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Dissertations / Theses on the topic 'Curriculum and Assessment Policy Statement (CAPS)'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

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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Kokela, Regina Sakhiwe. "An analysis of the implementation of the Curriculum and Assessment Policy Statement in the Further Education and Training phase." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60498.

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This study analyses the implementation of the Curriculum and Assessment Policy Statements (CAPS) in the Further Education and Training (FET) phase, which is meant to improve quality of education. Post-1994 education is still being characterised by poor quality education, despite efforts to eradicate this problem. As a result, the FET phase contributes to increased learner dropout rates and learners who are struggling to prosper in the labour market and post-school institutions, such as universities. This study finds that lack of proper reporting in the DBE management, lack of monitoring on dut

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Maselesele, Maluleke Samuel. "Managing the implementation of the assessment policy in the senior certificate band." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25138.

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Educators in the basic education system are facing extreme challenges in assessing learners in general and in implementing assessment policy in particular. These challenges influence the pass rate, particularly in grade 12. The validity of the evidence of the learners’ performance depends on the quality and type of assessment tasks administered to those learners. Therefore, it was critical that those aspects, which pose challenges in the management of the assessment policy within the education system, be addressed by developing policies which would assist educators in managing assessment at sc

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Mosala, O. L., and K. E. Junqueira. "The dynamics of coping with policy and practice : mathematics educators' experiences." Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/636.

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Published Aticle<br>This article reports on the experiences of Mathematics educators during the implementation of the National Curriculum Statement (NCS) in Grades 10 - 12. The study is contained in five different, but educationally related constructs addressing training, problem areas which challenge or appeal to Mathematics educators, lesson planning, assessment strategies and the effective integration of OBE in the teaching of Mathematics. A mixed methods design was used, with data being collected and collated using questionnaires and semi-structured interviews. The quantitative data employ

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Nkosi, A. D. "Modern African classical drumming : a potential instrumental option for South African school Music curriculum." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/43292.

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The Curriculum and Assessment Policy Statement or CAPS (which is the modified extension of the National Curriculum Statement policy), Music learning area, gives an option for Music learners to follow the Indigenous African Music (IAM) stream. This caters for them to be examined in African instruments. Currently, there are no available prescribed instrumental curricula in any IAM instrumental practices that learners can follow should they choose the IAM stream. Therefore, this research was prompted by the need for graded curriculum in IAM instruments for Music learners at the Further Edu

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Zano, Kufakunesu. "Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools." Diss., 2015. http://hdl.handle.net/10500/20280.

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The study serves to explore teachers’ enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. The data was collected by means of semi-structured individual interviews. The respondents were grade 11 teachers whose schools were chosen by the researcher because all the respondents had undergone a week long CAPS training. The study adopted a qualitative approach therefore a purposive non-probability sampling strategy was used to select the sample. The collected data from the respondents was analysed qualitatively and recommendations based on the

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Tshikalange, L. D. "Challenges facing the management of the implementation of the curriculum assessment policy statement (CAPS) in rural schools of Sibasa Circuit." Diss., 2014. http://hdl.handle.net/11602/163.

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Masekoameng, Morongwa Constance. "An instructional leadership perspective on the management and implementation of Curriculum and Assessment Policy Statement (CAPS) in South African schools." Thesis, 2014. http://hdl.handle.net/10500/19994.

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This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This stu

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Mlambo, Thokozani. "Exploring teachers' understanding of curriculum change from National Curriculum Statement (NCS) to Curriculum and Assessment Policy Statement (CAPS) in the teaching of grade 8 maths in township and former Model C schools in Gauteng." Thesis, 2015. http://hdl.handle.net/10539/18231.

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A research report submitted to the School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg in partial fulfilment of the requirements for the degree of Master of Education (MEd)<br>What are teachers’ understanding of curriculum change and how they think it affects their practice in a pedagogic setting? Whilst this may be thought of as a straight-forward answer, this study has interestingly demonstrated that teachers’ understanding does not follow the simplified prescription of the curriculum but their understanding of their own contexts and how they view

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Lumadi, Nnditsheni Irene. "An investigation into the content of the further education and training (FET) phase home language curriculum and assessment policy statement (CAPS): a linguistic perspective." Diss., 2019. http://hdl.handle.net/11602/1326.

