Management Sciences … is concerned with … basic skills and knowledge required to manage our lives … and environments effectively … to understand the basics of an economy …”
“(It) encompasses the study of the use of resources effectively and equitably to satisfy people’s needs and wants … while reflecting critically on the impact of resource exploitation … on people and the environment …”
“… develop in learners the skills to operate effectively in terms of basic entrepreneurship, financial management and planning…”
“Technology is a human activity … involves developing solutions to people’s needs … by combining skills, values, knowledge and resources with sensitivity … for social and environmental factors”.
“…will contribute to learners’ technological literacy by … (ensuring that they) … learn to appreciate the interaction between technology, society and the environment … solve technological problems … understand the technological concepts and use them … responsibility to solve technological problems …”
“Technological skills to be developed … include … investigating, designing, making, evaluating and communicating solutions …”
“Information and communication technology will include skills from word processing, to accessing, processing and using information from a variety of technologies…”