As early as 1996, the South African democratic government realised that ECE was multi-faceted. What is your understanding of ECE as a multifaceted phase of children’s development? Provide at least THREE points. (5) 4.2 Why do teachers need a curriculum? Provide TWO reasons. (2) 4.3 Draw a flow diagram showing the evolution of the South African school curriculum from 1994 until present. (8) The flow diagram must include the following: • The abbreviated (shortened) name of each curriculum • The year in which each curriculum was first introduced in schools • The main feature of each curriculum • A key at the bottom spelling out the abbreviated names (writing the names in full). 4.4 “Changing the curricula or policies does not automatically equal transformation”. Do you agree or disagree with this statement? Why? (2)
Question: As early as 1996, the South African democratic government realised that ECE was multi-faceted. What is your understanding of ECE as a multifaceted phase of children’s development? Provide at least THREE points. (5) 4.2 Why do teachers need a curriculum? Provide TWO reasons. (2) 4.3 Draw a flow diagram showing the evolution of the South African school curriculum from 1994 until present. (8) The flow diagram must include the following: • The abbreviated (shortened) name of each curriculum • The year in which each curriculum was first introduced in schools • The main feature of each curriculum • A key at the bottom spelling out the abbreviated names (writing the names in full). 4.4 “Changing the curricula or policies does not automatically equal transformation”. Do you agree or disagree with this statement? Why? (2)
mermaid
graph LR
C2005(C2005) --> OBE(OBE)
OBE --> RNCS(RNCS)
RNCS --> NCS(NCS)
NCS --> CAPS(CAPS)
C2005:::curriculum
OBE:::feature
RNCS:::curriculum
NCS:::curriculum
CAPS:::curriculum
classDef curriculum fill:#f9f,stroke:#333,stroke-width:4px;
classDef feature fill:#ccf,stroke:#333,stroke-width:4px;
class C2005,CAPS,RNCS,NCS curriculum;
class OBE feature;
Key:
C2005: Curriculum 2005
OBE: Outcomes-Based Education
RNCS: Revised National Curriculum Statement
NCS: National Curriculum Statement
CAPS: Curriculum Assessment Policy Statements
I agree with the statement that changing the curricula or policies does not automatically equal transformation. Transformation is a complex and ongoing process that requires more than just changing the documents or guidelines. It also requires:
- Changing the mindsets and practices of teachers, learners, parents and other stakeholders to embrace diversity, equity and social justice.
- Changing the structures and systems of education to address the historical legacies of inequality, discrimination and oppression.
- Changing the resources and support available to schools to ensure quality and access for all learners.
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