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Journal articles 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

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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9

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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Matsepe, David, and Mugwena Maluleke. "Constraints to optimal implementation of Curriculum and Assessment Policy Statement (CAPS) in the North West Province in South Africa." Ubuntu : Journal of Conflict Transformation SI, no. 1 (2019): 177–95. http://dx.doi.org/10.31920/2050-4950/2019/sin1a10.

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Graven, Mellony. "Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments." South African Journal of Childhood Education 3, no. 2 (2013): 13. http://dx.doi.org/10.4102/sajce.v3i2.45.

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In this paper we examine the extent of the focus on number sense, enabled and accompanied by the development of efficient strategies for mental maths, in the foundation and intermediate phase. We do this through documentary analysis of the Curriculum and Assessment Policy Statements (CAPS) for these phases and the Annual National Assessments (ANAs). We argue that number sense and mental agility are critical for the development and understanding of algorithms and algebraic thinking introduced in the intermediate phase. However, we note from our work with learners, and broader evidence in the So
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Alex, J. K., and K. J. Mammen. "An Assessment of the Readiness of Grade 10 Learners for Geometry in the Context of Curriculum and Assessment Policy Statement (CAPS) Expectation." International Journal of Educational Sciences 7, no. 1 (2014): 29–39. http://dx.doi.org/10.1080/09751122.2014.11890167.

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Ndzimbomvu, Nosipho T., Isaac T. Rampedi, and Marthie E. Kemp. "Learning Environmental Issues from a Secondary School Curriculum: The Case of Learners in Mamelodi Township, South Africa." Sustainability 13, no. 16 (2021): 9149. http://dx.doi.org/10.3390/su13169149.

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In South Africa, the National Curriculum Statement-Curriculum and Assessment Policy Statement (NCS-CAPS), which came into effect in 2011, was expected to play a critical role in raising environmental literacy among school learners. However, no detailed studies have evaluated its effectiveness in fulfilling this role, especially within schools in peri-urban areas. Consequently, this paper evaluated the level of environmental awareness, perceptions, and participation amongst secondary school learners in the peri-urban area of Mamelodi Township. Primary data for this evaluation research were coll
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Goldschagg, Paul, and Di Wilmot. "Exploring the role of a Google Group in enabling lesson resource sharing in a South African geography teachers’ professional learning community." Journal of Geography Education in Africa 3, no. 1 (2020): 51–62. http://dx.doi.org/10.46622/jogea.v3i.2546.

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This article presents the findings of the initial phase of an ongoing exploratory study that responds to a national imperative, to create teacher-initiated professional learning communities (PLCs), to improve the professionalism and capabilities of South African teachers. The overarching goal of the study is to understand how an emergent PLC in the form of an online Google Group for South African geography educators may enhance geography education and teacher professional development. The contributions made to the Southern African Geography Teachers Network Google Group over a six-month period
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Balie, Lorna, and Yusuf Sayed. "Education and Care: How Teachers Promote the Inclusion of Children and Youth at Risk in South Africa." Education Sciences 10, no. 10 (2020): 273. http://dx.doi.org/10.3390/educsci10100273.

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Children and youth at risk, particularly those placed in child and youth care centres (CYCC) in South Africa, have suffered from school disengagement due to multiple barriers to learning such as the exposure to crime and violence at a young age. As children and youth at risk at these centres find it difficult to engage in learning, new approaches need to be found to re-engage their interest to learn. This article discusses how the ‘Curriculum of Care’, an adaptation of the Curriculum and Assessment Policy Statement (CAPS), responds to the educational needs of children and youth at risk at a CY
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Bonginkosi Msezane, Sikhulile. "Perceptions of youth about the integration of natural resource economics through environmental education in schools: a realist social perspective." Environmental Economics 8, no. 3 (2017): 70–75. http://dx.doi.org/10.21511/ee.08(3).2017.07.

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The purpose of this paper is to delineate the perceptions of grade 12 students about the integration of environmental economics through environmental education into the South African Curriculum and Assessment Policy Statement (CAPS). Margaret Archer’s (1995) Realist social theory (RST): the morphogenetic approach provides the meta-theoretical framework that informs this study. RST deals with the concepts of structure, culture, agency, pre-existing structures, position-practice systems and mechanisms that have impact on the economic growth and welfare of the society. Data was collected through
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Ramatlapana, K., and J. P. Makonye. "From too much freedom to too much restriction: The case of teacher autonomy from National Curriculum Statement (NCS) to Curriculum and Assessment Statement (CAPS)." Africa Education Review 9, sup1 (2012): S7—S25. http://dx.doi.org/10.1080/18146627.2012.753185.

