1. 1 INTRODUCING THE REVISED NATIONAL CURRICULUM STATEMENT INTO THE SENIOR PHASE A WCED ORIENTATION WORKSHOP FOR THE SENIOR PHASE 2005 DIRECTORATE:CURRICULUM DEVELOPMENT

2. January, 04 2 PART ONE n BACKGROUND n RNCS PROCESS n IMPLEMENTATION OF THE CURRICULUM n ASSESSMENT n CONCLUSION

3. January, 04 3 PART TWO A LOOK AT THE LEARNING AREA STATEMENTS

4. January, 04 4 Background n Curriculum changes in post- apartheid SA aim to u normalise teaching and learning u 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

5. January, 04 5 New policies for curriculum and assessment n October 1997: The Statement of the National Curriculum for Grades R -9 (C2005) n December 1998 : The Assessment Policy in the General Education and Training Band for Grades R - 9 and Adult Basic Education

6. January, 04 6 The RNCS is rooted in the Constitution Fundamental VALUES of the Constitution which must be reflected in the Curriculum: u Democracy u Social justice and equity u Non racism and non sexism u Ubuntu (human dignity) u An open society u Accountability (responsibility) u Respect u The rule of law u Reconciliation Manifesto on Values, Education and Democracy DoE 2001

7. January, 04 7 Principles of the RNCS n Social justice, a healthy environment, human rights, and inclusivity n Outcomes-based education n A high level of skills and knowledge for all n Clarity and accessibility n Progression and integration

8. January, 04 8 National Curriculum Processes C2005 RNCS process n 1997 C2005 n 1998 Grade 1 n 1999 Grade 2 Review Com n 2000 Grades 3&7 Report May n 2001 Grades 4&8 Draft RNCS n 2002 Grades 5&9 RNCS May n 2003 Grade 6 n 2004 Grades R to 3 n 2005 Grades 4 to 6 n 2006 Grade 7 n 2007 Grade 8 n 2008 Grade 9

9. January, 04 9 Differences between C2005 and the RNCS n Reduce design features n Simplify language n Align curriculum and assessment n Improve teacher orientation and training n Improve LTSM n Improve provincial support n Reassess time frames for implementation

10. January, 04 10 Curriculum development and change (Sen. Phase) C2005 n 7 COs and 5 DOs n 8 Learning Areas n 5 Learning Progs. n Phase Organisers n Prog. Organisers n Specific Outcomes n Assessment Criteria n Range Statements n Performance Indicators n (ELPs) RNCS n 7 COs and 5 DOs n 8 Learning Areas n Learning Progs. (8) n-n- n-n- n Learning Outcomes n Assessment Standards n-n- n-n-

11. January, 04 11 TABLE OF COMPARISON

12. January, 04 12 LEARNING OUTCOMES n Remain the same across grades. n 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). n 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

13. January, 04 13 n Grade specific n Describe minimum level learners should demonstrate in achieving the LO n Describe minimum ways (depth & breadth) learners can demonstrate achievement of LO n Indicate conceptual progression for that LA n Indicate integration of concepts, skills and values n ASSESSMENT STANDARDS DO NOT PRESCRIBE METHOD ASSESSMENT STANDARDS

14. January, 04 14 LEARNING PROGRAMMES deliver the LO s & ASs through activities STRUCTURED PLANNED PER PHASE FOUNDATION Literacy Numeracy Life Skills INTERMEDIATE Languages, Maths & other LPs which may en- compass the remaining LA s SENIOR Languages, Maths, LO, A&C, EMS, Tech, NS, SS [H&G]

15. January, 04 15 LEVELS OF PLANNING u LEARNING PROGRAMMES (PHASE PLAN) F Promote the attainment of LOs & ASs for the Phase F Must comprehensively cover all LOs & ASs to be achieved for the Phase F This phase-long Learning Progamme also contains the following: u YEAR-LONG WORK SCHEDULES (PLAN PER GRADE) F Show pace and sequencing of activities F These year-long work schedules contain u LESSON PLANS (INDIVIDUAL TEACHER’S PLANS FOR UNITS OF WORK) F Give more detail, including examples of lessons to be delivered over a given period of time.

16. January, 04 16 DEVELOPING LEARNING PROGRAMMES For each LA, a national Teacher’s Guide for the Development of Learning Programmes covers n integration within Learning Areas n integration across Learning Areas n weighting of outcomes n clustering of assessment standards n time allocation n assessment n barriers to learning n designing a Learning Programme n policy and legislation n training development and delivery n resourcing and support n planning and organisation

17. January, 04 17 ASSESSMENT The 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.

18. January, 04 18 The kind of learner that is envisaged nAnA confident, nlnliterate, numerate, nmnmulti-skilled, nlnlifelong learner who nrnrespects the environment, and npnparticipates responsibly in society

19. January, 04 19 The kind of teacher that is envisaged n A qualified, n competent, n dedicated, n caring, n mediator of learning; n an interpreter & designer of LPs; n a leader, n administrator, n manager, n assessor, n phase specialist, and n active community member and citizen

20. January, 04 20 PART TWO A LOOK AT THE LEARNING AREA STATEMENTS

21. January, 04 21 Layout of the RNCS Learning Area Documents n Part 1: Introduction The RNCS The particular LA n Part 2: Learning Outcomes and Assessment Standards Minimum SKVAs required Expectation by grade Continuum of learning ensures progression n Part 3: Assessment Principles of OBA Guidelines for OBA Ideas for recording and reporting assessment n Part 4: Reference lists Glossary

22. January, 04 22 Languages: Learning Outcomes 1. Listening 2. Speaking 3. Reading 4. Writing 5. Thinking and Reasoning 6. Language Structure and Use

23. January, 04 23 Mathematics: Learning Outcomes 1. Numbers, Operations and Relationships 2. Patterns, Functions and Algebra 3. Space and Shape 4. Measurement 5. Data Handling

24. January, 04 24 Natural Sciences: Learning Outcomes 1. Scientific Investigations 2. Constructing Science Knowledge 3. Science, Society and the Environment

25. January, 04 25 Social Sciences: Social Sciences: Learning Outcomes 1. History 1.1 Historical Enquiry 1.2 Historical Knowledge and Understanding 1.3 Historical Interpretation 2. Geography 2.1 Geographical Enquiry 2.2 Geographical Knowledge and Understanding 2.3 Geographical Interpretation

26. January, 04 26 Arts & Culture: Learning Outcomes 1. Creating, Interpreting and Presenting 2. Reflecting 3. Participating and Collaborating 4. Expressing and Communicating

27. January, 04 27 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)

28. January, 04 28 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

29. January, 04 29 Technology: Learning Outcomes 1. Technological Processes and Skills 2. Technological Knowledge and Understanding 3. Technology, Society and Environment

30. January, 04 30 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

31. 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 Phase Directorate: Curriculum Development