TPS2601
Assignment 3 2025
Unique number:
Due Date: 21 July 2025
QUESTION 1
Curriculum 2005 (C2005)
Curriculum 2005 was launched in 1997 as the first post-apartheid curriculum aimed at
introducing outcomes-based education (OBE) into South African schools. Its purpose was to
move away from the rigid, content-heavy, and teacher-centred approaches of the apartheid
era. Instead, C2005 focused on learner-centred teaching, active participation, and the
development of critical thinking and problem-solving skills. However, despite its progressive
intentions, many teachers struggled with its implementation due to unclear guidelines,
insufficient teacher training, and complicated assessment procedures. These challenges
eventually led to the need for a more streamlined curriculum approach.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
Curriculum 2005 (C2005)
Curriculum 2005 was launched in 1997 as the first post-apartheid curriculum aimed
at introducing outcomes-based education (OBE) into South African schools. Its
purpose was to move away from the rigid, content-heavy, and teacher-centred
approaches of the apartheid era. Instead, C2005 focused on learner-centred
teaching, active participation, and the development of critical thinking and problem-
solving skills. However, despite its progressive intentions, many teachers struggled
with its implementation due to unclear guidelines, insufficient teacher training, and
complicated assessment procedures. These challenges eventually led to the need
for a more streamlined curriculum approach.
Revised National Curriculum Statement (RNCS)
As a response to the shortcomings of Curriculum 2005, the Department of Education
introduced the Revised National Curriculum Statement (RNCS) in 2002. The RNCS
sought to simplify the curriculum by clearly outlining learning outcomes and
assessment standards for each subject and grade. While it retained the principles of
OBE, it aimed to provide more clarity and structure to teachers and schools. The
RNCS placed greater emphasis on content knowledge, while still promoting learner-
centred methods. It represented a step forward in refining the national curriculum but
still left some gaps in terms of implementation and coherence across grades.
National Curriculum Statement (NCS) Grades R–12
The National Curriculum Statement Grades R–12 was introduced in the mid-2000s
as a further development of the RNCS. This policy consolidated and aligned all
learning programmes across grades, ensuring consistency and continuity in what
learners were expected to achieve. The NCS Grades R–12 maintained the
foundational principles of human rights, inclusivity, and social justice, while also
focusing on developing learners' knowledge, skills, and values. It served as the
immediate foundation for the development of CAPS, which would later provide a
single, clear policy document per subject and grade to support more effective
curriculum delivery.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 3 2025
Unique number:
Due Date: 21 July 2025
QUESTION 1
Curriculum 2005 (C2005)
Curriculum 2005 was launched in 1997 as the first post-apartheid curriculum aimed at
introducing outcomes-based education (OBE) into South African schools. Its purpose was to
move away from the rigid, content-heavy, and teacher-centred approaches of the apartheid
era. Instead, C2005 focused on learner-centred teaching, active participation, and the
development of critical thinking and problem-solving skills. However, despite its progressive
intentions, many teachers struggled with its implementation due to unclear guidelines,
insufficient teacher training, and complicated assessment procedures. These challenges
eventually led to the need for a more streamlined curriculum approach.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
Curriculum 2005 (C2005)
Curriculum 2005 was launched in 1997 as the first post-apartheid curriculum aimed
at introducing outcomes-based education (OBE) into South African schools. Its
purpose was to move away from the rigid, content-heavy, and teacher-centred
approaches of the apartheid era. Instead, C2005 focused on learner-centred
teaching, active participation, and the development of critical thinking and problem-
solving skills. However, despite its progressive intentions, many teachers struggled
with its implementation due to unclear guidelines, insufficient teacher training, and
complicated assessment procedures. These challenges eventually led to the need
for a more streamlined curriculum approach.
Revised National Curriculum Statement (RNCS)
As a response to the shortcomings of Curriculum 2005, the Department of Education
introduced the Revised National Curriculum Statement (RNCS) in 2002. The RNCS
sought to simplify the curriculum by clearly outlining learning outcomes and
assessment standards for each subject and grade. While it retained the principles of
OBE, it aimed to provide more clarity and structure to teachers and schools. The
RNCS placed greater emphasis on content knowledge, while still promoting learner-
centred methods. It represented a step forward in refining the national curriculum but
still left some gaps in terms of implementation and coherence across grades.
National Curriculum Statement (NCS) Grades R–12
The National Curriculum Statement Grades R–12 was introduced in the mid-2000s
as a further development of the RNCS. This policy consolidated and aligned all
learning programmes across grades, ensuring consistency and continuity in what
learners were expected to achieve. The NCS Grades R–12 maintained the
foundational principles of human rights, inclusivity, and social justice, while also
focusing on developing learners' knowledge, skills, and values. It served as the
immediate foundation for the development of CAPS, which would later provide a
single, clear policy document per subject and grade to support more effective
curriculum delivery.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
