A REFLECTION ON THE CURRICULUM AND ASSESSMENT POLICY STATEMENT’S IMPLEMENTATION BY SOCIAL SCIENCES EDUCATORS IN SELECTED GAUTENG SCHOOLS

This study aimed to explore the perspectives and experiences of Social Sciences (SS) educators in selected Gauteng schools regarding the implementation of the Curriculum Assessment Policy Statement (CAPS) within the Intermediate Phase (Grades 4 to 6). The focus was on educators' perceptions of CAPS modifications, their impact on content coverage and assessment, and strategies for accommodating learners with learning difficulties. Using a qualitative case study design with an interpretative research paradigm, 12 participants from the Johannesburg North district were interviewed and observed. Participants were required to have training and experience in both CAPS and its preceding curricular reforms.
The findings revealed challenges in implementing the amended National Curriculum Statement (NCS) CAPS, with educators expressing satisfaction with SS CAPS improvements but encountering obstacles. Key challenges included educators' insufficient knowledge in both SS components, History and Geography; overwhelming content and pressure to cover topics rapidly; lack of appropriate teaching resources; inadequate pre-implementation training; and language barriers hindering curriculum instruction for most Intermediate Phase learners. The study also highlighted a desire among SS educators for the decolonization of the History curriculum to make it more Afrocentric.
The main recommendation emerging from the study is to trim SS content due to its incompatibility with the allotted time, treating History and Geography as independent subjects to enhance teaching models. Overall, the study underscores the need to address challenges in SS CAPS implementation and suggests specific changes to improve the teaching of History and Geography in the Intermediate Phase.