Relevant bibliographies by topics / CAPS (Curriculum and assessment policy statement)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'CAPS (Curriculum and assessment policy statement)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "CAPS (Curriculum and assessment policy statement)"

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Mpungose, Cedric Bheki. "Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context." International Journal of Higher Education 10, no. 2 (2020): 116. http://dx.doi.org/10.5430/ijhe.v10n2p116.

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Post-apartheid South African curriculum reforms, from outcomes-based education (OBE) to the Curriculum and Assessment Policy Statement (CAPS), resulted in different challenges. Teachers, in particular those teaching Physical Sciences in the Further Education and Training (FET) phase from Grades 10-12, were expected to cope with changes and master Physical Sciences curriculum for the attainment of good results, but were unable to do so because they were missing an understanding of curriculum concepts. The success of any curriculum depends on ten fundamental and broad curriculum concepts: ration
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Adekunbi Ojo, Tinuade, and Refentse Mathabathe. "An Investigation into the Effectiveness of the Curriculum and Assessment Policy Statement (CAPS) in South African Schools." International Journal on Integrating Technology in Education 10, no. 2 (2021): 23–38. http://dx.doi.org/10.5121/ijite.2021.10203.

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The paper presents the findings from current research on the impact that the Curriculum and Assessment Policy Statement (CAPS) curriculum subjects have on two South African Schools in Gauteng province in South Africa. The aim is to present the impact of the CAPs subjects in the school. The study did a critical evaluation of each subject to elaborate on the importance and challenges in implementing the subjects and using a qualitative research method to collect data on a group of teachers and students on their opinion on the impact of CAPs subjects. The findings suggest that even though the cur
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Maharajh, Lokesh R., Thandi Nkosi, and Mbekelezi C. Mkhize. "Teachers’ Experiences of the Implementation of the Curriculum and Assessment Policy Statement (CAPS) in Three Primary Schools in KwaZulu Natal." Africa’s Public Service Delivery and Performance Review 4, no. 3 (2016): 371. http://dx.doi.org/10.4102/apsdpr.v4i3.120.

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This article examined on teachers’ experiences on the implementation of CAPS, using three primary schools in KwaZulu-Natal. This article employed the curriculum theory as an analytical framework. The aim of this article is to examine teacher’s experiences of the implementation of the Curriculum and Assessment Policy Statement (CAPS). The article employed a qualitative research design to gather data. The data gathered through the use of semi-structured face to face interviews with teachers. The findings of the article reveal that there are many dynamics and possibilities relating to curriculum
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Rapetsoa, Johannah Mapotlakishe, and Rachael Jesika Singh. "Does the Curriculum and Assessment Policy Statement Address Teaching and Learning of Reading Skills in English First Additional Language?" Mousaion: South African Journal of Information Studies 35, no. 2 (2018): 56–78. http://dx.doi.org/10.25159/0027-2639/1270.

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There has been a general outcry in South Africa that learners’ reading ability has deteriorated. This could be attributed to the fact that since 1998, new curricula were consistently introduced and changed with an aim of redressing the legacy of apartheid. The whole process of curriculum change not only affected the learners’ ability to read, write and count, but the quality of education as well. When reading skill are not developed, learners cannot cope with their academic responsibilities. The aim of this article is to determine whether the recent curriculum, the Curriculum and Assessmen
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Mnguni, Lindelani. "EXPLORING THE STUDENT AND SOCIAL ACCOUNTABILITY OF THE LIFE SCIENCES CURRICULUM: A CASE OF HIV/AIDS." Problems of Education in the 21st Century 77, no. 3 (2019): 410–23. http://dx.doi.org/10.33225/pec/19.77.410.

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Science is generally expected to respond to students and societal needs by adopting student and social accountability principles. Therefore, school science curricula are revised regularly to address emerging socio-economic, political, and scientific issues. Similarly, the National Curriculum and Assessment Policy Statement of South Africa was introduced to foster a student and social accountable education that adopts relevant curriculum ideologies. Partly, it attempts to equip students with relevant skills and knowledge related to emerging societal challenges such as HIV/AIDS. The aim of the p
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Bruwer, Marietjie, Cycil Hartell, and Miemsie Steyn. "Inclusive education and insufficient school readiness in Grade 1: Policy versus practice." South African Journal of Childhood Education 4, no. 2 (2014): 18. http://dx.doi.org/10.4102/sajce.v4i2.202.

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A significant number of young learners entering into Grade 1 in South Africa have not reached the required level of readiness for formal learning due to inadequate early learning experiences. As found in many studies worldwide, these learners are often traumatised because they cannot keep up with the pace and requirements of the formal learning situation, putting them at risk for school failure. Focus group interviews were conducted with Grade 1 teachers at two city schools in Pretoria to explore their experiences regarding the insufficient school readiness of their learners and the impact the
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Dirsuweit, Teresa. "Feminist Pedagogy and the South African Curriculum: The case of Women and Food Security." Journal of Geography Education in Africa 3, no. 1 (2020): 1–14. http://dx.doi.org/10.46622/jogea_3_2020_1-14.

