INCA Education around the world

South Africa : Curricula (ages 3-19)


Last updated: 17-Sep-2009
 

 

 

5.5. Special publicly-funded provision within or outside mainstream education
5.5.1. Control
5.5.2. Compulsory subjects
5.5.3. Optional/elective subjects
5.5.4. Formulation of curriculum
5.5.5. Key skills
5.5.6. Curriculum materials

 

5.5 Special publicly-funded provision within or outside mainstream education

(See 3.2.5.)

In terms of control of curriculum issues, special schools have not traditionally been under the control of the curriculum support unit at the District/Regional level.  As a result, special schools have been guided  more by trade regulations, especially with regard to the "skills subjects" which have been the main focus of schools for children who have a moderate intellectual disability.  20

With the introduction of inclusive education, there is a desire to bring special schools 'into the fold' with mainstream schools so that curriculum, human resources and provisioning issues will be dealt in the same way as they are in a mainstream school.20 

All mainstream schools offer the same curriculum to learners while simultaneously ensuring variations in mode of delivery and assessment processes to accommodate all learners.16

5.5.1 Control
In 1996 the Government of South Africa amalgamated 17 Departments of Education, which had been designated along racial lines, to one national Department of Education with one curriculum for all South African learners. Prior to 1996, learners experiencing barriers to learning and development were catered for in special schools, which were designated along categories of disability. Where learners who experienced barriers to learning did attend ordinary (mainstream) schools, it was largely by default, and very little was done by these schools to adapt teaching methods, the learning environment and assessment procedures to accommodate them. Learners were expected to adapt to the school. The majority of learners experiencing barriers to learning and development were unable to access education.16

The 2001 Education White Paper 62 on inclusive education set out to address the needs of all learners in one undivided education system. It moved from the categorisation of learners according to disability to assessing the needs and levels of support required by individual learners to facilitate their maximum participation in the education system as a whole. The focus is on ensuring that there is sufficient differentiation in curriculum delivery to accommodate learner needs, and on making support systems available for learners and schools.  This departs from the previous notion of referring learners with particular disabilities to specific special schools, but permits all schools to offer the same curriculum to learners, while simultaneously ensuring variations in mode of delivery and assessment processes to accommodate all learners.16

The Department of Education has produced guidelines to assist teachers in addressing the learning and assessment needs of learners who experience barriers to learning within the framework of 'Curriculum 2005'.  See section 5.2.1 of the mainstream South Africa archive for further information on Curriculum 2005. 15

Both Curriculum 2005 and Education White Paper 6 emphasise that practice must be consistent with the following:

  • All learners can learn given the necessary support.
  • Outcomes-based education (OBE) (see section 5.2.1 of the mainstream South Africa archive for further information) is learner-paced and learner-based.
  • Schools create the conditions for learners to succeed.
  • There is a shift from categorising/labelling learners according to disability towards addressing barriers experienced by individual learners.
  • Provision should be based on the levels of support needed to address a range of barriers to learning.15

Although Curriculum 2005 was revised in 2000 and, as a result, a Revised National Curriculum Statement (RNCS) for Grade R - Grade 9 was released in May 2002 (see section 5.2.1 of the mainstream South Africa archive), the RNCS still follows the principles of Curriculum 2005 in respect of making provisions for students with SEN.  The special educational, social, emotional and physical needs of learners are addressed in the design and development of appropriate learning programmes.17
 
Education White Paper 6 further states that the most important means of addressing barriers arising from the curriculum is to make sure that the process of learning and teaching is flexible enough to accommodate different learning needs and styles. The curriculum must therefore be made more flexible across all bands of education so that it is accessible to all learners, irrespective of their learning needs. District based support teams (DBST) assist teachers in institutions in creating greater flexibility in their teaching methods and in the assessment of learning. They also provide illustrative learning programmes, learning support materials and assessment instruments.2

See section 5.5.4 in addition.

