UNIVERSITY OF SOUTH AFRICA
BECOMING A TEACHER
MODULE: BTE2601
NAME: SIMPHIWE NCWANE
STUDENT NUMBER: 64388875
UNIQUE NUMBER: 888252
ASSIGNMENT: 04
YEAR MODULE (2021)
,QUESTION 1
1.1 The history of curriculum development in South Africa since 1994.
Before 1955, the education in south Africa for all racial groups was run by the provincial
administration. The syllabuses were identical for all racial groups. But when the apartheid
government came into power in 1948, this system was thought to be unsuitable, and
drastic measures were soon taken to introduce apartheid in education as well. It was then
decided that each race group should have its own education system. The education
system used during the apartheid regime was both unfair and unequal. The apartheid
government established what was called ‘Bantu Education’ specifically for blacks. Special
syllabuses on this new form of education were drawn up and the medium of instruction at
primary schools was the mother-tongue for all subjects except English and Afrikaans.
Since 1994, the transition from apartheid to democracy required the need for a more non-
racial education system incorporated into one national curriculum. The south African
education system has undergone many curriculum changes. In 1995, the government
conducted a national audit on teaching that revealed so many disparities and problems,
and as a result, the first non-racial national curriculum known as curriculum 2005 (C2005)
was launched by the Department of Basic Education (DBE) in 1997. This curriculum was
in strong contrast to what had previously been in operation. In the same year (1997), the
DBE introduced the Outcomes-Based Education (OBE) with the intention of overcoming
the curricular divisions of the apartheid education system.
The OBE became a highly contested issue within South Africa because it was believed
not to be working after implementation and that prompted a curriculum review in 2000.
The review lead to the first curriculum revision: The Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 in 2002.
Another curriculum review was conducted in 2009 due to the ongoing challenges
experienced during implementation, the Revised National Curriculum Statement (RNCS)
was amended for an improved implementation of the curriculum, and the Curriculum and
Assessment Policy Statement (CAPS) was produced.
The Curriculum and Assessment Policy Statement (CAPS) is not a new curriculum, but an
amendment to the National Curriculum Statement (NCS) Grades R-12. It therefore still
follows the same process and procedure as the NCS Grades R-12 (Pinnock, 2011). The
CAPS serves the purpose of equipping all learners, irrespective of their race, gender,
culture, socio-economic background, skills etc. OBE is a method of teaching, not a
curriculum while CAPS is an adjustment to what teachers teach (Curriculum) and not
teaching methods.
The National Curriculum Statement is made up of three documents, namely:
Curriculum and Assessment Policy Statement (CAPS) for all approved subjects;
National Protocol for Assessment Grades R-12
National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12
1|Page
, Some of the main changes in the CAPS are as follows:
Instructional time has increased in the foundation phase.
Numeracy is now called Mathematics, and literacy is called Language.
First additional language will be added to the Foundation Phase.
The eight subjects have been changed to six subjects in the Intermediate Phase.
All grades will use a seven-point scale for assessment.
In the Senior Phase, school-based assessment will count 40%, and the end-of-year
examination will count 60%.
In the FET Phase, school-based assessment will count 25%, and the end-of-year
examination will count 75%
The content has been reorganized for several of the subjects in the FET Phase,
and the exam structure has been changed in some of the subjects.
Learning outcomes and assessment standards have been removed and replaced
with specific aims and skills.
CAPS is organized into topics (content/themes/knowledge strands)
1.2 Formative Assessment Activity:
Grade: 10
Subject: Economics
Curriculum topic: The Circular Flow and Quantitative Elements.
Lesson theme: Injections and Leakages
Class Activity 1 (16 marks)
1.1 Study the information below and answer the questions that follow.
SCENARIO
Total production R25 000, Investment R2 400, Exports R 1 300, Imports R3 700,
Income Taxation R5 000, Government expenditure R9 000, Savings R4 000.