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There is a food security crisis in South Africa and black working-class women are the shock absorbers of this crisis. It follows that where food studies are included in the South African curriculum, the relationship between women and food security should be understood and critiqued by learners. Improvements in gender equality have also been identified as one of the primary drivers of improvements in food security. In this paper, the South African curriculum is analysed in terms of food studies, gender studies and the promotion of gender equality. Using the lens of feminist pedagogy, a set of q
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Dirsuweit, Teresa. "Feminist Pedagogy and the South African Curriculum: The case of Women and Food Security." Journal of Geography Education for Southern Africa 5 (October 1, 2020): 42–68. http://dx.doi.org/10.46622/jogesa_5_2020_42-68.

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There is a food security crisis in South Africa and black working-class women are the shock absorbers of this crisis. It follows that where food studies are included in the South African curriculum, the relationship between women and food security should be understood and critiqued by learners. Improvements in gender equality have also been identified as one of the primary drivers of improvements in food security. In this paper, the South African curriculum is analysed in terms of food studies, gender studies and the promotion of gender equality. Using the lens of feminist pedagogy, a set of q
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Nkosi, Makho. "Student Teachers’ Experiences of Teaching Physical Education of Curriculum and Assessment Policy Statement (CAPS): Exploring the Gendered Implications." International Journal of Educational Sciences 8, no. 2 (2015): 345–61. http://dx.doi.org/10.1080/09751122.2015.11890257.

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Le Cordeur, Michael. "Gang culture, Identity and Kaaps: Using Adam Small’s Krismis van Map Jacobs in Cape Flats schools." Multilingual Margins: A journal of multilingualism from the periphery 3, no. 2 (2018): 104–16. http://dx.doi.org/10.14426/mm.v3i2.44.

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In this paper the focus is on the impact of gang culture on schoolchildren. Theresearch question investigated here is whether teaching the drama Krismis van MapJacobs offers any solutions to learners in gang-infested areas, given the framework ofthe Curriculum Assessment Policy Statement (CAPS). Two sub-questions consideredwhether the teaching of the drama should take place in Kaaps and whether the themeof Map Jacobs is still relevant within the CAPS curriculum 30 years after it was writtenby Adam Small. Theoretically, the paper is based on Pierre Boudieu’s (1991) view thata speaker’s ‘positio
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Dissertations / Theses on the topic "CAPS (Curriculum and assessment policy statement)"

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Manuel, Reyanah. "Possibilities for democratic citizenship in the natural science curriculum and assessment policy statement." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1956.

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Thesis submitted in fulfilment of the requirements for the degree Master of Technology: education in the Faculty of Education at the Cape Peninsula University of Technology<br>The purpose of this study is to analyse the Curriculum and Assessment Policy Statement CAPS) document within the subject Natural Sciences (NS) (senior phase including Grades 7 to 9) and to explore whether the implementation of this document can possibly engender democratic citizenship within the classroom. An analysis of the sub-headings used within the NS CAPS document will be undertaken. These are the process, skills a
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Lerumo, Kagiso Solomon. "Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS) : experiences of Foundation Phase educators." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/67763.

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The implementation of Music according to the Curriculum and Assessment Policy Statement (CAPS) in the Foundation Phase is not adequate. Reasons for this incorporate inter alia lack of knowledge of Music pedagogy by Foundation Phase educators, lack of resources and poor assistance and monitoring from the Department of Education. The study was based on qualitative case study method, exploring the experiences of Foundation Phase educators in implementing Music according to CAPS. Interviews were held with three Foundation Phase educators. Data was also collected by means of observations and analy
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Mnqatu, Fiola Wayne. "Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1358.

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The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to
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Björklund, Anna-Sara. "Eleven Eastern Cape teachers´perceptions of the implementation of the Curiculum Assessment Policy Statement." Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-101277.

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A new curriculum, the Curriculum Assessment Policy Statement (CAPS) was during 2012-2014 introduced in South African schools. The aim of this study was to gain an understanding of how the implementation process of the curriculum was perceived by teachers. The study examined what the teachers’ general opinions about CAPS were, what experiences they had from the training in relation to the implementation, what strategies they used to further their understanding about CAPS and which factors affected their ability to implement the curriculum. Eleven teachers were interviewed in order to answer the
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Sibam, Zanoxolo. "An Investigation into time allocation in the curriculum and assessment policy statements (CAPS) for grade 10 physical sciences." University of the Western Cape, 2018. http://hdl.handle.net/11394/5984.

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Magister Educationis - MEd (Mathematics and Science Education)<br>This study investigated the suitability of the prescribed and recommended time allocations for Physical Science in Grade 10 CAPS curriculum. More specifically, the study explored how different teachers in the rural part of a district in the Eastern Cape utilized the prescribed and recommended time allocations to cover certain topics in Physical Sciences in Grade 10. Since the introduction of CAPS, many physical science teachers complain that the prescribed and recommended time allocation have not afforded the teachers enough fle
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Rantsane, Twoboy Babini. "The implementation of curriculum and assessment policy statement by economics grade twelve teachers and its influence on teaching methods in East London Education District, South Africa." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4970.

