The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression
| dc.contributor.advisor | Small, Rosalie | |
| dc.contributor.author | Hendricks, Diane | |
| dc.date.accessioned | 2014-07-08T10:43:17Z | |
| dc.date.accessioned | 2024-05-28T10:54:35Z | |
| dc.date.available | 2014-07-08T10:43:17Z | |
| dc.date.available | 2024-05-28T10:54:35Z | |
| dc.date.issued | 2010 | |
| dc.description | Magister Educationis - MEd | en_US |
| dc.description.abstract | This mini thesis analyses and describes the implementation of the National Curriculum in the Foundation Phase of the primary school. On the 24th of May 1997 South Africa launched a new curriculum, Curriculum 2005 (C2005). The underlying philosophy of C2005 is Outcomes Based Education (OBE). Since the adoption of OBE and the introduction of C2005 many changes have been introduced in our schools with a new curriculum that had to be implemented hastily, which was reviewed and again introduced as the Revised National Curriculum Statement (RNCS).Teachers had little say in any of these changes and this has resulted in frustration and in many cases a lack of ability to cope with the implementation of the new curriculum.I argue that teachers do not have a common understanding of the Assessment Standards and that they still need support with linking the theory of curriculum policy to their practices and with a sound application of Integration and Progression. This research is an enquiry into the process of curriculum implementation in particular in the Foundation Phase which was tasked to be the first to adopt the changes. Change was not sustained and I highlight some of the challenges that teachers still face.A significant part of the research is the participatory action research process which is a deliberate, solution-oriented investigation into the implementation of the RNCS in the Foundation Phase to inform and change my understanding of the actual support teachers need.The study is characterized by a cycle of problem identification, planning, systemic data collection, reflection, analysis and action. With the research I am striving to understand teachers’ practices in order to improve my work as Education Specialist that supports and develops teachers in primary schools. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/15563 | |
| dc.language.iso | en | en_US |
| dc.subject | Outcomes based education | en_US |
| dc.subject | Curriculum 2005 | en_US |
| dc.subject | Revised national curriculum statement | en_US |
| dc.subject | Foundation phase | en_US |
| dc.subject | Implementation | en_US |
| dc.subject | Classroom practice | en_US |
| dc.subject | Integration and progression | en_US |
| dc.subject | Action research | en_US |
| dc.subject | Reflection | en_US |
| dc.subject | Collaboration | en_US |
| dc.title | The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression | en_US |
| dc.type | Thesis | en_US |