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MA (Linguistics)<br>Department of Communication and Applied Linguistics<br>The purpose of this study is to investigate the content of the Further Education and Training (FET) Phase Home Language (HL) Curriculum and Assessment Policy Statement (CAPS). The Tshivenḓa HL content was translated from English for teaching and learning purposes. The study adopted both the qualitative and quantitative approaches in order to attain holistic results. Data was collected through the use of questionnaires from educators and subject advisors. Document analysis was also used (by analysing CAPS documents)

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Mbatha, Mvikeleni Goodwill. "Teachers' experiences of implementing the curriculum and assessment policy in Grade 10 in selected schools at Ndwedwe in Durban." Diss., 2016. http://hdl.handle.net/10500/20076.

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The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 (C2005) in 1998, the National Curriculum Statement (NCS) in 2002, and most recently, the Curriculum and Assessment Policy Statements (CAPS) in 2012 in Grade 10. The latter was aimed at replacing the NCS in order to improve the quality of teaching and learning. The need for replacement was necessitated by problems that teachers experienced concerning understanding and implementing various previous curriculum policies. The literature study and theoretical framework explored scholarly contribut

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Koti, Mandla. "Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools." Diss., 2016. http://hdl.handle.net/10500/21801.

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Learners who take Physical Sciences in the Further Education and Training Phase in Eastern Cape schools have been performing poorly in the subject in the final examinations in Grade 12. This raised the concern of the researcher to determine issues that underlie this. In attempting to determine the cause of the poor results, a Physical Sciences subject advisor and six Physical Sciences teachers were interviewed to gather information on this problem. The following issues were considered: the Physical Sciences curriculum, the nature and structure of the Curriculum and Assessment Policy Statement

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Lewis, Franklin Arthur. "Provision of music education in the Western Cape through focus schools for the arts." Diss., 2014. http://hdl.handle.net/2263/43145.

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The enrolment of music in especially the secondary school is declining in many countries such as South Africa, the United Kingdom, Hong Kong, Brazil, China, Finland, Israel, Korea, Mexico and the United States of America. This decline in the number of learners doing the subject in secondary school, despite its popularity outside of the school, is often ascribed to the socio-economic context and the level of difficulty of the subject, but most of all due to a music curriculum that is in stark contrast to what learners are doing in their daily lives. Post-Apartheid education focused on th

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Makeleni, Theorin Nomvuyiso. "The experiences of foundation phase teachers in implementing the curriculum." Diss., 2013. http://hdl.handle.net/10500/11823.

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The purpose of this study is to explore what knowledge and experiences teachers hold about curriculum implementation and how their knowledge and experiences influence teaching and learning practices. This study is qualitative in nature and adopted a case study research design to explore the Foundation Phase teachers’ experiences of curriculum implementation. Semi-structured interviews, observations, and document analyses were used for collecting data. The study utilised a constructivist theoretical framework on knowledge and experiences of curriculum implementation. Four Foundation Phase teach

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Moodley, Grace. "Improving curriculum implementation and coverage : managers and educators ’ experiences of the Jika iMfundo Programme in selected schools in the King Cetshwayo district." Thesis, 2020. http://hdl.handle.net/10500/26831.

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South African learners’ poor performance in general, and in the national matriculation examinations, has necessitated the introduction of various curriculum implementation improvement programmes in the country. The Jika iMfundo Programme (JiP) is a campaign of the Programme to Improve Learning Outcomes (PILO) that was piloted, on scale, in two districts of KwaZulu-Natal (KZN), South Africa, in 2014, to improve the learning outcomes in the province by supporting educators and school managers to improve curriculum coverage and implementation. This study employs a constructivist worldview t

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Gelderbloem, Garth Preston. "The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schools." Diss., 2014. http://hdl.handle.net/10500/18485.

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Violence is common-place in South African schools and managing learner aggression is central to learners’ academic performance and holistic development. There is empirical evidence that suggests that the school curriculum is an essential vehicle for driving the process of creating social and emotional competent individuals, capable of social cohesion and tolerance. This evaluation research aims to evaluate whether the CAPS Life Orientation curriculum is adequately addressing social and emotional competence in learners in order to reduce violence in schools. A comprehensive literature review w

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Du, Plessis Lynette Erika. "The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level." Thesis, 2005. http://hdl.handle.net/10500/1529.

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The research focuses on the implementation of Outcomes-based Education (OBE) from a management perspective, in the Eastern Cape province of South Africa. This being a largely rural province, teachers are often un- or underqualified and in-service training for curriculum implementation is constrained by logistical problems such as vast distances, lack of physical facilities and resources and language barriers. In spite of extensive socio-political changes since 1994, these barriers remain. A thorough study of the literature provides an understanding of the foundations of OBE in the light of

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Amponsah, Samuel. "The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal." Thesis, 2014. http://hdl.handle.net/10500/18335.

