The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study recognizes the new assessment approach as an important component in the teaching and learning process because assessment provides teachers with information that is significant in decision making in the classroom. The study also discusses the launch of the modern standards movement and its roots in the back-to-basics movement and the reasons behind its formation. It also discusses the concept of alignment and its links with the two well-known taxonomies of learning. The study also embarks on data analysis which brings forth findings that help develop recommendations and future research possibilities. / Linguistics and Modern Languages / M. Ed. (Didactics)

Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. The purpose of this study was to explore the challenges experienced by secondary school teachers in implementation of CAPS in Mankweng Circuit of Limpopo Province. This qualitative study conducted at two secondary schools in Mankweng Circuit, Limpopo province aimed to  Identify resources needed by secondary school teachers in Mankweng Circuit on the implementation of Curriculum and Assessment Policy Statement.  Investigate the kind of training the Department of Basic Education provides to secondary school teachers in Mankweng Circuit when implementing Curriculum and Assessment Policy Statement.  To investigate how secondary school teachers conduct assessment when implementing Curriculum and Assessment Policy Statement.  Identify mechanisms that are used by secondary school teachers in the implementation of the Curriculum and Assessment Policy Statement. The study embedded within interpretivist paradigm. It also adopted a qualitative approach and the case study design was employed, where document analysis, semi structured interviews and observations were data-collection instruments used. Two secondary schools with their respective school heads were purposefully selected to participate in the study. Two principals, six Heads of Department and Eight teachers comprised the purposefully selected participants. Data collected from document analysis, semi structured interviews and observations revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames, they however experienced challenges related to CAPS implementation, quality and the amount of training, inadequate resources, increased assessment activities and the impact of rapid pace of the curriculum on teaching and learning. Based on these results, recommendations are made for the improvement of the implementation of CAPS. The study findings revealed that while teachers welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames, they however experienced challenges related to the quality and the amount of training, inadequate resources, increased assessment activities and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS. The implication of this study is that, CAPS is a viable policy in theory, but its implementation is erroneous, from the planning stage to the implementation stage. Key resources, for example, suitable human resources, infrastructure, textbooks were not taken into serious consideration.

The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)

This is an Action Research (AR) study with the senior phase Technology teachers at selected schools of Limpopo Province. The study was motivated by the fact that Technology Education is a foreign concept to many teachers and a new learning area in school curriculum both nationally and internationally. This was exacerbated by the many educational changes that took place in South Africa in the last 18 years. These changes include the overhauling of curriculum, which was the strategic and symbolic change since the first democratic election of 1994, but followed by its review. Thus, a new curriculum known as Curriculum 2005 (reviewed twice already) was developed in which Technology was introduced as a new subject. These changes drastically affected Technology Education and teachers’ coping demands on both the subject content and pedagogy escalated. In this study, AR, a strategy for a systematic, objective investigation with Technology teachers’ who are un- and under- qualified to teach Technology was considered. The study aimed at establishing intervention strategies to empower and emancipate senior phase Technology teachers in Mankweng Circuit from the said challenges above. Thus, the study sought to address the question: How could action research intervention be used to improve the teaching of senior phase Technology teachers who are un- and/or under-qualified? The intervention strategies were implemented through the AR cycles in spiral activities of planning, implementation and observation, action and reflection, whose principles were operationalized to develop participants from the situations that they face in their Technology teaching contexts. The study was designed from both critical theory perspective and participatory paradigm. The following instruments were used as a means to gather data: observations, interviews, questionnaires, field notes, video recording of lesson plans and logs of meetings. The study managed to come up with guidelines to develop and kick start AR with teachers. From the ii findings an AR model was developed to emancipate the un- and under-qualified Technology teachers. Themes from the challenges and AR were used to draft a six weeks plan to empower incapacitated Technology teachers. This investigation was shaped by the initial reflection or preliminary study conducted with the participants called reconnaissance study which revealed specific challenges that Technology teachers encountered daily in their classes. These challenges were turned into the themes, which together with the findings from the preliminary study and interview reflection per cycle were used to design the intervention strategies for the next main cycle. The findings of the study from both the preliminary investigation (presented in Chapter Two) and main AR (presented in Chapter Five) reveal an improvement in the teachers’ understanding and implementation of Technology – they were emancipated to a greater extent from the challenges prior to the AR intervention and post the AR intervention. It is true that coming together as AR co-researchers was the beginning of Technology teaching practice problem identification; keeping together was progressive in Technology teaching; but working together remains our success in Technology teaching then, now and in the future – post doctoral studies. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The purpose of this study was to investigate the impact of the training given to Foundation Phase (FP) teachers in the implementation of Curriculum and Assessment Policy Statement (CAPS), with the intention to develop an alternative professional development (PD) approach for this Phase. Literature indicates that the academic success of learners can be significantly affected by Foundation Phase teachers’ access and participation in quality PD activities. It also indicates that PD is much more than training. It includes on-going workshops, follow-up, study, reflections, observations and assessment which accommodates FP teachers as learners, recognises the long-term nature of learning, and utilises methods that are likely to lead teachers to improve their practice as professionals. In this study, mixed methods research approach was employed to collect empirical data. It includes questionnaires responded to by 84 FP teachers, three sets of interview questions, that is, one for 9 primary school principals, one for 3 subject advisors, and the last one for the Focus group made up of 10 FP teachers who were not included in questionnaires. Observation at training centre was also conducted. The study revealed that the responses from the five sets of data collection instruments seemed to agree on the following: - FP teachers were not involved in the design of their PD activities; - An appropriate time for FP teachers to engage in PD activities is during school holidays; - The length of the training was too short; - Training was not based on the teachers identified needs; and - It was not designed by teachers in cooperation with experts in the field. This study therefore recommends the use of mixed-models approach because the Cascade model that was used, is not addressing the needs of all FP teachers. / Educational Leadership and Management / D. Ed. (Education Management)