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Phasha, Tshegofatso, Keshni Bipath, and Johan Beckmann. "Teachers’ Experiences Regarding Continuous Professional Development and the Curriculum Assessment Policy Statement." International Journal of Educational Sciences 14, no. 1-2 (2016): 69–78. http://dx.doi.org/10.1080/09751122.2016.11890480.

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Mpungose, Cedric Bheki. "Rationale of Teaching Physical Sciences Curriculum and Assessment Policy Statement Content: Teachers’ Reflections." International Journal of Educational Sciences 14, no. 3 (2016): 256–64. http://dx.doi.org/10.1080/09751122.2016.11890500.

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Wium, Anna-Marie, and Brenda Louw. "The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools." South African Journal of Childhood Education 5, no. 1 (2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.348.

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This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classro
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Henning, Elizabeth. "Views of childhood and knowledge of children." South African Journal of Childhood Education 4, no. 2 (2014): 4. http://dx.doi.org/10.4102/sajce.v4i2.200.

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<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br /&gt
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Copp, Derek T. "Policy incentives in Canadian large-scale assessment: How policy levers influence teacher decisions about instructional change." education policy analysis archives 25 (November 20, 2017): 115. http://dx.doi.org/10.14507/epaa.25.3299.

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Large-scale assessment (LSA) is a tool used by education authorities for several purposes, including the promotion of teacher-based instructional change. In Canada, all 10 provinces engage in large-scale testing across several grade levels and subjects, and also have the common expectation that the results data will be used to improve instruction in classrooms. Yet despite agreement between ministries that instructional change based on LSA results is a positive development and employs data-based decision making at its heart, there remain significant differences in the kinds of incentives writt
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Clasquin-Johnson, Mary G. "Now and then: Revisiting early childhood teachers’ reactions to curriculum change." South African Journal of Childhood Education 6, no. 1 (2016): 9. http://dx.doi.org/10.4102/sajce.v6i1.408.

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This article reports on the findings of a study consisting of two phases. Both phases aimed at investigating how professional development, physical resources and instructional support influenced teachers’ responses to curriculum change. Despite more than 90% of Grade R teachers being under-qualified, they have had to implement two radically different curricula over the past decade. The initial study (‘Phase 1’), conducted in 2007–2010, investigated teachers’ responses to the National Curriculum Statement. The 2015 follow-up study (‘Phase 2’) focused on the same teachers, but the focus fell on
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Oguoma, Enid, Loyiso Jita, and Thuthukile Jita. "Teachers’ Concerns with the Implementation of Practical Work in the Physical Sciences Curriculum and Assessment Policy Statement in South Africa." African Journal of Research in Mathematics, Science and Technology Education 23, no. 1 (2019): 27–39. http://dx.doi.org/10.1080/18117295.2019.1584973.

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Schultz, Annine, and Michael le Cordeur. "The teaching of Literature in the Further Education and Training phase within the framework of the Curriculum and Assessment Policy Statement." Tydskrif vir Geesteswetenskappe 59, no. 4 (2019): 545–61. http://dx.doi.org/10.17159/2224-7912/2019/v59n4a6.

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Azainil, Azainil, Nurul Ulfa Apriliani, and Suandie Suandie. "Policy Evaluation Total Quality Management (TQM) School Applying International Organization for Standardization (ISO) in the City of Samarinda." Journal of Educational Review and Research 1, no. 1 (2018): 25. http://dx.doi.org/10.26737/jerr.v1i1.506.

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<span class="ShortAbstract"><em><span>This policy evaluation research to find out the need, implementation and achievement result of TQM in Vocational High School applying ISO.This research is a policy evaluation research, with qualitative research method. Qualitative research method is a research method used to determine natural condition (naturalistic), where the researchers are as a key instrument, data technique in triangulation. Data analysis with inductive and more.This policy evaluation study examines the TQM policy documents required for schools implementing the ISO.
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Long, Caroline, and Tim Dunne. "Approaches to teaching primary level mathematics." South African Journal of Childhood Education 4, no. 2 (2014): 20. http://dx.doi.org/10.4102/sajce.v4i2.208.

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In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching mathematics from the perspective of the learner, we ask whether the learners engage with the subject in such a way that they build foundations for more advanced mathematics. We firstly discuss three approaches that inform the teaching of mathematics in the p
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Cascio, Toni. "Incorporating Spirituality into Social Work Practice: A Review of What to Do." Families in Society: The Journal of Contemporary Social Services 79, no. 5 (1998): 523–31. http://dx.doi.org/10.1606/1044-3894.719.