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The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their duties in the classroom. This paradigm shift necessitated this research with the aim of investigating how the Student Teams Achievement Division (STAD) technique can be used as a cooperative learning technique to teach EFAL in Kwazulu-Natal. The purpose of this study was to design a framework for the implementation of STAD as a cooperative teaching strategy for EFAL teachers by gleaning literature on teaching and learning, cooperative

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Phasha, Tshegofatso Sylvia. "Experiences of educators of training in the curriculum assessment policy statement." Diss., 2016. http://hdl.handle.net/2263/52957.

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The purpose of this study was to explore the experiences of educators of training in the Curriculum Assessment Policy Statement. South Africa has undergone different curriculum changes in order to improve the standard of the education system. These changes have given educators moments of anxiety, fear and confusion. The literature review revealed that, in any curriculum change, educators as implementers of curriculum should undergo CPD so that they can be informed about changes in the education system. By being informed, educators will also refresh and increase their subject knowledge. The stu

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Manqele, Clement Mandlenkosi. "An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools." Thesis, 2017. http://hdl.handle.net/10500/23198.

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The educational changes introduced by the South African democratic dispensation after 1994 were meant to address the apartheid imbalances. The self-governing regime sought to bring and safeguard quality education for all, and to amend the previous education inequalities among all racial groups. Hence, the new curriculum that was introduced by the National Department of Basic Education was meant to be a drastic departure from the school curricula of the apartheid administration. One critical innovation sought was to replace a teacher-centred curriculum with a learner-centred curriculum. The em

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Shabalala, Nonkanyiso Pamella. "Perceptions of teachers and learners towards the integration of environmental education in the classroom." Diss., 2019. http://hdl.handle.net/10500/26577.

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Abstract in English, Zulu and Afrikaans<br>Environmental Education (EE) has been integrated into the school curriculum for many years. According to this study, integration has to be followed by implementation, therefore the process of implementation is successful when integration has been successfully carried out. This study aimed to understand how teachers meet the curriculum needs of learners in order to implement effective teaching and learning of EE and for learners to gain adequate knowledge of EE. The methodology employed by this study was a qualitative research method and a multiple cas

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Msipha, Zenzile. "A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province." Diss., 2013. http://hdl.handle.net/10500/13757.

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Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was col

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Malia, Mary. "Exploring FET District Subject Advisor's understanding of the tension between formative assessment and summative assessment during the shift from the National Curriculum Statement to Curriculum and Assessment Policy Statement." Thesis, 2014. http://hdl.handle.net/10539/15823.

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The purpose of this research was to explore the District Subject Advisor’s (DSAs’) understanding of formative and summative assessment. DSAs understanding will play a significant role in assisting teachers to implement assessment in schools. The understanding of the existing disconnection between formative assessment (FA) and summative assessment (SA) will address the discrepancies between school based assessment (SBA) and the final examination mark. Much as DSAs understand different forms of assessment and their purposes, it was evident that there was shortage, or lack, of teacher development

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Nwosu, Chidiebere Marcellinus. "An exploratory analysis of pedagogical practices in science classrooms : a case study." Thesis, 2019. http://hdl.handle.net/10500/27229.

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This study sought to explore the pedagogical practices of teachers in science classrooms. In this study, pedagogical practices are taken as interactions between teachers, learners and learning tasks which aim to promote and facilitate learning of their learners The study adopted an exploratory sequential mixed-methods design to collect both quantitative and qualitative data from the senior phase (i.e. grades 7-9) Science teachers. The teachers were purposively selected; two from rural schools and two from urban schools in the Limpopo Province of South Africa. Data on teachers’ pedagogic

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Ramabulana, Nthatheni Simon. "Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit." Diss., 2017. http://hdl.handle.net/10500/23681.

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The purpose of the research in this mini-dissertation was to explore the perceptions of teachers regarding the implementation of the Curriculum and Assessment Policy Statement (CAPS) in one of the schools in Nzhelele West Circuit. The particular area was chosen because there are a number of rural, disadvantaged schools. The study further identified and clarified the possible obstacles to the implementation of CAPS. This study was exploratory and qualitative in nature, and adopted a case study research design to investigate teachers’ perceptions of the implementation of CAPS in the chosen area.