1.1.1 Identify how much was spent on foreign goods. (2)
1.1.2 Briefly explain the concept Injections. (2)
1.1.3 Name TWO examples of leakages. (2)
1.1.4 Give the equation used to calculate GDP in an open economy if using the
expenditure method. (2)
1.1.5 Explain the situation when the economy is in equilibrium. (2)
1.1.6 Briefly discuss the positive impact of injections in the circular flow. (2)
1.1.7 Calculate the total injections in the above scenario. Show all the calculations. (4)
[16]
2|Page
BECOMING A TEACHER
MODULE: BTE2601
NAME: SIMPHIWE NCWANE
STUDENT NUMBER: 64388875
UNIQUE NUMBER: 888252
ASSIGNMENT: 04
YEAR MODULE (2021)
,QUESTION 1
1.1 The history of curriculum development in South Africa since 1994.
Before 1955, the education in south Africa for all racial groups was run by the provincial
administration. The syllabuses were identical for all racial groups. But when the apartheid
government came into power in 1948, this system was thought to be unsuitable, and
drastic measures were soon taken to introduce apartheid in education as well. It was then
decided that each race group should have its own education system. The education
system used during the apartheid regime was both unfair and unequal. The apartheid
government established what was called ‘Bantu Education’ specifically for blacks. Special
syllabuses on this new form of education were drawn up and the medium of instruction at
primary schools was the mother-tongue for all subjects except English and Afrikaans.
Since 1994, the transition from apartheid to democracy required the need for a more non-
racial education system incorporated into one national curriculum. The south African
education system has undergone many curriculum changes. In 1995, the government
conducted a national audit on teaching that revealed so many disparities and problems,
and as a result, the first non-racial national curriculum known as curriculum 2005 (C2005)
was launched by the Department of Basic Education (DBE) in 1997. This curriculum was
in strong contrast to what had previously been in operation. In the same year (1997), the
DBE introduced the Outcomes-Based Education (OBE) with the intention of overcoming
the curricular divisions of the apartheid education system.
The OBE became a highly contested issue within South Africa because it was believed
not to be working after implementation and that prompted a curriculum review in 2000.
The review lead to the first curriculum revision: The Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 in 2002.
Another curriculum review was conducted in 2009 due to the ongoing challenges
experienced during implementation, the Revised National Curriculum Statement (RNCS)
was amended for an improved implementation of the curriculum, and the Curriculum and
Assessment Policy Statement (CAPS) was produced.
The Curriculum and Assessment Policy Statement (CAPS) is not a new curriculum, but an
amendment to the National Curriculum Statement (NCS) Grades R-12. It therefore still
follows the same process and procedure as the NCS Grades R-12 (Pinnock, 2011). The
CAPS serves the purpose of equipping all learners, irrespective of their race, gender,
culture, socio-economic background, skills etc. OBE is a method of teaching, not a
curriculum while CAPS is an adjustment to what teachers teach (Curriculum) and not
teaching methods.
The National Curriculum Statement is made up of three documents, namely:
Curriculum and Assessment Policy Statement (CAPS) for all approved subjects;
National Protocol for Assessment Grades R-12
National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12
1|Page
, Some of the main changes in the CAPS are as follows:
Instructional time has increased in the foundation phase.
Numeracy is now called Mathematics, and literacy is called Language.
First additional language will be added to the Foundation Phase.
The eight subjects have been changed to six subjects in the Intermediate Phase.
All grades will use a seven-point scale for assessment.
In the Senior Phase, school-based assessment will count 40%, and the end-of-year
examination will count 60%.
In the FET Phase, school-based assessment will count 25%, and the end-of-year
examination will count 75%
The content has been reorganized for several of the subjects in the FET Phase,
and the exam structure has been changed in some of the subjects.
Learning outcomes and assessment standards have been removed and replaced
with specific aims and skills.
CAPS is organized into topics (content/themes/knowledge strands)
1.2 Formative Assessment Activity:
Grade: 10
Subject: Economics
Curriculum topic: The Circular Flow and Quantitative Elements.
Lesson theme: Injections and Leakages
Class Activity 1 (16 marks)
1.1 Study the information below and answer the questions that follow.
SCENARIO
Total production R25 000, Investment R2 400, Exports R 1 300, Imports R3 700,
Income Taxation R5 000, Government expenditure R9 000, Savings R4 000.
1.1.1 Identify how much was spent on foreign goods. (2)
1.1.2 Briefly explain the concept Injections. (2)
1.1.3 Name TWO examples of leakages. (2)
1.1.4 Give the equation used to calculate GDP in an open economy if using the
expenditure method. (2)
1.1.5 Explain the situation when the economy is in equilibrium. (2)
1.1.6 Briefly discuss the positive impact of injections in the circular flow. (2)
1.1.7 Calculate the total injections in the above scenario. Show all the calculations. (4)
[16]
2|Page
