The Life Sciences NCS grades 10 to 12 documents, in their physical appearance, (DoE, 2003b) consist of four chapters in sixty-six pages, excluding the first ten pages with the table of contents and acronyms. Chapter One is an introduction to the NCS, which in eight pages describes the principles and design features of the National Curriculum Statement Grade 10–12; the envisaged learner and the envisaged teacher, and then provides the learning programme guidelines. The envisaged learner and teacher is generally stated and not subject specific (weak classification). Indirectly, this implies that anyone who is qualified as a teacher can teach any subject, because Chapter One is the same for all NCS documents. Chapter Two, in five pages, introduces the subject by describing the definition, purpose, scope, career links and learning outcomes of the subject. Chapter Three is eighteen pages long, containing the learning outcomes and assessment standards with examples (assessment criteria) that are arranged in such a way that they show the intended progression in Life Sciences from grades 10 to 12. The last nine pages of Chapter Three consist of an explanation of the content and contexts of the subject. The proposed content and context to be taught and learnt is listed in the form of four knowledge areas, namely, tissues, cells and molecular studies; structures and control of processes in basic life systems; environmental studies; and
56 diversity, change and continuity. These content areas are then linked with the three learning outcomes. There is no grade content differentiation for knowledge area one and learning outcome one.
Chapter Four takes the next twenty pages, explaining assessment. The chapter begins with the reasons for assessment, then moves on to types of assessment, what assessment should be and do, methods of assessment, methods of collecting assessment evidence, recording and reporting, subject competence descriptions, promotions, what report cards should look like, and assessment of learners who experience barriers to learning. Finally, competence descriptions with codes and scales for achievements are provided for each grade and are arranged in an order that demonstrates progression form grades 10 to 12. The last three pages of the document are dedicated to a glossary of terms used in the document. The word policy is never used in the NCS document, suggesting that nothing in the document is mandatory; everything is negotiable for enforcing social justice and human rights. This makes the whole document weakly framed and classified.
The NCS structure is organized around learning outcomes (LOs). These arose from critical and developmental outcomes that were inspired by the South African constitution and were democratically developed (DoE, 2003b: 2). There are three learning outcomes for all the FET grades and they are the same for all three grades. Each learning outcome has three assessment standards that are the same for all three grades. The standards are followed by examples that can help the teacher know when the learner has achieved that particular assessment standard per grade. In this study these examples are called assessment criteria and they differ from grade to grade in showing progression. To illustrate this, an example is made by taking learning outcome number one, assessment standard one and seeing how the assessment criteria differ from grade to grade. The learning outcome is given as ‘scientific inquiry and problem solving skills’. This means that “the learner is able to confidently explore and investigate phenomena relevant to Life Sciences by using inquiry, problem solving, critical thinking and other skills” (DoE, 2003b:16). The three assessment standards, “identifying and questioning phenomena and planning an investigation; conducting an investigation by collecting and manipulating data; analysing, synthesizing, evaluating data and communicating findings” are the same for all three grades, but the assessment criteria differ for all grades in the level of complexity of knowledge. For grades 10, 11 and 12 the
57 assessment standards and their assessment criteria as taken verbatim from the document are shown below:
Grade 10 learners must be able to
“Identify and question phenomena and plan an investigation” Identify and question phenomena.
Plan an investigation using instructions.
Consider implications of investigative procedures in a safe environment. “Conduct an investigation by collecting and manipulating data”
Systematically and accurately collect data using selected instruments and/or techniques and following instructions.
Display and summarize the data collected.
“Analyse, synthesize, evaluate data and communicate findings” Analyse, synthesize, evaluate data and communicate findings. Grade 11 learners must be able to
“Identify and question phenomena and plan an investigation” Identify phenomena involving one variable to be tested.
Design simple tests to measure the effects of this variable to be tested. Identify advantages and limitations of experimental design.
“Conduct an investigation by collecting and manipulating data”
Systematically and accurately collect data using selected instruments and/or techniques.