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The importance of spirituality in the lives of many clients has been acknowledged in the most recent curriculum policy statement of the Council on Social Work Education and the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association. A number of studies have also appeared in the professional literature advocating for the inclusion of spirituality in both social work practice and education. Despite this legitimacy, social workers are often reluctant to address this issue for a variety of reasons, most notably the lack of knowledge on this subject and its ap
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Sibanda, Senzeni, and Awelani M. Rambuda. "The Implementation of Formal Assessments in Intermediate Phase Mathematics at Primary Schools in South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 8 (2021): 300–320. http://dx.doi.org/10.26803/ijlter.20.8.18.

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The purpose of this research was to explore the implementation of formal assessments in intermediate phase mathematics at primary schools. The research was elicited by reports that assessment methods and procedures for tackling learners’ needs had been observed to be insufficient in South African schools. The study is grounded in Piaget’s cognitive constructivism and Vygotsky’s social constructivism. The researchers conducted document analysis of teachers’ portfolios which were purposefully selected. Nine teachers– three from each of Grades 4 to 6 were sampled. The portfolios were analysed to
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Spady, William. "It’s Time to End the Decade of Confusion about OBE in South Africa." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 27, no. 1 (2008): 17–29. http://dx.doi.org/10.4102/satnt.v27i1.79.

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The fundamental elements of what is known today as Outcome-Based Education are clearly embodied in numerous familiar models of learning, assessment, and credentialing in the non-education world that, in some cases, are many centuries old. In virtually all of these models, successful outcome performance is the clear/fixed/pre-determined/known/constant factor in the equation, and time is the flexible/variable/adaptable factor. In formal education, however, exactly the opposite pattern exists: time is the clear/fixed/pre-determined/known/ constant factor, and learning successes the flexible/varia
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Peden, Moraig. "Education for sustainable agriculture: the old and new curricula for agricultural sciences in South African schools." Journal of Education, no. 60 (2015). http://dx.doi.org/10.17159/i60a03.

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This article explores the support given to Education for Sustainable Agriculture (ESA) bythe South African Agricultural Sciences school curricula. It compares two post-apartheidcurricula: the current Curriculum Assessment Policy Statements (CAPS) and the phased-outNational Curriculum Statement (NCS) for Agricultural Sciences in terms of content,knowledge requirements, cognitive processes and philosophies of education for sustainableagriculture, as well as the role of assessment and the stated purpose of the curricula. Whilethe NCS had a vision of sustainable agriculture and of a progressive cu
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De Lange, Maryna M., Christine Winberg, and Hanlie Dippenaar. "Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners’ reading comprehension." Reading & Writing 11, no. 1 (2020). http://dx.doi.org/10.4102/rw.v11i1.260.

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Background: The Progress in International Reading Literacy Study (PIRLS), and similar international assessments, have consistently shown South African intermediate phase learners’ performance to be among the lowest worldwide. Of particular concern is the Curriculum and Assessment Policy Statement (CAPS) for Home Language in the Intermediate Phase and, specifically, the document’s treatment of the assessment of reading comprehension.Objectives: In this study, the CAPS requirements for assessing reading comprehension were examined, with the aim of laying the groundwork for an improved policy fra
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Chetty, Rajendra. "Freirean principles and critical literacy to counter retrograde impulses in the Curriculum and Assessment Policy Statement." Reading & Writing 6, no. 1 (2015). http://dx.doi.org/10.4102/rw.v6i1.71.

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Inherent in the Curriculum and Assessment Policy Statement (CAPS) document are inferences of transmission and reproduction that run counter to the emancipatory imperatives of core educational policy documents enacted after democracy in 1994. Some structural inadequacies in implementation of the first curricular changes to outcomes-based education have opened the way to reactionary and retrograde pedagogy which appears to privilege the teacher and textbook as sole authorities in the classroom. The purpose of this article, therefore, is to warn against teacher-centred pedagogy and restate the si
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Johnson, Kathryn, Edith Dempster, and Wayne Hugo. "Exploring the recontextualisation of biology in the CAPS for Life Sciences." Journal of Education, no. 60 (2015). http://dx.doi.org/10.17159/i60a04.