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Tshabalala, Lucky Hendrick. "The role of instructional leadership in ensuring quality assessment practices in primary schools in the Free State Province." Thesis, 2015. http://hdl.handle.net/10500/19676.

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The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning. The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of qual

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Takalo, Ramatladi Harold. "Compliance of grade 10 English first additional language school based assessment tasks with the curriculum and assessment policy statement in Nokotlou Circuit, Capricorn District, Limpopo Province." Thesis, 2018. http://hdl.handle.net/10386/2368.

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Thesis (M. Ed. (Language Education)) --University of Limpopo, 2018<br>Assessment is a crucial component in the learning and teaching environment. Many educators often go about assessment design by emulating their own teachers or predecessors. Gronlund (1993:1) argues that “despite the widespread use of achievement testing and the important role it plays in instructional programmes, many teachers receive little or no instruction on how to construct good achievement test.” Gronlund (1993) posits that the result is that there is no innovation towards good tests construction because many edu

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Molepo, Verrah Mmotong. "Implementation of the curriculum and assessment policy statements in selected primary schools in Limpopo Province." Diss., 2014. http://hdl.handle.net/10500/18936.

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The purpose of the study was to explore the implementation of the curriculum and assessment policy statements in the selected primary schools in Limpopo Province. An empirical investigation following qualitative approach was carried out to investigate the views of teachers from two primary schools in Capricorn District. Two curriculum advisors were interviewed as well as five teachers to find out their views and experiences on the CAPS training and implementation issues and challenges. The study confirms that teachers are not well prepared to meet the challenges of the CAPS. The time set aside

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Stuurman, Celestine Joanie. "Experiences of grade 9 educators regarding the implementation of the curriculum and assessment policy statement : a case study in the Sarah Baartman District." Diss., 2020. http://hdl.handle.net/10500/27711.

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This study investigated the experiences of 10 Grade 9 Post Level 1 (PL1) educators regarding the implementation of the Curriculum and Assessment Policy Statement (CAPS) in a specific school in the Sarah Baartman District since it was introduced in 2014 for Grade 7-9 and Grade 12. South African schools have gone through several curriculum transformations over the past 23 years. The Curriculum 2005 (C2005) was introduced in 1997 and educators had to implement the C2005 in their classrooms without the required training. Educators experienced several challenges during the implementation processes

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Zulu, Muzonjani Zacharia. "Educators' conceptualisation of implementation of Curriculum and assessment policy statement at grade nine in Kwazulu-Natal, South Africa." Thesis, 2018. http://hdl.handle.net/10500/23780.

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This study sought to investigate how teachers in Grade 9 conceptualize and implement the Natural Science Curriculum and Assessment Policy Statement (CAPS) in KwaZulu Natal. In South Africa, there have been major curriculum changes since the dawn of democracy in 1994. These changes have been criticized by various stakeholders in the education sector, including unions, parents and teachers. Since 1994, the curriculum has been revised constantly to address the concerns raised by the society. This study therefore sought to develop an understanding of what influences educators in their endeavors to

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Phaiphai, Thanyani. "Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit." Diss., 2017. http://hdl.handle.net/10500/24233.

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This research investigated issues teachers face Curriculum and Assessment Policy Statement (CAPS) implementation at Foundation Phase primary schools in Nzhelele East Circuit. Curriculum implementation promotes thinking and learning of new things in the teachers’ day to day working environment. Foundation Phase teachers are pillars contributing to the children’s success in future. If children become passive, this passiveness will be reflected in the following stages, namely developmental and progressive stages, through the school system. Republic of South Africa transcended many stage of change

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Kabutu-Njekwa, Catherine. "Grade 9 teachers’ and learners' perceptions of the causes of poor mathematics performance and possible interventions in Durban's Ethusini Circuit." Diss., 2019. http://hdl.handle.net/10500/25956.

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This study investigated teachers' and learners' perceptions of the causes of poor performance in Mathematics among Grade 9 learners in Durban's Ethusini Circuit of KwaZulu-Natal Province. By using a phenomenographic research design, a sample of 15 Grade 9 learners who take Mathematics, one Grade 9 Mathematics teacher and one Mathematics head of department was selected purposively from three high schools in the Ethusini Circuit. The three schools are one former model C school, one ordinary government school and one private school. Focus group and semi-structured interviews were used to collect

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Moodley, Grace. "Implementation of the curriculum and assessment policy statements : challenges and implications for teaching and learning." Diss., 2013. http://hdl.handle.net/10500/13374.