Select a type of display that communicates the data effectively. “Analyse, synthesize, evaluate data and communicate findings”
Compare data and construct meaning to explain findings. Draw conclusions and recognize inconsistencies in the data.
Assess the value of the experimental process and communicate findings. Grade 12 learners must be able to
58 Generate and question hypotheses based on identified phenomena for situations involving
more than one variable.
Design tests and/or surveys to investigate these variables. Evaluate the experimental design.
“Conduct an investigation by collecting and manipulating data”
Compare instruments and techniques to improve the accuracy and reliability of data collection.
Manipulate data in the investigation to reveal patterns. Identify irregular observations and measurements.
Allow for irregular observations and measurements when displaying data. “Analyse, synthesize, evaluate data and communicate findings”
Critically analyse, reflect on and evaluate the findings. Explain patterns in the data in terms of knowledge.
Provide conclusions that show awareness of uncertainty in data.
Suggest specific changes that would improve the techniques used. (DoE, 2003b:16-23) This learning outcome and its assessment standards and assessment criteria are taken directly from the Department of Education’s NCS Life Sciences Grade 10–12 (DoE, 2003b). The example clearly shows how the curriculum statements intend to make the learners’ achievement of learning outcomes develop in complexity as the learners ascend the skills hierarchy. The problem here is that it is assumed that the teacher will know what to teach and how to teach it to ensure that learners are able to achieve these assessment standards. Subject content is not specified, but subject teachers are indirectly instructed on what to do. For example, the first assessment criterion is to identify and question phenomena; attainment is evident when a learner observes that some pot plants are growing poorly and questions whether they are lacking mineral salts. This assessment standard indirectly instructs the teacher to conduct experiments where the growth of pot plants, cared for differently, is monitored, measured and recorded for a specific period, at the teacher’s discretion. The teacher’s experience and qualifications could play a significant role, yet it is only implicit in the document.
59 These learning outcomes are coded as strongly framed (F+) externally, that is, between the teacher and the curriculum designer, and weakly framed (F-) internally between the teacher and the learner, although the teacher’s role is implicit. The document does not specify any content to be learnt; it only states what the learner should be able to do by the end of a particular grade. The framing relationship between the teacher and curriculum designer is strong when one considers the implications of the assessment standards, although terms used in the document suggest that teachers can choose what to include or exclude in the lesson. Framing relationships between the teacher and the learners are weak, because statements focus on what the learners should be able to do, implying that learners control classroom activities. All framing statements seem to be learner- centred, although learners do not actually freely choose what to do. The curriculum statements indirectly instruct teachers to create learning environments that enable learners to achieve learning outcomes. Framing relationships are the same for all three learning outcomes.
In comparison with the NCS, the CAPS document consists of eighty-two pages, compared to NCS’s sixty-six pages, excluding the first four pages that are generic to all the CAPS documents (DBE, 2011a). The document is divided into four sections, whereas the NCS has four chapters. Section one consists of the background, overview, general aims of the South African curriculum and the time allocation for each grade. The CAPS aims and principals are set out as follows:
The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. The National Curriculum Statement Grades R-12 serves the purposes of: equipping learners irrespective of their socio- economic background, race, gender, physical ability or intellectual ability, with knowledge, skills and values necessary for their self-fulfillment and meaningful participation in society as citizens of a free country; providing access to higher education; facilitating the transition of learners from education institutions to work place and providing employers with sufficient profile of learners’ competences. The National Curriculum Statement Grades R-12 is based on the following principles: Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; Active and critical learning: encouraging an active and critical approach to learning, than rote and
60 uncritical learning of given truths; High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; Progression: content and context of each grade shows progression from simple to complex; Human rights, inclusivity, environmental justice and human rights as defined in the Constitution of the Republic of South Africa. (DBE, 2011a:4-5)
These general aims of the CAPS are similar to the principles listed in the NCS. The striking difference is that in the CAPS these principles are listed as general aims and some principles are left out or modified. Instead of OBE, the CAPS says learning should be active and critical to avoid rote learning of given truths without questioning. Principle articulation and portability and integration and applied competences are left out completely. The CAPS appears to recognize the uniqueness of different disciplines regarding their specific knowledge and the skills that must be learnt; and realizes that qualification in one specific area does not necessarily equate to qualification in another equivalent area. The CAPS strengthen the boundaries between disciplines, thus all school subjects are to be called subjects from grade R–12 because learning areas are done away with in the CAPS.
