The views and experiences of Grade 10 Life Scinces teachers on the compulsory practical examination

Jackson, Cherine; Beer, Josef de; White, Lounell

doi:10.18820/2519593x/pie.v38i1.17

Cited by 5 publications

(2 citation statements)

References 15 publications

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“…Poor resources (or a lack of resources) can limit the performance of even the best teacher, and undermine learners' efforts to focus on teaching and learning (Furiwai & Singh-Pillay, 2020). This is in line with the finding of Onwu and Stoffels (2005) that a lack of resources adversely affected teachers' involvement in practical work.…”

Section: Resourcessupporting

confidence: 58%

Teachers' Experiences in the Implementation of the Life Skills CAPS for Learners With Severe Intellectual Disability

Engelbrecht

Louw

2021

Educ. res. soc. change.

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This article focuses on a participatory process where the experiences of teachers regarding the implementation of the life skills curriculum and assessment policy statement (CAPS) for learners with severe intellectual disabilities (SID) in schools for learners with special educational needs were investigated. This curriculum for learners with SID has been developed to be more effective in meeting the needs of these learners. The curriculum ensures that learners can meet the requirements of the national CAPS used in ordinary public schools at a reduced depth and width, or at a more functional level, in accordance with their cognitive abilities. Although a descriptive mixed research method was applied in the study, this article reports on the qualitative part of the research. In the qualitative phase, collages and arts-based discussions with core project groups were used to generate data. Four schools, 13 core project groups, and 51 participants (teachers) were involved in the research. The transcribed data from the core project group discussions were analysed using thematic analysis, and the themes that emerged were discussed by the participants. Based on the results of these qualitative arts-based discussions, the findings were used to create opportunities for the teachers to talk and work together to jointly develop a training manual for beginner teachers and to form a learning environment that would permit rich inquiry-based dialogue among the teachers.

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Section: Resourcessupporting

confidence: 58%

Teachers' Experiences in the Implementation of the Life Skills CAPS for Learners With Severe Intellectual Disability

Engelbrecht

Louw

2021

Educ. res. soc. change.

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“…Thirdly, a lack of resources, especially in Creative Arts and Physical Education, is another issue that needs to be addressed, as it can limit the performance of even the best teachers and undermine learners' efforts to focus on teaching and learning. A lack of resources in a developing country such as South Africa is important, as the focus on resources places the responsibility for the successful implementation at the door of the Department of Basic Education (Furiwai & Singh-Pillay, 2020;Molapo & Pillay, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Implementation of a curriculum for severely intellectually disabled learners - a success story?

Rens,

Louw

2023

IJSE

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This paper focuses on the experiences of teachers regarding the implementation of the Curriculum and Assessment Policy Statement or CAPS for learners with severe intellectual disability in schools for learners with special educational needs. The curriculum was developed to ensure that the needs of learners who have special educational needs will be met by reducing the depth and width of the national CAPS used in ordinary public schools. It was written at a more functional level by considering the cognitive abilities of these learners. A sequential explanatory mixed-method research design was applied. The quantitative phase consisted of a self-developed questionnaire sent to 21 pilot special schools in all nine provinces of South Africa. Collages and art-based focus group discussions were used to generate data for the qualitative part. Most of the participants agreed that it was good to have a structured curriculum that gave teachers guidelines and lesson plans. However, issues such as a high workload, assessment, time management, resources, and training were problematic in some schools. The findings of this research were used to develop a manual that can be used to train beginner teachers who have never worked with the CAPS for severely intellectually disabled learners.

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Resource inadequacy as a barrier to effective curriculum implementation by life sciences teachers in South Africa

Chuene,

Teane

2024

SAJE

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South African teachers experience challenges with the implementation of the national school curriculum – the Curriculum and Assessment Policy Statement (CAPS). In this regard, teachers may not feel empowered to effectively deal with the demands of the current educational policy. Concerns have been expressed about learners’ poor performance in schools and the school infrastructure coupled with educational capacity emerged to be a possible contributing factor. In the study reported on here we focused on the challenges experienced by South African life sciences teachers in the implementation of CAPS caused by limited resources. The context of the study was secondary schools in 1 sub-district in the Northwest province that offered life sciences (LS) in Grades 10 to 12. A qualitative research approach was followed and 10 teachers from rural public schools who taught LS in Grades 10 to 12 during the period of this study were purposefully selected. For data generation, we used audio recordings from individual and focus-group interviews. The findings indicate that teachers’ needs in terms of resources to effectively implement CAPS are often not catered for. It is recommended that adequate teaching and learning resources for effective implementation of CAPS should be provided. The Department of Education’s prioritisation of teachers’ needs will engender effective curriculum implementation.

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The views and experiences of Grade 10 Life Scinces teachers on the compulsory practical examination

Cited by 5 publications

References 15 publications

Teachers' Experiences in the Implementation of the Life Skills CAPS for Learners With Severe Intellectual Disability

Teachers' Experiences in the Implementation of the Life Skills CAPS for Learners With Severe Intellectual Disability

The Implementation of a curriculum for severely intellectually disabled learners - a success story?

Resource inadequacy as a barrier to effective curriculum implementation by life sciences teachers in South Africa

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