5.5.2 Compuslory subjects 
In the General Education Band, there are eight learning Areas in the National Curriculum Statement.   A Learning Area is a field of knowledge, skills and values which has unique features as well as connections with other fields of knowledge and Learning Areas.  The Learning areas are:

  • Languages
  • Mathematics
  • Natural Sciences
  • Technology
  • Social Sciences
  • Arts and Culture
  • Life Orientation
  • Economic and Management Sciences

Special schools, for the most part, are guided by the National Curriculum Statement in designing learning programmes for learners.  Adaptations are made to accommodate the categories of disability in individual schools.  This is particularly evident at the end of the General Education Phase when learners are expected to take the Common Task Assessment which is routinely adapted to accommodate learners with vision and hearing loss.18 

While there is flexibility in terms of assessment of learners with special needs, additional  time allocation differs with the nature of learner needs. 20

Many special schools offer a wide selection of practical trade subjects, especially for learners with intellectual disability.   And the majority of Special Schools adapt the National Curriculum Statement.  Many special schools admit learners who are above the average age for the grades they are in, as many children from the deep rural areas often approach schools for admission rather late, often as a result of a lack of facilities for early detection and diagnosis of disability.  Low literacy levels of parents also mitigate against early identification and referral of learners.20

In the Further Education and Training band, the choice of subjects is much wider and varied. 20

5.5.3 Optional/elective subjects
Optional (elective) subjects are often determined by the availability of resources; both human and financial.  Many special schools catering for learners with intellectual disabilities have workshops where work in wood, metal, electrical, electronic and motor mechanical subjects areas takes place.  Hairdressing, sewing cookery, horticulture and poultry farming are also offered in many schools.  20

5.5.4 Formulation of curriculum 
The Department of Education states in its 2005 'Guidance for Inclusive Learning Programmes' that the Revised National Curriculum Statement (RNCS) learning programmes, work schedules and lesson plans can be adapted to cater for the individual needs of learners, including those with special educational needs.16

The RNCS has several features which aim to enable it to be flexible enough to allow for adaptation. These include:

  • The outcomes and assessment standards emphasise participatory, learner-centred and activity-based education. They leave considerable room for creativity and innovation on the part of teachers in interpreting what and how to teach.
  • Learning outcomes do not prescribe content or method. Therefore, content and methodology can be adapted to be appropriate for an individual learner's needs.
  • Activities can be flexible. The context can be made relevant to the learner's needs.
  • More time can be provided for assessment and the execution of a task.
  • Assessment strategies are flexible.
  • The learning programme can be structured to meet the needs of specific learners.
  • Learners can communicate using sign language, Braille, assistive devices or any other communication method.
  • Within an overarching framework of high expectations, these expectations can be adapted to the abilities of the individual learner. The curriculum emphasises the principles of social justice, healthy environment, human rights and inclusivity.
  • Teachers are encouraged to consider any particular barriers to learning and/or assessment that exist in the different learning areas and to make provision for these when developing learning programmes.
  • Assessment standards can be broken down into finer components.
  • A lesson plan time allocation can range from a single activity up to a term's teaching or more time if necessary, depending on the needs of the learner.
  • Time allocation and weightings regarding learning outcomes and learning programmes can vary according to the learner's needs. The number and nature of learning programmes at a special school, special school as resource centre or full-service school can vary depending on the availability of staff, resources and the needs of learners.
  • Flexibility in the selection of appropriate assessment standards according to the individual needs of a learner is possible on the recommendation of the assessment team in the case of a learner not capable of achieving a General Education and Training Certificate (GETC) (see sections 6 and 6.2.2 of the mainstream South Africa archive for further information).
  • Work schedules are not limited to a Grade/year group. Gifted learners may require acceleration, others the slowing down of the process.16

 
Adapting the RNCS learning areas
The 2005 'Guidance for Inclusive Learning Programmes' includes strategies on how schools can adapt the RNCS learning areas (see section 5.2.2 of the mainstream South Africa archive) to meet the needs of students with special educational needs. Possible adaptations to the following learning areas are discussed:

  • Languages
  • Mathematics
  • Social sciences
  • Economic and management sciences
  • Natural sciences
  • Technology
  • Arts and culture
  • Life orientation.16

