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.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
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.
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.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
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.
