TPS2601
Assignment 3 2025
Unique #:
Due Date: 21 July 2025
Detailed solutions, explanations, workings
and references.
+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.
Varsity Cube 2025 +27 81 278 3372
Assignment 3 2025
Unique #:
Due Date: 21 July 2025
Detailed solutions, explanations, workings
and references.
+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.
Varsity Cube 2025 +27 81 278 3372