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This study is concerned with the recontextualisation of biology in the most recent version of the South African Life Sciences curriculum, the CAPS (Curriculum and Assessment Policy Statements). The following aspects of the curriculum were assessed: the balance of canonical and humanistic material, the inclusion and weighting of the core concepts of biology, and the overall curriculum coherence. The results were compared with those for earlier versions of the curriculum, and the implications for South African students are considered. The study reveals that, according to these criteria, the cont
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Musitha, Mavhungu E., and Mavhungu A. Mafukata. "Crisis of decolonising education: Curriculum implementation in Limpopo Province of South Africa." Africa’s Public Service Delivery & Performance Review 6, no. 1 (2018). http://dx.doi.org/10.4102/apsdpr.v6i1.179.

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There is a consensus amongst social scientists and public administration practitioners about the importance of decolonising the education system in Africa and South Africa. Decolonising the education system is viewed as a catalyst to create human capital that will promote economic development to end the scourge of poverty. This study was undertaken to evaluate the effectiveness of the implementation of Curriculum and Assessment Policy Statement (CAPS) as a tool of decolonising from 2014 to 2016. This is a qualitative and descriptive study based on literature, and key informant interviews (KIIs
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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 08, no. 02 (2015). http://dx.doi.org/10.31901/24566322.2015/08.02.12.

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Blignaut, Renette J., Retha Luus, Ronell Lombard, Abduraghiem Latief, and Danelle Kotze. "Maths4Stats: Educating teachers." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 32, no. 1 (2013). http://dx.doi.org/10.4102/satnt.v32i1.405.

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The inadequate nature of the education infrastructure in South Africa has led to poor academic performance at public schools. Problems within schools such as under-qualified teachers and poor teacher performance arise due to the poorly constructed education system in our country. The implementation in 2012 of the Curriculum and Assessment Policy Statement (CAPS) at public schools in South Africa saw the further crippling of some teachers, as they were unfamiliar with parts of the CAPS subject content. The Statistics and Population Studies department at the University of the Western Cape was as
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Alex, J. K. "An Assessment of the Readiness of Grade 10 Learners for Geometry in the Context of Curriculum and Assessment Policy Statement (CAPS) Expectation." INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES 07, no. 01 (2014). http://dx.doi.org/10.31901/24566322.2014/07.01.04.

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Abrie, Amelia L. "The botanical content in the South African curriculum: A barren desert or a thriving forest?" South African Journal of Science Volume 112, Number 1/2 (2016). http://dx.doi.org/10.17159/sajs.2016/20150127.

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Abstract Botanists who are interested in education have often expressed their dismay at how plant sciences are neglected in Biology curricula, despite the important roles that plants play. While botanists in several overseas countries have studied the ways in which plant sciences are represented in curricula, no research has been done on how botany is neglected in the South African curriculum. Currently, the South African curriculum is known as the Curriculum and Assessment Policy Statements (CAPS) for Grades R–12. In this study, a comparison was made among the content that is generally taught
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Ndlovu, Mdutshekelwa, and Andile Mji. "Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks." Pythagoras 33, no. 3 (2012). http://dx.doi.org/10.4102/pythagoras.v33i3.182.

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South Africa’s performance in international benchmark tests is a major cause for concern amongst educators and policymakers, raising questions about the effectiveness of the curriculum reform efforts of the democratic era. The purpose of the study reported in this article was to investigate the degree of alignment between the TIMSS 2003 Grade 8 Mathematics assessment frameworks and the Revised National Curriculum Statements (RNCS) assessment standards for Grade 8 Mathematics, later revised to become the Curriculum and Assessment Policy Statements (CAPS). Such an investigation could help to par
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Mpungose, Cedric Bheki. "Inner-self in the teaching of physical sciences according to the Curriculum and Assessment Policy Statement (CAPS) in South African schools." African Identities, October 20, 2020, 1–17. http://dx.doi.org/10.1080/14725843.2020.1828039.

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Ankiewicz, Piet. "’n Teoretiese besinning oor die implikasies van die filosofie van tegnologie vir kriteria vir vakkurrikulumontwikkeling en -evaluering." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 34, no. 1 (2015). http://dx.doi.org/10.4102/satnt.v34i1.1170.

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Technology education is globally still relatively new, and it lacks a substantive research base, a well-established classroom pedagogy and a scientifically founded, subject-based philosophical framework that may serve as a directive for related aspects. Technology is also a developing school subject with no equivalent academic discipline upon which curriculum development and classroom pedagogy may rely. The Curriculum and Assessment Policy Statement (CAPS) for Technology in the Senior Phase was officially implemented in 2014. However, responses to the intended or specified curriculum, either p
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Thenga, Muofhe, Paul Goldschagg, Rene Ferguson, and Caleb Mandikonza. "Teacher Professional Development and Geography Teachers’ Pedagogical Practices for Climate Change Education." Southern African Journal of Environmental Education 36 (June 17, 2021). http://dx.doi.org/10.4314/sajee.v36i1.17.

