The role of teacher support in the implementation of the Revised Curriculum statement, in grade 7 learning English in Gauteng

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dc.contributor.author Stewart, Sandra Lilian
dc.date.accessioned 2008-05-29T08:31:53Z
dc.date.available 2008-05-29T08:31:53Z
dc.date.issued 2008-05-29T08:31:53Z
dc.identifier.uri http://hdl.handle.net/10539/4898
dc.description.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. en
dc.format.extent 566728 bytes
dc.format.mimetype application/pdf
dc.language.iso en en
dc.subject RNCS en
dc.subject teacher support en
dc.subject teacher learning en
dc.subject support materials en
dc.subject English language en
dc.subject grade 7 en
dc.title The role of teacher support in the implementation of the Revised Curriculum statement, in grade 7 learning English in Gauteng en
dc.type Thesis en


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