According to the Curriculum Assessment and Policy Statement or CAPS (2011), Life Skills
aim to take into account the diverse needs and backgrounds of learners across the country
and equip them with versatile skills, values, and knowledge needed to face the challenges of
the modern world. The philosophy of Life Skills encompasses education as the preparation
for life through the holistic development of the learner. Although Life Skills integrates four
study areas throughout the Foundation Phase curriculum, the focus for this discussion is
on Beginning Knowledge as the foundation for learning and the exploration of the world
around us. This includes content such as natural sciences, social sciences (Geography &
History), and technology (DBE, 2011).
Bernstein (as cited in Beni, Stears & James, 2017) identified two types of knowledge that
exist, namely everyday knowledge and specialised knowledge. The first refers to knowledge
that is gained from our ‘cultural capital’ and depends on the learner’s diverse background
while the latter is the knowledge that needs to be introduced by the teacher in a way that
develops learners' curiosity and critical thinking skills. Beginning Knowledge comprises a
large portion of specialised knowledge that takes extensive training on part of the teacher
and the continuous development of skills that equip learners with the knowledge for problem-
solving, critical thinking, and inquiry.
The young child is born with senses which become the tools for exploration and
understanding of the world. As they enter school age the teacher guides them in acquiring
new tools that expand their ability to discover the world with a deeper sense of meaning.
Maria Montessori (1988: 167) believed that “The senses, being explorers of the world, open
the way to knowledge”. Children are born with an innate desire to explore the environment
around them, a process driven by the senses which take place unconsciously in the first few
years. Having an understanding of how children develop holistically in relation to the world
around them allows educators to create opportunities that engage the curious mind and
equip them with the tools needed to succeed in all that they do.
In South Africa teachers have to be aware of the fact that learners enter school with various
background knowledge or ‘cultural capital’ which is unique to their geographical location,
their cultural and religious orientation, socioeconomic status as well as social norms
(Feldman & Wallace, 2020). Filing in the gaps of this knowledge can be a challenging task
for any teacher who has to introduce new knowledge and skills while trying to accommodate
learners' diverse social, emotional, and academic needs. It also takes a certain amount of
creativity and a great understanding of the Life Skills study areas to integrate them with other
subjects in a way that is engaging for learners and not mere rote learning.
Research into the Foundation Phase curriculum and teachers experiences of Life Skills
suggests that an increasing number of teachers are struggling to find the time to understand
and interpret the extensive Beginning Knowledge study area, as they lack sufficient content
knowledge and training with regards to implementation and integration with other subjects as
well as access to limited or no resources (Dixon et al., 2018). In a country with many
overpopulated classrooms that lack acceptable infrastructure and equipment in schools, it is
no wonder teachers are feeling overwhelmed by the vast curriculum content that they need
to guide learners through to achieve academic success.
If teachers are not properly equipped with the specialised knowledge and classroom
equipment needed to develop learners Beginning Knowledge in a meaningful way, then they
may struggle to become well-adapted individuals who can succeed despite life’s challenges.
With these growing concerns in mind, it is time to take a deeper look at the curriculum that
appears to be inaccessible to many teachers and learners throughout South Africa,
particularly those that are under-resourced and undertrained.
aim to take into account the diverse needs and backgrounds of learners across the country
and equip them with versatile skills, values, and knowledge needed to face the challenges of
the modern world. The philosophy of Life Skills encompasses education as the preparation
for life through the holistic development of the learner. Although Life Skills integrates four
study areas throughout the Foundation Phase curriculum, the focus for this discussion is
on Beginning Knowledge as the foundation for learning and the exploration of the world
around us. This includes content such as natural sciences, social sciences (Geography &
History), and technology (DBE, 2011).
Bernstein (as cited in Beni, Stears & James, 2017) identified two types of knowledge that
exist, namely everyday knowledge and specialised knowledge. The first refers to knowledge
that is gained from our ‘cultural capital’ and depends on the learner’s diverse background
while the latter is the knowledge that needs to be introduced by the teacher in a way that
develops learners' curiosity and critical thinking skills. Beginning Knowledge comprises a
large portion of specialised knowledge that takes extensive training on part of the teacher
and the continuous development of skills that equip learners with the knowledge for problem-
solving, critical thinking, and inquiry.
The young child is born with senses which become the tools for exploration and
understanding of the world. As they enter school age the teacher guides them in acquiring
new tools that expand their ability to discover the world with a deeper sense of meaning.
Maria Montessori (1988: 167) believed that “The senses, being explorers of the world, open
the way to knowledge”. Children are born with an innate desire to explore the environment
around them, a process driven by the senses which take place unconsciously in the first few
years. Having an understanding of how children develop holistically in relation to the world
around them allows educators to create opportunities that engage the curious mind and
equip them with the tools needed to succeed in all that they do.
In South Africa teachers have to be aware of the fact that learners enter school with various
background knowledge or ‘cultural capital’ which is unique to their geographical location,
their cultural and religious orientation, socioeconomic status as well as social norms
(Feldman & Wallace, 2020). Filing in the gaps of this knowledge can be a challenging task
for any teacher who has to introduce new knowledge and skills while trying to accommodate
learners' diverse social, emotional, and academic needs. It also takes a certain amount of
creativity and a great understanding of the Life Skills study areas to integrate them with other
subjects in a way that is engaging for learners and not mere rote learning.
Research into the Foundation Phase curriculum and teachers experiences of Life Skills
suggests that an increasing number of teachers are struggling to find the time to understand
and interpret the extensive Beginning Knowledge study area, as they lack sufficient content
knowledge and training with regards to implementation and integration with other subjects as
well as access to limited or no resources (Dixon et al., 2018). In a country with many
overpopulated classrooms that lack acceptable infrastructure and equipment in schools, it is
no wonder teachers are feeling overwhelmed by the vast curriculum content that they need
to guide learners through to achieve academic success.
If teachers are not properly equipped with the specialised knowledge and classroom
equipment needed to develop learners Beginning Knowledge in a meaningful way, then they
may struggle to become well-adapted individuals who can succeed despite life’s challenges.
With these growing concerns in mind, it is time to take a deeper look at the curriculum that
appears to be inaccessible to many teachers and learners throughout South Africa,
particularly those that are under-resourced and undertrained.
