Curriculum 2005

Curriculum EDES211
Curriculum 2005 and the

dissolution of boundaries
Dr Lokesh Maharajh
maharajhlr@ukzn.ac.za
Prof. Simon Bheki. Khoza

khozas@ukzn.ac.za
Introduction
• first curriculum reform that occurred after
1994
• Curriculum 2005 or C2005
• strong political influence
• ‘radical constructivist project’
• Apartheid - highly prescriptive and
centrally controlled
Introduction
• Constructivism refers to a theory of the
construction of knowledge by learners
themselves
• competency-based form of curriculum
• emphasises the complex outcomes of a
learning process
• particular model of the learner and the
teacher
Transition to democracy
• Redistribution and Development
Programme (RDP) - socioeconomic
problems of apartheid
• Growth, Employment, and Redistribution
(GEAR) - stimulate faster economic
growth
• rescue the economy and provide social
welfare and redress for the poor
The National Qualification
Framework
• aim was to create equivalence between
education and the workplace
• labour sector had a strong influence and
demanded schooling meet the country's
economic demands.
• curriculum addressed issues of recognition of
prior learning (RPL), access, and portability.
• pages 88 and 89
Stakeholder participation and
challenges
• White Paper for Education and Training
(EWP1)
• development of a new school curriculum
• fully participatory process
• stakeholder representation
• lack of continuity
• urgency to produce new curriculum
Key features of C2005
• Outcomes
o emphasised outcomes over any particular content
knowledge
o Generic
o choice of content was left wide open
o transformational OBE
No thought is given to the existing curriculum. Instead,
schools (or local districts) are told they can choose any
content and use a wide range of teaching methods as long as
these develop citizens who display the agreed-upon critical
outcomes. (DOE, 1998b, p. 19)
• Relevance
o C2005 also emphasised relevance.
This allows educators to relate teaching
direct [sic] to their local contexts and to
change syllabus content rapidly. (DOE,
1998b, p. 19)
• Learning areas
CUMSA Curriculum 2005
Language subjects Language, learning, and literacy
Mathematics Mathematics Literacy and Mathematics
General Science Natural Sciences

Social Science Human and Social Sciences
Technology Technology
Arts Education Arts and Culture
Economic education Economic and Management Sciences
Religious Instruction Life Orientation

Guidance
Physical Education
• Learner-centeredness and progressive
thrust
o Focus from teacher to learner
o Teacher - educator the facilitator
o Appropriate knowledge
o Learners’ cultures
o constructivism and progressivism
o Challenge to apartheid syllabi & political
Traditional classroom Constructivist
Curriculum is presented part to whole, with Curriculum is presented whole to part

emphasis on basic skills with emphasis on big concepts
Strict adherence to fixed curriculum is Pursuit of learner questions is highly

highly valued valued
Curricular activities rely heavily on Curricular activities rely heavily on

textbooks and workbooks primary sources of data and
manipulative materials
Students are viewed as ‘blank slates’ onto Learners are viewed as thinkers with
which information is etched by the teacher emerging theories about the world
Teachers generally behave in a didactic Educators generally behave in an

manner, disseminating information to interactive manner, mediating the
students environment with learners
Traditional classroom Constructivist
Teachers seek the correct answer to Educators seek the learner’s points
validate student learning of view in order to understand
learners’ present conceptions for
use in subsequent lessons
Assessment of student learning is Assessment of learner learning is

viewed as separate from teaching and interwoven with teaching and occurs
occurs almost entirely through testing through educator observations of
learners, learner observation of
learners at work and through learner
exhibitions and portfolios
Students primarily work alone Learners work primarily in groups

• Integration
o Essential principle
o No boundaries
o Learning areas support integration
o Learning programmes
o Phase organiser or theme
• Textbooks
o Highly critical of textbooks
o Antithetical (directly opposed) to the child-
centred approach
o Over-dependence on textbooks
o Uncritical of textbooks
o Development of locally relevant materials
that reflected the needs and interests
Model of the learner
• learner with ability to
read and recognise
numbers
• ‘learners’
understandings
• focus on the learners’
• global, responsible
citizen, and a
community-oriented
individual
Model of the teacher
• Subject knowledge
• Programme
construction
• Differentiation
• Collaborative
• Adjust
• Child-centred
• Recontextualising
• Knowledge of subjects
Challenges with C2005
• rushed and chaotic
• crash-course training
• sub-contracted the training
• cascade model problematic
• complex and confusing
• learner-centeredness and group work
Conclusion
• past and future citizens
• present situation of people
• effectively, to misread the South African
social landscape and to address it as if it
was already the society they wanted to be,
a largely middle class one (Soudien, 2010,
p. 43)
• focused on outputs
MCQ TEST 2
• Thursday, 29 October 2020.
• The chapters to be included in the MCQ
test are:
o From tribalism to technicism: curriculum
under apartheid (pages 33 – 54)
o Knowledge, curriculum, pedagogy:
theoretical framings (pages 71 – 85)
THANK YOU VERY
MUCH

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Curriculum EDES211

Curriculum 2005 and the

Prof. Simon Bheki. Khoza

Mathematics Mathematics Literacy and Mathematics

General Science Natural Sciences

Religious Instruction Life Orientation

Curriculum is presented part to whole, with Curriculum is presented whole to part

Strict adherence to fixed curriculum is Pursuit of learner questions is highly

Curricular activities rely heavily on Curricular activities rely heavily on

Teachers generally behave in a didactic Educators generally behave in an

Assessment of student learning is Assessment of learner learning is

Students primarily work alone Learners work primarily in groups

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