The role of teacher support in the implementation of the Revised Curriculum statement, in grade 7 learning English in Gauteng
Date
2008-05-29T08:31:53Z
Authors
Stewart, Sandra Lilian
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Abstract
Abstract
When Curriculum 2005 was introduced into South African schools in 1998, it was
considered too cumbersome in design and its language too complex. In accordance
with the recommendations of the Ministerial Review Committee (2000) it was revised
into the Revised National Curriculum Statement (RNCS). The language was
simplified; it was streamlined to critical, developmental and learning outcomes and
assessment standards. Teachers were expected to produce these outcomes and
provision was to be made for improved teacher orientation and training, learning
support materials and provincial support to teachers in schools. The study looks at
how the RNCS is being provided for in terms of the support structures and
programmes available to teachers working in the Learning Area of English in Grade
Seven within the Senior Phase (Grades 7-9). Firstly, by identifying the competences
expected from teachers and secondly, by trying to establish the extent to which these
structures and programmes are effectively assisting teachers to achieve the required
competences and learning outcomes.
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Keywords
RNCS, teacher support, teacher learning, support materials, English language, grade 7