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Life Skills Lockdown, social distancing, and hand sanitizing became the common speak across the globe as an initial response to the coronavirus. Curriculum reviewers were almost silent during all of these catch-up school programmes. Institutions of teaching and learning closed schools and campuses (both basic education and higher education) with the initial intention to bring forward the Easter annual vacation and to respond to the social distancing call to curb the spread of the disease. Reconceptualizing and repositioning curriculum in the 21st century: A global paradigm shift. 66 South African Curriculum Reform: Education for Active Citizenship transforming apartheid education in SA (DoE, 1997). (2001). As I write this section of the article, I pause to read the Daily News (2020), a Provincial newspaper, where the editor of the column, Sne Masuku, entitles a section “Don’t scrap June exams – Professor” wherein I am quoted as being in opposition to the scrapping of the mid-year examinations for learners. These reasons have contributed to the focus on the technical issues of curriculum coverage, catch-up time and use of digital platforms as suggestions for school during and post the Covid-19 lockdown period, instead of a focus on meaningful learning through shifting the discourse into curriculum spaces. Geneva: UNESCO International Bureau of Education. Transforming the curriculum for the unique challenges faced by South Africa. In this high level of uncertainty, planning for re-opening of schools and catch-up of lost teaching and learning time is almost impossible. Knamiller, G. W. (1984). There is an expectation that teachers would work outside of the normal hours with little consideration of what teacher’s views are on this matter, or the impact of such proposals on the life of the teacher outside of teaching. The memo eventually led to a major curriculum transformation in East Africa. Unpacking this multi-disciplinary scrutiny would centre the Covid-19 context in the curriculum from which, amongst others, the economics of this disease could become the subject of learning. Correspondence to A CRITICAL REVIEW OF SOUTH AFRICA’S CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 10-12 MUSIC. By doing away with continuous assessment marks the focus then shifts away from learning and into mechanical coverage of curriculum content which clearly then speaks to issues of accountability through curriculum coverage rather that accountability through competence or outcomes of learning. This leads to the third possible solution for school education within the context of Covid-19. Equips adults to work in different ways with and for children. As this novel disease spread more intensely it was likened to the most deadly diseases of the past, including the Spanish Flu and the bubonic plague, amongst others, and this meant stricter isolation actions including the imposition of travel restrictions, and the involvement of the national defence forces to help keep lockdowns and social distancing rules in place. Therefore, in the context of Covid-19 and future contextual challenges, what knowledge and, indeed, what learning is needed should become the focal point of engagement. The vision of the DBE is that all learners should be able to. Therefore, if you are looking for a job, applying for fellowships or grants, you need to learn about the CV template South Africa. The intended learning should then inform the purpose of school education. Certification is issued by Umalusi. Soudien, C., & Harvey, J. To ensure educational success in South African schools/homeschools, Future-F U N CAPS is based on the South African Curriculum and Assessment Policy Statement (CAPS). Other plans included extra hours and extra school days which would translate into an extension of the day by thirty minutes for the intermediate phase of schooling, one hour per day for senior phase schooling and two hours a day for further education and training phase of schooling. Independent schools and public schools that have good infrastructure and financial resources and where most of its learners come from higher socio-economic backgrounds, have the added advantage of digital learning platforms and parental support in teaching and learning. How can the curriculum be aligned to a re-purposed school education that embraces global infectious diseases like Covid-19 and national issues like profound social injustices and inequalities which are still evident in South Africa (Blignaut 2020), and issues of global competence within a globalized population. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. https://www.iol.co.za/sunday-tribune. (2018). Report of the Task Team on Undergraduate Curriculum Structure. Schools were closed for extended periods largely because of protest actions by teachers facilitated by their unions, and by learners due to several issues including political struggles, poor infrastructure issues, violence, and preventable deaths of learners (Kgatle 2018; Mawokomayi and Dube 2018). Mathematics There is an oral defense of the research project at the end of the academic year followed by a graduation ceremony. In this respect, I propose a flexible school curriculum with two broad components, a core component that focuses on the various literacies that one needs as core learning, and a responsive component that focuses on critical elements of being human within a social, economic, and healthy environment. ... Culturally Relevant Teaching Chapter A CRITICAL REVIEW OF SOUTH AFRICA’S CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 10-12 MUSIC. The school recovery project within South Africa, through purely technical suggestions, is clear evidence of the politics of curriculum coverage. PROSPECTS Other disciplinary engagements are possible and could include mathematical modelling, extrapolations and predictions about the spread of and containment of the disease. Maths Lit Within the Curriculum and Assessment Policy statement (CAPS) (Department of Basic Education 2011) that guides teaching, learning, and assessment across all grades and subjects taught within South African schools, continuous assessment is a key component of teaching and learning within an assessment for learning philosophy (Black and William 2004) that integrates teaching, learning, and assessment. This context implies an impoverished world that requires an education that will enable them to live and have a healthy life in a healthy environment in their respective communities, and a post-modern world exposure with the literacies needed to sustain a global presence. Part of the catch-up programme included the use of digital platforms for learners and parents to access. The system is divided into 3 strata, namely general education and training, further education and training, and higher education and training. Pretoria. Economic and Management Sciences Tourism Once again, all of these planned interventions for school education were directly in response to the threat of not achieving curriculum coverage as per the CAPS curriculum. There could well be other possibilities like re-arranging the timetable so that fewer subjects are taken each day, halving the learner numbers per class to maintain social distancing. Recognizing the two school world context (Spaull 2013) that currently characterizes the South African school system, Jansen argued that if one is not part of the elite with privileges like access to the internet, Google Classroom and other digital learning platforms, one can get further left behind in an already compromised and divided education system. Trouble in our consensus about learning: The politics of learning in the contemporary period. The closure of schools in response to the Covid-19 pandemic and the extended lockdown of the country, which may be further extended, means that the Department of Basic Education (DBE) would have to develop a plan to recover the missed school days. Sunday Tribune (2020b, April 19). The rationale for the early return to school of these grades is that these are transition grades and the learners in these grades should have more time in school to cover as much curriculum content as possible. South Africa’s Department of Higher Education and Training, which oversees the country’s entire tertiary sector, frames vocational training as a critical – and underfunded – part of South Africa’s post-secondary education ecosystem, and as crucial to the nation’s economic well-being. We provide the GED, British International and South African curricula in an integrated, engaging and effective way. Each unit covers a major topic or theme in the study of Africa, which is then divided into thematic, disciplinary, regional, or country modules. Durban, South Africa. recommend homeschooling curricula from preschool to … Subsequently, preschools in South Africa provide a Grade R curriculum recognized by the governments Early Childhood Development (ECD) program. Policy makers in the South African education must take into account the way of life (culture) of the majority learners when developing the curriculum. Little Footprints – South Africa in Stories (ages 4-8); Footprints On Our Land – South Africa’s Heritage (ages 8-14); Footprints into the 21st Century – (ages 12-16); Voetspore – South African unit study in Afrikaans for ages 8-14 Hospitality South African curriculum (Grade R-12). Through this review, I argue that the recovery plan should be core and responsive, and located within a curriculum space with the focus on relevant learning that allows for a progression into the next grade level of schooling and core learning that should emanate from the opportunities of being exposed to the Covid-19 pandemic. It is never too late to pass Matric as an adult. From 2012 the two National Curriculum Statements for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. Think Digital Academy offers the Amended Senior Certificate (ASC) which is equivalent to the nationally recognised National Senior Certificate (NSC/Matric). The broad aim of the national Department of Basic Educations (DBE) Curriculum and Assessment Plan Statement(CAPS) is to develop, maintain and support a South African school education system for the 21st century (RSA DBE 2010a). 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