Browsing by Author "Schultz, Annine"

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    Die onderrig van letterkunde in die verdere onderwys- en opleidingfase binne die raamwerk van die kurrikulum- en assesseringsbeleidsverklaring
    (Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2019) Schultz, Annine; Le Cordeur, Michael
    Letterkunde speel ’n noodsaaklike rol in sowel die kurrikulum as die ontwikkeling van leerders as wêreldburgers. Suid-Afrika is ’n uiters diverse land en dit is ’n moeilike taak om ’n letterkundekurrikulum te skep wat aan almal se behoeftes voldoen. ’n Probleem wat dikwels voorkom, is dat die sosiale konteks van die voorgeskrewe werke nie noodwendig in lyn is met dié van alle leerders nie en daarom word sommige leerders uitgesluit en akademies benadeel. Met hierdie ondersoek het ons probeer vasstel of daar ’n groot genoeg verskeidenheid sosiale kontekste in die voorgeskrewe werke aangespreek word om alle leerders in die Verdere Onderwys en Opleiding-fase (VOO) te akkommodeer, sowel as die moontlike verbeteringe wat aangebring kan word. Daar is van kwalitatiewe sowel as kwantitatiewe data-insamelingsmetodes in die vorm van vraelyste en onderhoudvoering gebruik gemaak. Die deelnemers het bestaan uit drie Afrikaans Huistaal VOO-fase onderwysers van verskillende sosiale kontekste asook studente in hul vierde jaar wat die Nagraadse Onderwyssertifikaat (NOS) volg. Vraelyste is aan die NOS-studente uitgedeel en onderhoude is met ʼn deursnit van hierdie studente gevoer. Die meerderheid deelnemers was tevrede met die letterkunde-kurrikulum en is van mening dat die probleem eerder by die lys voorgeskrewe werke lê. Dit wil voorkom asof die poësie-afdeling voorsiening maak vir die meerderheid leerders, maar by die prosawerke word erge probleme ervaar. Daar is bevind dat die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) te voorskriftelik is, dat daar te veel assesserings plaasvind en dat die handboeke nie versoenbaar is met die kurrikulum nie. Indien die aanbevelings in hierdie artikel geïmplementeer sou word, sou die KABV beduidend verbeter kon word.
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    Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum
    (Stellenbosch : Stellenbosch University, 2018-12) Schultz, Annine; Le Cordeur, Michael; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT : “The decline of literature indicates the decline of a nation." These were the wise words of the wellknown German writer and philosopher, Johann Wolfgang von Goethe (1749-1832). This statement is still relevant, since literature plays such a vital role in the curriculum as well as in creating world citizens. The purpose of this study is to determine whether the literature section of the CAPS provides in the needs of learners from all social contexts and cultures. During the course of the study, the various sections of literature, poetry, prose and drama, were examined to determine whether a large enough variety of social contexts were addressed to accommodate all learners and to ensure the effective teaching of literature. South Africa is a very diverse country, with a variety of languages and cultures, and it is a difficult task to create a literature curriculum that meets everyone's needs. A problem that often occurs, is that the social context of the prescribed work does not match that of the learner. The texts done in classrooms are not necessarily suitable for learners of all social contexts, and as a result some learners are excluded. The consequences may be that the learner cannot identify with the work, feels distracted from the content and finds it difficult to understand. This research study investigated the strengths and shortcomings of the CAPS to determine whether it is appropriate for the effective teaching of literature for all learners and where possible improvements can be made. In this study, qualitative as well as quantitative data collection methods were used in the form of questionnaires as well as interviews. The participants who formed part of this study consisted of three Afrikaans Home Language FET phase educators from different social contexts. Questionnaires were distributed to an educator of a private school, a model C school and also an ex-FHR school (Former House of Representatives) and it was followed up with interviews. There were also questionnaires distributed to the PGCE students and interviews were done with a cross section of 10% of these students. Although many criticisms were made regarding CAPS, the majority of the participants were satisfied with the curriculum. Educators who participated in this study were all of the opinion that the CAPS is a clear improvement on the curricula that preceded it. Many participants believed that the problem regarding literature was not part of the curriculum itself, but could rather be found in the list of prescribed works. It seems that the poetry section makes provision for the majority of learners as there are so many poems being discussed. However, the problem lies with the prescribed prose work, as only one novel is treated annually. The conclusion can be drawn that the CAPS can be regarded as a successful curriculum, although there is still room for improvement. Provision is made for the majority of learners, but the review of the prescribed list, especially in connection with prose, is a recommendation that must be considered strongly. The following recommendations are made in the study: • The CAPS curriculum is too prescriptive. Greater freedom and autonomy should be given to educators. Educators work with their learners on a daily basis and are aware of their needs and limitations. Educators must be given the freedom and space to make decisions that will benefit their learners. • Too many assessments: The number of assessment tasks prescribed by the CAPS is too many for the time allocated for them. Less assessment will provide more time for learners to master knowledge. The number of assessments currently prescribed must be revised. • The textbooks are not fully compatible with the curriculum. Educators have also mentioned the themes provided by the curriculum. Several educators believe that the themes are not topical and that their learners struggle to identify with the themes provided in the textbooks. A revision of the themes can also be a possible way of improvement regarding the CAPS curriculum. This research study has the potential to make a valuable contribution to improving the CAPS as a curriculum if the recommendations made here are implemented. The education department can take note of the shortcomings and recommendations as it will further strengthen the CAPS and improve the teaching of Afrikaans in schools. If more prescribed works are offered that relate to the youth's environment, it will help to strengthen a love for Afrikaans literature.