A framework for the implementation of a grade ten languages curriculum policy
Abstract
The purpose of this study was to establish the experiences of Grade 10 English and Setswana teachers regarding the implementation of the Annual Teaching Plan of the Curriculum (ATP) and Assessment Policy Statement (CAPS), describe lessons that could be learned from the these teachers and develop a framework for the implementation of a Grade 10 language curriculum policy. The study was conducted in secondary schools in four circuits which fall within the jurisdiction of the Mahikeng Area Office in the Ngaka Modiri Molema District of the North West Province. Eight out of twenty schools were purposefully selected taking into consideration their quintile classification and the need to be able to access participants who have been teaching English and Setswana since 2012, when the CAPS was introduced at Grade 10. The study also involved the heads of departments (HODs) of the selected schools, two language subject advisors and two curriculum coordinators/planners situated in the offices of the North-West Province Department of Education. The selection of eight schools resulted in a population of 144 teachers out of the existing 466, representing 31 %. A sample of sixteen teachers and eight heads was purposefully selected. The study was designed to collect data from the participants through one-to-one interviews, focus group discussions and document study. Twelve teachers took part in the one-to-one interviews and focus group discussions. Seven HODs, two subject advisors and two curriculum coordinators were also engaged in one-to-one interviews. Data collected from interviews was analysed and interpreted using Atlas.ti.8, a qualitative analysis tool. Data from teachers' files were analysed manually. Literature pointed to the centrality of the issue of literacy in South Africa, with language regarded as one of the gateway subjects. This study reported on a number of other studies that were undertaken investigating the post-1994 curriculum reforms in South Africa. These dealt mostly with teacher training and development, capacities of district officials, teachers' epistemologies and prior knowledge, assessment, environmental and situational issues and professional support. This study added issues relating to resolution of challenges perceived in the previous programmes, the impact of the ATP on teaching and learning and its possible revision in future. Findings from this study were related to issues of rationale, context, principle, policy
and practice. The findings entailed participants' thoughts and fee lings about issues such as whether the ATP has resolved challenges experienced in the previous curriculum, teachers' role in the implementation of the ATP, initial and continuous training and orientation of teachers to implement the ATP, continuous professional support, the impact of the ATP on teaching and learning, and the influence of situational and environmental factors, including the future of the ATP. Teachers and HODs differed from departmental officials on whether the
ATP has resolved past challenges and problems. Teachers and HODs expressed concern about the approach of teaching grammar contextually. They perceived the ATP's nature as overcrowded and congested. They claimed it denied them the opportunity to be creative in the classroom. Most officials believe that the ATP allows teachers innovation and creativity. Teachers and HODs also think that if their role was more than just that of implementing the ATP in the classroom, the curriculum would have been better, while departmental officials
were content with teachers being implementers only, pointing to the importance of policy practice. On the basis of both literature and fin dings from this study, a two-step conceptual framework is proposed. The first step deals with processes and assumptions involving the rationale, context and theoretical foundations underlying a curriculum reform process. The second step is about policy and practices implying curriculum development, implementation monitoring and evaluation.
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