The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their duties in the classroom. This paradigm shift necessitated this research with the aim of investigating how the Student Teams Achievement Division (STAD) technique can be used as a cooperative learning technique to teach EFAL in Kwazulu-Natal. The purpose of this study was to design a framework for the implementation of STAD as a cooperative teaching strategy for EFAL teachers by gleaning literature on teaching and learning, cooperative learning and STAD in chapters two to four of this study. Empirical research, by way of a survey and focus group discussions were also conducted in four out of the twelve districts in the Kwazulu-Natal Province to help solidify the framework designed in this study. In striving to get in-depth insight into this study, the post-positivist-constructivist paradigm, which calls for the mixed methods research design was employed for the collection and analysis of data. Specifically, the Likert scale survey questionnaire and focus group discussions were used to collect data, through the sequential mixed methods design for the quantitative and qualitative phases of this study respectively, from a sample of 220 respondents and twelve participants. The findings of this research indicated that the time spent in training teachers towards the implementation of the STAD technique was not adequate. That notwithstanding, it was indicative that teachers make efforts to implement the strategy in their teaching and the results proved to be very positive as the technique continues to help improve upon learners’ performances and builds in them qualities such as critical thinking skills, good discussion skills and positive collaborative learning. In the nutshell, the literature study, the findings of the empirical research and the recommendation of this study forms the basis for designing the framework for the implementation of STAD as a teaching strategy for EFAL teachers. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Violence is common-place in South African schools and managing learner aggression is central to learners’ academic performance and holistic development. There is empirical evidence that suggests that the school curriculum is an essential vehicle for driving the process of creating social and emotional competent individuals, capable of social cohesion and tolerance. This evaluation research aims to evaluate whether the CAPS Life Orientation curriculum is adequately addressing social and emotional competence in learners in order to reduce violence in schools. A comprehensive literature review was conducted which revealed that Social and Emotional Learning programs are highly effective in addressing issues of violence and social problems in schools along with producing a positive school climate with high learner academic achievements. Data collected from the Life Orientation Curriculum documents, Grades R-12, and the elite electronic interview, revealed that the Life Orientation curriculum covers most of the essential elements necessary to make an impact on the development of learners’ social and emotional skills, but may lack the necessary knowledgeable teachers to facilitate such an important study area. Furthermore, not enough time and resources are allocated to Social and Emotional learning. Based on these results, recommendations are made through a ‘framework to advance social and emotional learning in schools model’ for the CAPS Life Orientation curriculum Grades R-12. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The purpose of this study was to explore teachers’ experiences of curriculum change in two under-resourced primary schools in the Durban area. By examining the experiences of educators using a qualitative approach the researcher was able to identify problems that prevent a smooth transition from one curriculum to another. The introduction of the Curriculum Assessment Policy Statements in January 2012 necessitated a plethora of adjustments for teachers at schools. Changes were made to the number of subjects to be taught, the notional time for each subject as well as a renewed emphasis on textbooks as a vital teaching resource in the classroom. This study was conducted in under-resourced primary schools in the Durban area. Data collection in both these schools shows that despite the lack of essential resources such as text books, teachers still manage to implement change and follow policy, whilst at the same time ensuring that their learners benefit from the curriculum. This study also highlights the challenges experienced by teachers in under-resourced schools that need to be confronted for effective curriculum implementation. The researcher makes recommendations to address these challenges as well as suggestions for future research. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The purpose of the study was to explore the implementation of the curriculum and assessment policy statements in the selected primary schools in Limpopo Province. An empirical investigation following qualitative approach was carried out to investigate the views of teachers from two primary schools in Capricorn District. Two curriculum advisors were interviewed as well as five teachers to find out their views and experiences on the CAPS training and implementation issues and challenges. The study confirms that teachers are not well prepared to meet the challenges of the CAPS. The time set aside for training is limited, the resources needed to support teachers and the implementation are inadequate and some of the trainers are not well prepared. The study recommends that the Department of Basic Education continues engaging with trainers, school management teams, teachers and learners and determine specific strategies, based on the school contexts, to improve the provision of training, resources and support to enable effective and efficient curriculum implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This research explores the impact of curriculum changes on primary school teachers at Seshego Circuit, Limpopo Province. It focuses on issues that influence teachers implementing curriculum changes. Impact of curriculum changes was examined. Principals and teachers were the respondents. The study confirmed several consequences of curriculum change. In-service training is recommended to assist the necessary adjustments to curriculum changes. Sufficient time for training is required to avoid covering an excessive amount of work during too short a time. This results in confusion and discontent. Training enables teachers to feel confident and competent. Their task becomes rewarding for them. Curriculum changes are intended for the benefit of learners and teachers. Teachers should not be discouraged when they encounter some of the more challenging impacts of curriculum changes. Attitudes should also be motivated in subjects such as Mathematics. The Department of Education is exhorted to support and guide its teachers to become a force for the greater good of South Africa. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)