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Reflections on the NCS to NCS (CAPS): Foundation Phase teachers’ experiences

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dc.contributor.author Du Plessis, Elize
dc.contributor.author Marais, Petro
dc.date.accessioned 2015-10-29T19:48:28Z
dc.date.available 2015-10-29T19:48:28Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/11622/59
dc.description.abstract The Curriculum and Assessment Policy Statement (CAPS) is a modification of what to teach (curriculum) and not how to teach (teaching methods) in South African schools. In July 2009, the Minister of Basic Education appointed a panel of experts (an independently constituted quality assurance body) to investigate the nature of the challenges and problems experienced in the implementation of the National Curriculum Statement (NCS). During 2011 the NCS was reviewed extensively; amendments were made to the NCS, which is now referred to as the NCS (CAPS). The aim of this study was to evaluate whether or not the amended NCS (CAPS) is an improvement on the original NCS. The Reflective Model of Gibbs and the Appreciative Inquiry Theory were used as theoretical frameworks. A qualitative research approach was used and 16 Foundation Phase teachers were interviewed to determine their views on the differences between the NCS and the NCS (CAPS). The main results indicated that implementation of the amended NCS (CAPS) remains a challenge. en_US
dc.language.iso en en_US
dc.publisher The IIE en_US
dc.subject Teaching Methods en_US
dc.subject Foundation Phase Teaching en_US
dc.subject CAPS en_US
dc.subject The Reflective Model of Gibbs en_US
dc.subject The Appreciative Inquiry Theory en_US
dc.subject Qualitative research en_US
dc.title Reflections on the NCS to NCS (CAPS): Foundation Phase teachers’ experiences en_US

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  • Teaching and Learning
    This collection contains approved preprints for submission to "The Independent Journal of Teaching and Learning" the accredited open access journal published by The IIE. ISSN: 1818-9687.

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