DISCUSSION DOCUMENT
GRADES 1 TO 9
APRIL 1997
DEPARTMENT OF EDUCATION
1.1 Terms of reference of the Technical Committee
1.1.1 Government
Gazette No 17724
1.1.2 Technical Committee’s interpretation of its brief and terms of reference
1.2 The roles and functions of other role players
1.2.1 Department
of Education
1.2.2 Reference Group
1.2.3 Support group
1.2.4 SAQA
1.2.5 Co-ordinating Committee
1.2.6 Canadian Support Team
2.1 Educational Focus
2.1.1 General
Education and Training Band
2.1.2 Further Education and Training
2.1.3 Adult Basic Education and Training
2.1.4 Education for Learners with Special Education Needs (ELSEN)
2.1.5 The Eight Learning Areas
3. CURRICULUM FRAMEWORK: EXPLANATIONS OF TERMS
3.1 Critical
Outcomes
3.2 Rationale
3.3 Specific Outcomes
3.4 Assessment Criteria
3.5 Range Statements
3.6 Performance Indicators
3.7 Learning Programmes
4.1 Rules
of Combination
4.2 Levels/Grades and Phases
4.3 Clustering
4.4 Note on Religious Education
4.5 The curriculum and vocational education
4.6 Interim arrangements for certification
4.7 Recommendation regarding INSET
4.8 Finalisation of Document
4.9 National Statement
LANGUAGE,
LITERACY AND COMMUNICATION
HUMAN AND SOCIAL SCIENCES
TECHNOLOGY
MATHEMATICAL LITERACY, MATHEMATICS AND MATHEMATICAL
SCIENCES
NATURAL SCIENCES
ARTS AND CULTURE
ECONOMIC AND MANAGEMENT SCIENCES
LIFE ORIENTATION
The National Curriculum Framework (NQF) document, which is informed by principles derived from the White Paper on Education and Training (1995), emphasises the need for major changes in education and training in South Africa in order to normalise and transform teaching and learning. Emphasis is placed on the necessity for a shift from the traditional aims-and-objectives approach to outcomes-based education. This paradigm shift, the NQF document suggests, is a necessary prerequisite for the achievement of the following vision for South Africa:
"A prosperous, truly united, democratic and internationally competitive country with literate, creative and critical citizens leading productive, self-fulfilled lives in a country free of violence, discrimination and prejudice."
In fulfilling its brief, the Technical Committee and its support teams have consolidated and developed the solid groundwork completed by the Learning Area and Co-ordinating Committees in developing an outcomes-based curriculum for South Africa. The outcomes within the eight learning areas that comprise the National Curriculum have been refined and organised within a model that provides for progression through phases and guides the assessment process.
This report should be viewed as an attempt to offer direction to the macro-level curriculum design process. It is intended that learning programmes will provide educators with the guidelines and detail necessary for curriculum development and application at school level.
It is recommeded that the content of this discussion document be reviewed and adapted in the light of the consultative process, as well as during its application in future curriculum development initiatives, e.g. the writing of learning programmes.
The Technical Committee
Mr John Mathfield (Chairperson): KwaZulu-Natal
Department of Education
Dr Willem Boshoff: National Professional Teachers' Organisation
of South Africa - NAPTOSA
Dr John Carneson: Mpumalanga Department of Education
Mr Johann Dreyer: Suid Afrikaanse Onderwysersunie - SAOU
Dr Barry Huysamer: Free State Department of Education and ELSEN
Mr Mzwandile Kibi: SYSTEM
Ms Melissa King: Independent Examinations Board - IEB
Mr David Kramer: Programme Technological Careers - PROTEC
Dr Jaap Kuiper: Rhodes University
Mr David Mayo: Natal College of Education
Mr Vusi Mkhize: South African Democratic Teachers' Union - SADTU
Ms Saloshini Muthayan: Eastern Cape Department of Education
Ms Lorraine Singh: KwaZulu-Natal Department of Education
Ms Thokozani Sithole: Umbumbulu College of Education, KwaZulu-Natal
Ms Mariétta van Rooyen: Mariétta van Rooyen Consultants