INCA Education around the world
South Africa : Curricula (age 3-19)
5.4.1 Control
5.4.2 Compulsory subjects
5.4.3 Optional/elective subjects
5.4.4 Formulation of curriculum
5.4.5 Key skills
5.4.6 Curriculum materials
5.4 Fourth phase (post-compulsory secondary education, ages 15-18)
[See 3.2.4]
There are three different pathways in post-compulsory upper secondary education, each leading to the Further Education and Training Certificate (FETC):
- General academic pathway (National Curriculum Statement Grades 10-12) - offered by all schools and some colleges. Through this pathway, learners receive a general formative education based on a broad curriculum, organised into subjects.
- General vocational pathway - usually offered in FET institutions (colleges). This pathway contains programmes that contain broad vocational skills, and prepare learners for work and self-employment in small, medium and micro-enterprises.
- Occupational pathway - offered by colleges and industry-based education and training providers. Learners work towards learning outcomes that are packaged in unit standards. Most programmes in this pathway are designed to meet the needs of local communities and the workplace. 31
As the INCA website focuses on provision in schools, the description which follows concentrates on the general academic pathway as provided in schools.
5.4.1 Control
The National Curriculum Statement Grades 10-12 (15- to 18-year-olds) represents a policy statement for learning and teaching in schools in the further education and training phase of education in South Africa. 20
The Statement is based on the principles of:
- Social transformation
- Outcomes-based education
- High skills, high knowledge
- Integration and applied competence
- Progression
- Articulation and portability
- Human rights, inclusivity, and environmental and social justice
- Valuing indigenous knowledge systems
- Credibility, quality and efficiency.20
The National Curriculum Statement Grades 10-12 (Schools) consists of an overview document and 35 subject statements. The 35 subjects (24 subjects and 11 languages) are aligned to the eight fields in the National Qualifications Framework (NQF) organising framework. A subject represents the packaging of the learning outcomes and assessment standards that are based on unique knowledge, skills and values.20
The following table identifies the subjects which are part of the National Curriculum Statement Grades 10-12; they are cross-referenced to the NQF 20:
| School subjects | NQF organising field |
| Eleven official languages | Communication and language studies |
| Dance (Dance studies) MusicVisual arts Speech and drama (Dramatic arts)Design and graphic art (Design) | Arts and culture |
|
Life orientation History Geography |
Human and social studies |
| MathematicsMathematical literacy Physical science (Physical sciences) Biology (Life sciences) Computer studies (Information technology/Computer science) Computing (Computer applications technology) | Physical, mathematical, computer and life sciences |
| Agricultural science (Agricultural sciences) | Agriculture and nature conservation |
| AccountingEconomicsBusiness economics | Business, commerce and management Sciences |
| Motor mechanics (Mechanical technology)Electrician work (Electrical technology)Technical drawing (Engineering graphics and design) | Manufacturing, engineering and technology |
| Travel and tourism (Tourism)Hotel-keeping and catering (Hospitality studies)Home economics (Consumer studies) | Services |
Each subject statement consists of three components and, where appropriate, a glossary or reference list. The components are:
- An introduction
- The key features of the subject - a definition of the subject, its purpose, scope, educational and career links, learning outcomes, assessment standards and subject specific notes.
- Assessment - a generic component or chapter which outlines the principles and guidelines for assessment and makes suggestions for recording and reporting on assessment.
- Reference lists and glossary. 20
Development of the curriculum
In 1995, the South African Government began the process of developing a new curriculum for the school system. There were two imperatives for this. First, the scale of change in the world, the growth and development of knowledge and technology, and the demands of the 21st century required learners to be exposed to different and higher level skills and knowledge than those required by the, then, existing South African curricula. Second, South Africa had changed. The curricula for schools therefore required revision to reflect new values and principles, especially those of the South African Constitution. 21
The first version of the new curriculum for the General Education Band, known as Curriculum 2005, was introduced into the foundation phase (ages 6-9) in 1997. While there was much to commend in the new curriculum, the concerns of teachers led to its further review in 1999. This review of Curriculum 2005 provided the basis for the development of the Revised National Curriculum Statement (RNCS) for General Education and Training (Grade R - Grade 9, ages 5-15) and the National Curriculum Statement for Grades 10-12 (ages 15-18). 21
Further information about this revision is available in section 5.2.4.
5.4.2 Compulsory subjects
Subjects taken during this phase are generally determined by learners' choices for the Further Education and Training Certificate (FETC). See sections 5.4.1 and 6.4. for further information. However, within the programmes for the FETC, all learners must study:
- Two languages
- Mathematics or mathematical literacy
- Life orientation
- A core learning component comprising three subjects.21
The Employment of Educators Act 199838 determines that all teachers should be in attendance at school during the formal school day, which should be at least seven hours long, allowing for a 35-hour week. The contact time for teaching NCS Grades 10-12 (General) is 27.5 hours each week, excluding time allocated to breaks, assemblies and extramural activities.25
The 27.5 hours of teaching time each week are distributed as follows: 25
| Subject | Time allocation (hours per week) |
| Language | 4.5 |
| Language 2 (LOLT) | 4.5 |
| Mathematics or mathematical literacy | 4.5 |
| Life orientation | 2.0 |
| Group B subjects (3 x 4 hours) | 12.0 |
| Total | 27.5 |
5.4.3 Optional/elective subjects
See section 5.4.2. Subjects taken during this phase are generally determined by learners' choices for the Further Education and Training Certificate (FETC).
5.4.4 Formulation of curriculum
Each subject statement consists of three chapters/components and, where appropriate, a reference list and glossary. Components are:
- An introduction.
- Key features of the subject - a definition of the subject, its purpose, scope, educational and career links, learning outcomes, assessment standards and subject specific notes.
- Assessment - a generic component/chapter which outlines the principles and guidelines for assessment and makes suggestions for recording and reporting on assessment.
- Reference lists and glossary. 20
5.4.5 Key skills
It is intended that learners will be imbued with the values of and act in the interests of a society that is based on respect for democracy, equality, human dignity and social justice.
Key to the South African curriculum is the notion of outcomes-based education (OBE). Outcomes are the results learners are expected to achieve at the end of the learning process in OBE and reaching these outcomes shapes the learning process. Through this approach, Curriculum 2005 (C2005) and the RNCS aim to develop lifelong learning as a way of life, and to enable young people to participate fully at a global level in economic and social life and to achieve their maximum potential. There are critical and developmental outcomes which relate to key skills. 21
The critical outcomes require learners in further education and training (FET) to be able to:
- Identify and solve problems and make decisions, using critical and creative thinking.
- Work effectively with others as members of a team, group, organisation and community.
- Organise and manage themselves and their activities responsibly and effectively.
- Collect, analyse, organise, and evaluate information critically.
- Communicate effectively using visual, symbolic and/or language skills in various modes.
- Use science and technology effectively and critically, showing responsibility towards the environment and the health of others.
- Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 20
The developmental outcomes require learners in further education and training (FET) to be able to:
- Reflect on and explore a variety of strategies to learn more effectively.
- Participate as responsible citizens in the life of local, national and global communities.
- Be culturally and aesthetically sensitive across a range of social contexts.
- Explore education and career opportunities.
- Develop entrepreneurial opportunities. 20
5.4.6 Curriculum materials
The national Department of Education (DOE), through a committee of subject experts, selects textbooks for the curriculum for Grades 10, 11 and 12 (ages 15-18), and circulates these to schools in the form of a national catalogue. 32
FURTHER INFORMATION BEING COLLECTED.