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South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. CAPS was intended to improve teaching and learning, but as with the implementation of any new curriculum it implies the following: The need for educator training; Need for new resources; Change in policy; An increased workload. This qualita

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Phaiphai, Thanyani. "An analysis of teachers' experiences in Curriculum and Assessment Policy Statement implementation in intermediate and senior phase primary schools : Vhembe district." Thesis, 2020. http://hdl.handle.net/10500/27540.

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This thesis explored teachers’ experiences in curriculum implementation in primary schools in the Vhembe district. Curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. Primary school teachers are pillars of strength in contributing to the children’s future success. The thesis presents a contribution to the knowledge of curriculum implementation at the school level through a case study and a qualitative research approach as it aimed to comprehend and describe teachers’ practices and experiences on the implementation of the curriculum, whic

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Mnguni, Joseph Nkosana Chitja. "Challenges in teaching natural sciences in the context of National curriculum statement context." Diss., 2013. http://hdl.handle.net/10500/13243.

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The study focuses on challenges in the development of learner-centred and process-oriented teaching and learning in the learning areas, natural science (NS) and mathematics in South African schools. The aim of NS is to develop scientifically literate learners. The three Learning Outcomes (LOs) and the accompanying Assessment Standards (ASs) should enable learners to understand the science products or system of ideas such as underlying theories and principles. The LOs point out the learner’s abilities to use the sciences products or system of ideas. Educators encounter challenges in the applica

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Manyage, Tshidaho. "Educator's role in the implementation of first additional language in foundation phase as required by curriculum assessment policy statement: a case study of Dzondo." Diss., 2015. http://hdl.handle.net/11602/242.

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Morake, Machomi Nnior. "The implementation of professional development in the foundation phase in the North West Province with reference to Curriculum and assessment policy statement." Thesis, 2014. http://hdl.handle.net/10500/13756.

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The purpose of this study was to investigate the impact of the training given to Foundation Phase (FP) teachers in the implementation of Curriculum and Assessment Policy Statement (CAPS), with the intention to develop an alternative professional development (PD) approach for this Phase. Literature indicates that the academic success of learners can be significantly affected by Foundation Phase teachers’ access and participation in quality PD activities. It also indicates that PD is much more than training. It includes on-going workshops, follow-up, study, reflections, observations and assessm

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Makgato, Mathukhwane Johannah. "The implementation of Curriculum and Assessment Policy Statement at the Foundation Phase: A case of Koloti Circuit the Capricorn District of Limpopo Province." Diss., 2018. http://hdl.handle.net/11602/1225.

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MEd (Curriculum Studies)<br>Department of Curriculum Studies<br>The study investigated the implementation of Curriculum and Assessment Policy Statement (CAPS) at the Foundation Phase. The implementation of CAPS was problematic in South African schools. If challenges experienced by teachers, such as inadequate resources, insufficient support, financial constraints and lack of proper training are not addressed, they would have far-reaching consequences for the type of skilled learners the system seeks to produce. The study was informed by an antipositivist worldview. The study adopted a qu

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Chamane, Thabile Carol. "'Framing and classifying' the implementation of the grade 10 curriculum and assessment policy statement : a case study of selected schools in KwaZulu-Natal." Thesis, 2015. http://hdl.handle.net/10500/19583.

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The South African education system has been evolving since the country became democratic in 1994 and a number of curriculum reforms have been introduced within a short space of time. These reforms revolve around power and control and therefore, Bernstein’s concepts of classification and framing form the conceptual framework for this study. This study attempts to give a picture of what is currently happening in schools pertaining to the implementation of the grade 10 Life Sciences (LS), Business Studies (BS), and Engineering Graphics and Design (EGD) Curriculum and Assessment Policy Statement

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Black, David Alexander. "Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012." Thesis, 2014. http://hdl.handle.net/10500/14487.

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It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures sh

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Moosa, Zuliakha. "A curriculum perspective for special needs learners : a case study focusing on empowering special needs learners." Diss., 2014. http://hdl.handle.net/10500/20078.

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Currently, South African special need schools that cater for intellectually disabled learners are implementing the continuous assessment policy statement (CAPS). This study explored the CAPS curriculum which is used in special needs schools, in order to determine whether or not it can develop disabled learners intellectually. In other words, can the curriculum be used to ensure that disabled learners are also prepared for future employment opportunities? Disabled learners also have a constitutional right to be lead through education to independent adulthood. This study looks at the characteri

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