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Education for Sustainable Development (ESD) was added to the South African Geography school curriculum when the Curriculum Assessment Policy Statement (CAPS) was implemented from 2012. Many in-service teachers who qualified prior to 2014 did not cover this concept during their initial teacher education qualification because it was not part of the curriculum at that time. To address this deficiency, a teacher professional development (TPD) module was developed by the Fundisa for Change programme and offered to a selection of in-service high school Geography teachers. Transformative learning the
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Andrich, Christelle, Anne Hill, and Andre Steenkamp. "Training Grade R teachers to impart visual perceptual skills for early reading." Reading & Writing 6, no. 1 (2015). http://dx.doi.org/10.4102/rw.v6i1.73.

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Visual Perception is the mind’s ability to interpret or give meaning to what is seen with the eyes (WCED 2006). Grade Reception Phase (R) teachers, of five and six year-old learners, need to impart Visual Perceptual Skills (VPS) during visual training for pre-reading. These prereading activities in Grade R support early reading progress in Grade 1, which is critical for improving basic literacy and numeracy education in South Africa. A quality Grade R programme which can deliver these visual training outcomes depends on a progressive model for effective pre- and in-service professional develop
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Myburgh-Smit, Jo-Mari, and Albert Weideman. "The refinement and uses of a test of academic literacy for Grade 10 students." Journal for Language Teaching 51, no. 1 (2021). http://dx.doi.org/10.4314/jlt.v51i1.11.

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The massification of higher education has led to a substantial increase in enrolments since 1993, and an astonishing 300% rise in firstdegree completion among black students. Yet questions remain about the level and adequacy of students’ preparation at school for such study. Drop-out rates of learners remain unacceptably high both at school and university level. Language ability is often identified as being one of several hurdles that prevent success, especially in higher education. At school there is an apparent misalignment between the aims of the current Curriculum and Assessment Policy Sta
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Dornbrack, Jacqui, and Kerryn Dixon. "Towards a more explicit writing pedagogy: The complexity of teaching argumentative writing." Reading & Writing 5, no. 1 (2014). http://dx.doi.org/10.4102/rw.v5i1.40.

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Advances in technology, changes in communication practices, and the imperatives of the workplace have led to the repositioning of the role of writing in the global context. This has implications for the teaching of writing in schools. This article focuses on the argumentative essay, which is a high-stakes genre. A sample of work from one Grade 10 student identified as high performing in a township school in Cape Town (South Africa) is analysed. Drawing on the work of Ormerod and Ivanic, who argue that writing practices can be inferred from material artifacts, as well as critical discourse anal
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Roux, Kobus C. J. "The delivery of primary school physical education in South African public schools: The perceptions of educators." South African Journal of Childhood Education 10, no. 1 (2020). http://dx.doi.org/10.4102/sajce.v10i1.813.

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Background: Physical Education (PE) is a fundamental cornerstone for childhood development as it promotes lifelong participation in physical activities for holistic health. School educators play a key role in creating school environments that lead to developmentally appropriate and high-quality PE lessons.Aim: The aim of this study was to determine educators’ perceptions on the state and status of PE in selected public primary schools in all nine provinces of South Africa.Setting: Data were collected on the campus of the selected primary schools within 150 km of a university. In the absence of
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Rauscher, Willem J. "Die verband tussen wetenskap en tegnologie: ‘n Tegnologie-onderwysperspektief." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 31, no. 1 (2012). http://dx.doi.org/10.4102/satnt.v31i1.27.

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Die aankondiging deur die Suid-Afrikaanse Minister van Basiese Onderwys dat Natuurwetenskappe en Tegnologie voortaan in die Intermediêre Fase gekombineer gaan word, skep verskeie uitdagings wanneer dit kom by die uitvoering van hierdie aankondiging. Die vraag oor wie vir die onderrig van hierdie nuwe gekombineerde vak, Natuurwetenskap en Tegnologie, verantwoordelik gaan wees, is problematies. Uit die nuwe Curriculum and Assessment Policy Statement [Kurrikulum- en Assesseringsbeleidverklaring] (CAPS, Department of Basic Education 2011) wil dit voorkom asof wetenskaponderwysers daarvoor verantwo
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Phasha, Tshegofatso. "Teachers’ Experiences Regarding Continuous Professional Development and the Curriculum Assessment Policy Statement." INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES 14, no. 1-2 (2016). http://dx.doi.org/10.31901/24566322.2016/14.1-2.09.

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