Report A: an analysis of the strengths and shortcomings of the current orientation documents for the implementation of the revised national curriculum statement in the senior phase

OUTPUT TYPE: Research report- client
PUBLICATION YEAR: 2005
TITLE AUTHOR(S): U.Hoadley, L.M.Chisholm
KEYWORDS: CURRICULUM DEVELOPMENT, SECONDARY EDUCATION
Intranet: HSRC Library: shelf number 3598
HANDLE: 20.500.11910/7021
URI: http://hdl.handle.net/20.500.11910/7021

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Abstract

The `Revised National Curriculum Statement Grades R-9 Orientation Programme Senior Phase 2005, facilitator's and participant's manuals represent the official model for the training for the implementation of the Revised National Curriculum Statement (RNCS) at the Senior Phase (Grade 7, 8 and 9). The training for the implementation is to take place in 2005 for Grade 7 teachers, for implementation in schools in 2006. This report presents an analysis of the strengths and shortcomings of the current orientation documents, as set out in the Manuals. The report focuses on the participant?s manual, and where appropriate makes reference to the facilitator?s manual. The manuals differ only in that further explanatory notes and possible reposes/answers are included in the facilitator?s manual. Recommendations regarding the use of the materials as a guide for future orientation are made. The Manual is understood as a guide, from which provinces are free to select in order to construct a training programme for teachers. However, the manual is also presented in such a way that it may be used as it is. This is appropriate: the guide should facilitate training in situations where the capacity and time for the development of unique training programmes does not exist. The critique therefore treats the manual as a model training programme, whilst understanding that provinces are free to use it more selectively in constructing their training programmes. The central assumptions underlying this critique of the training manuals is that the training should focus on: a) Where teachers are, what they are doing and what changes are to be introduced. b) Generic issues which provide background to the RNCS, and address the central design features of the new curriculum. c) Learning Area specific training, which should form the bulk of the training, and should focus on the specifics and particularities of the learning area to allow for its practical implementation. This report focuses on the extent to which the manuals address these dimensions in the training, and what the strengths and weaknesses are in terms of their potential to prepare teachers for the implementation of the revised curriculum. The report starts with a description of the manual. It then considers the content of the manual in four sections: the `Introduction?, `Generic?, `Assessment? and the `Learning Area Specific? sections of the manual. Finally the report makes recommendations regarding the Manuals for the preparation of teachers for the implementation of the RNCS.

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