An auto-ethnographical account of curriculum flexibility in primary school science in relation to CAPS policy

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Stellenbosch : Stellenbosch University
ENGLISH ABSTRACT: This study is an auto-ethnographical account of my experiences as a teacher teaching CAPS in a primary school science classroom. This study aimed to investigate whether, and if so, to what extent the CAPS curriculum limited my ability as a teacher to experience curriculum flexibility in terms of allowing me to adapt the curriculum content to suit the needs of learners in my class. Furthermore, what strategies and approaches have I put in place to address my challenges of curriculum flexibility in the CAPS curriculum? Data gathered for this study indicate that the strict adherence to the topic coverage timeframes outlined in the CAPS policy, a teacher’s autonomy to make decisions about the pace at which they teach content in accordance with learner needs, is restricted. The study also indicates that teacher subject knowledge and pedagogical skills are key factors determining the extent to which the teacher can create opportunities for curriculum flexibility within the CAPS curriculum. The study recommends that for teachers to experience curriculum flexibility within the CAPS curriculum requires a less stringent approach to the implementation of curriculum content, as the timeframes outlined in policy are not necessarily always in line with the needs of the learners in a class. Therefore, teachers should have the ability to adapt and adjust the pace of their teaching and the delivery of content to suit learners' needs and should not solely comply with policy guidelines and timeframes.
AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar.
Thesis (MEd)--Stellenbosch University, 2023.