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The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teacher
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Morgan, Leanne. "Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62892.

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Education is a fundamental precondition for progress and growth in South Africa (Spaull, 2011, p. 1). Literacy opens the doors to better livelihoods, improved health and expanded opportunity (UNESCO, 2011). Illiteracy is a serious constraint to improving education standards in South Africa. Prominent research studies stress the low levels of reading ability across the country. At the onset of Grade One, pre-reading skills are taught. Pre-reading skills are foundational skills and essential for later reading success. Teachers in English Second Language environments face the daunting challenge o
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Hoffman, Samantha Melissa. "Capability sets of teachers with regards to the implementation of the curriculum and policy statement in a no-fee school community in the Western Cape." University of the Western Cape, 2017. http://hdl.handle.net/11394/6352.

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Magister Educationis - MEd<br>Since the onset of democracy in 1994, education in South Africa has undergone many developments and changes due to curriculum innovations and interventions. For more than two decades, the government has been seeking to eliminate the divisions of the past by establishing a society based on democratic values, social justice and the observance of fundamental human rights as described in Act 108 of 1996 in the Constitution. The curriculum changes in South Africa after 1994 had a huge impact on the education system as a whole, and classroom teaching shifted from being
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Tshidaho, Manyage. "Curriculum assessment policy statement support programme for Vhembe rural- based primary schools educators." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1665.

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A thesis submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018<br>The Curriculum Assessment Policy Statement (CAPS) was adopted based on the principles of the Revised National Curriculum Statement (RNCS) to improve the quality of education in both rural and urban areas since the change-over from apartheid education in 1994. The new curriculum was also introduced in order to shift from content to outcomes-based education which experienced marked
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Gumede, Balindile Rejoice. "Experiences of foundation phase educators in implementing outcomes-based education and the curriculum assessment policy statement in the Hlabisa Circuit." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1538.

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A mini dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Masters of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017<br>This study focuses on the experiences of Foundation Phase educators in implementing OBE and CAPS in the Hlabisa Circuit (KwaZulu-Natal).Foundation Phase educators in this circuit face many challenges in implementing effectively the relevant teaching methodologies required by OBE and CAPS, to the extent of being frustrated by the lack of resources which woul
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Books on the topic "CAPS (Curriculum and assessment policy statement)"

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Royal Society. The 16-19 science curriculum and its assessment: Statement of policy. The Royal Society], 1988.

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Book chapters on the topic "CAPS (Curriculum and assessment policy statement)"

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"Theorising Curriculum and Assessment Policy Statement." In Curriculum Theory, Curriculum Theorising, and the Theoriser. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004447943_011.

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"Theorising Curriculum and Assessment Policy Statement." In Curriculum Theory, Curriculum Theorising, and the Theoriser. BRILL, 2020. http://dx.doi.org/10.1163/9789004447943_011.

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Mawela, Ailwei Solomon. "School Management Teams' Strategies to Enhance Curriculum Delivery in the Era of the COVID-19 Pandemic." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch010.

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The uncertainty of how the curriculum is supposed to be delivered in schools during COVID-19, which is different from traditional practices, was a global challenge. This chapter seeks to explore school management teams' strategies to enhance curriculum delivery in the era of the COVID-19 pandemic. In this qualitative chapter, transformative learning and quality management theories, purposive sampling techniques, and the interpretive paradigm were employed. In addition, data collected from semi-structured interviews were thematically analyzed and discussed to give conclusions and recommendations. This study found that despite the existing policies such as the Curriculum and Assessment Policy System (CAPS) and the National Policy for Assessment (NPA) on planning and implementing curriculum delivery in schools, school management teams (SMTs) found it difficult to execute their duties as a result of the COVID-19 pandemic. Therefore, the study suggests annual in-service training for departmental heads (Dh) and deputy principals (Dp) on planning and implementing curriculum in schools.
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Conference papers on the topic "CAPS (Curriculum and assessment policy statement)"

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Kazeni, Monde, and Nosipho Mkhwanazi. "LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.

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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption o
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Ramaila, Sam, and Leelakrishna Reddy. "IN-SERVICE TEACHERS’ CHALLENGES ASSOCIATED WITH THE IMPLEMENTATION OF THE CURRICULUM AND ASSESSMENT POLICY STATEMENT IN SOUTH AFRICA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0668.

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Makgoka, Malesetja, and Jessica Singh. "ASSESSING AND EVALUATING THE ENGLISH LANGUAGE SKILLS OF GRADE 10 ENGLISH FIRST ADDITIONAL LANGUAGE LEARNERS IN THE RURAL SECONDARY SCHOOLS OF LIMPOPO PROVINCE WITHIN CURRICULUM AND ASSESSMENT POLICY STATEMENT." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1276.

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