As a curriculum, the CAPS aims to produce learners that can identify and solve problems and make decisions using creative thinking; work effectively with others in a team; organize and manage themselves and their activities responsibly and effectively; collect, analyse, organize and critically evaluate information; communicate effectively using visual, symbolic and or language skills in various modes; use science and technology effectively and critically, showing responsibility towards the environment and the health of others; and demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation. Inclusivity is again stated as the general aim of the CAPS, and that it should become the central part of the organization, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognize and address barriers to learning and how to plan for diversity. The key to inclusivity is ensuring that all stakeholders in the schooling community work together in identifying and addressing barriers to learning (DBE, 2011a:3).
61 The above attributes of a successful learner, according to the CAPS, were listed in the NCS as the critical and developmental outcomes on which the learning outcomes of each and every subject were based (DoE, 2003b:2). The NCS and CAPS consider inclusivity differently. The NCS considered inclusivity superficially, that is, as enforcing social justice by ensuring that no one is excluded by having minimum requirements for all learners and the development of appropriate learning programmes and assessment instruments (DoE, 2003b:4). In the CAPS inclusivity is viewed as a central part of organization, planning and teaching in every school. All teachers need to know how to identify and address barriers to learning and all stakeholders in the schooling community should work together to deal with them (DBE, 2011a:3).
Section two introduces the subject, explaining Life Sciences, as a scientific study and as a school subject. The Life Sciences curriculum is organized into four knowledge strands, highlighting concepts and content that show progression from grades 10 to 12, namely, life at the molecular, cellular and tissue level; life processes in plants and animals; environmental studies; and diversity, change and continuity. Content to be taught under each strand per grade is explicitly specified. This curriculum organization differs from that of NCS in that the latter lists four knowledge areas (as they are called in NCS) under learning outcome two without specifying the content to be covered at each grade and no content or knowledge area is listed under LO one and three. Furthermore, the CAPS state that teachers of Life Sciences must be qualified to teach the subject and know how to use the equipment listed as the required teaching resources (DBE, 2011a:19). Also explained in the details is the purpose of studying Life Sciences and the subject specific aims, the need for teachers to develop learners’ language skills in reading and writing in English, as it is the language of teaching and learning, and time allocation per grade that makes provision for examinations and any other school disruptions.
Section three deals with subject content per knowledge strand, grade and term. Content for each grade is divided into different topics that must be covered during a specific week of a specific term, indicating the hours allocated. Details of content to be covered under each topic are given together with required resources and investigations that must be included. Assessment tasks to be done by each grade at the end of each term are specified. Section four is a detailed report on assessment, stating why it is necessary and how it should be done per grade, giving a detailed
62 breakdown of the weighting for each assessment task. This section further provides a detailed account of weighting for cognitive levels to be used when assessing content, specifying useful verbs to frame questions for each cognitive level. The number and duration of examination question papers per grade is given with a detailed breakdown of topics to be included in each exam paper, indicating mark allocation per topic and the time it should have taken to teach each topic. Moderation of assessment, its purpose and the levels at which it should be done is fully described.
The Life Sciences CAPS is strongly classified because it enforces the use of the subject’s specialized language (subject’s terminology) throughout the document. All framing statements are strong because teachers and learners are not given any choices when it comes to content selection, sequencing and pacing. The policy clearly specifies who must do what, when, how and what resources to use. It even states that Life Sciences teachers must be qualified to teach the subject, be familiar with equipment and know how it is used.