Adaptation and design of learning programmes
Adaptation of the design of learning programmes in special schools, special schools as resource centres and full-service schools to suit the needs, strengths and interests of learners experiencing barriers to learning could influence:

  • The 'straddling' of Grades and phases (see section 3.2 of the mainstream South Africa archive).
  • The number of learning programmes.
  • The weighting of learning programmes.
  • The duration of learning programmes.
  • Decision-making criteria around progression and certification.16

The scale and scope of any curriculum adaptations is only determined after a thorough assessment of individual learners. Learning programmes, work schedules and lesson plans are designed on the basis of the profile of the majority of learners at a school or in a phase or grade. Lesson plans have to provide differentiated learning, and teaching and assessment activities to ensure effective multi-level teaching. However, adaptation of learning, teaching and assessment activities is required at lesson plan level, for learners in a class who need specific additional support because of individualised barriers to learning. Those involved in this process of adaptation must include teachers, parents, and school based and district based support teams (DBST) (where these exist). Other relevant professionals from the community can also be consulted.16

Some learners with special educational needs may not be able to work towards the assessment standards selected for the rest of their learning group. However, the learning opportunities for these learners should be planned against assessment standards within the same learning outcomes and their learning opportunities should also evidence conceptual progression. In order to effectively plan the learning for such students, more than differentiated tasks may be needed. Teachers may, for example, have to adapt the assessment standards (attainment targets) to suit an individual student's level of development within the same context and/or content and learning outcomes, so that the student can still work within the same class or group. All learners must therefore experience meaningful learning and they must be working towards the same type of activity. The availability of the type of support plays a major role in accommodating these learners in the education system.16

For some learners with special educational needs, individual learning plans can be employed. Such individual adaptations should include a learning pathway consisting of an individual learning programme, a work schedule or year plan, and specific adapted lesson plans.16

5.5.5 Key skills 
The key skills for the General Education Band vary according to Learning Areas.  In the Languages Learning Area the thrust of the policy is ensuring, in deference to the multilingual character of the country, that learners reach high levels of proficiency in at least two languages, and that they are able to communicate in other languages.  The skills of listening, speaking, reading and viewing, writing, thinking and reasoning, and understanding of language structure and use are emphasised. 20

In mathematics, the focus is on the skills of observation, representing and investigating patterns and quantitative relationships in physical and social phenomena and between mathematical objects.  The development of new mathematical ideas and insights are the desired outcomes. 20

In mathematics, the focus is on the skills of observation, representing and investigating patterns and quantitative relationships in physical and social phenomena and between mathematical objects.  The development of new mathematical ideas and insights are the desired outcomes. 20

In mathematics, the focus is on the skills of observation, representing and investigating patterns and quantitative relationships in physical and social phenomena and between mathematical objects.  The development of new mathematical ideas and insights are the desired outcomes. 20

    Each learning area possesses well articulated outcomes.  The outcomes are available in the curriculum and examination section of the Thutong website. 

    See sections 5.1.5, 5.2.5, 5.3.5 and 5.4.5 of the mainstream South Africa archive, in addition.

    5.5.6 Curriulum materials 
    The Department of Education has published Curriculum Statements for the General Education Phase (Revised Curriculum Statement Grades R - 9 Schools), and for Further Education and Training.  Guidelines documents for teachers for developing Learning Programmes also exist.  Curriculum Statements were produced in 2002 for all the learning areas, for the foundation, intermediate and senior phases in the General Education Band.  An overview document on the National Curriculum Statement is part of this package.  All teachers were provided with these.  The National Curriculum Statement for the General Education phase underwent a process of revision in 2004 following the release of the findings of the Curriculum Review Committee.  20

    Schools have a choice in terms of the textbooks and learning and teacher support materials they choose to use.  All provinces (states) draw up a list of recommended materials and individual schools make their individual choice in keeping with Outcomes-Based Education (OBE). 20

    Thutong (the South African Education Portal) provides a variety of resources for teachers.  They are available here 

    In addition, see section 5.2.6 of the mainstream archive.

     

     

     

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