Revised National Curriculum Statement

20/01/2011

The Revised National Curriculum is founded on the aims of the Constitution. The Manifesto on Value, Education and Democracy identifies ten fundamental values of the Constitution:

1. Democracy
2. Social Justice and Equity
3. Non-Racism and Non-Sexism
4. Ubuntu (Human Dignity)
5. An Open Society
6. Accountability (Responsibility)
7. Respect
8. The Rule of Law
9. Reconciliation

The Manifesto further identified 16 strategies for familiarizing young South Africans with the values of the Constitution. These strategies find expression in the Revised National Curriculum Statement and include:

1. Nurturing a culture of communication and participation in school
2. Role-modelling: promoting commitment as well as competence amongst educators
3. Ensuring that every South African is able to read, write, count and think
4. Infusing the classroom with a culture of human rights
5. Making Arts and Culture part of the curriculum
6. Putting history back into the curriculum
7. Learning about the rich diversity of cultures, beliefs and world views within which the unity of South
8. Africa is manifested
9. Making multilingualism happen
10. Using sport to shape social bonds and nurture nation-building at schools
11. Ensuring equal access to education
12. Promoting anti-racism in schools
13. Freeing the potential of girls as well as boys
14. Dealing with HIV/AIDS and nurturing a culture of sexual and social responsibility
15. Making schools safe to learn and teach in and ensuring the rule of law
16. Promoting ethics and the environment
17. Nurturing the new patriotism, or affirming a common citizenship

The Kind of Learner that is Envisaged

The kind of learner envisaged is one who will be imbued with the values and act in the interests of a society based on respect for democracy, equality, human dignity, life and social justice.

The Kind of Teacher that is Envisaged

The National Curriculum Statement envisions teachers who are qualified, competent, dedicated and caring and who will be able to fulfil the various roles outlined in the Norms and Standards for Educators of 2000 (Government Gazette NO 20844). These see teachers as mediator of learning interpreters and designers of Learning Programmes and materials, leaders, administrators and managers, scholars, researchers and lifelong learners, community members, citizens and pastors, assessors and learning area/phase specialists.

Outcomes-based Education

Critical Outcomes

• Identify and solve problems and make decisions using critical and creative thinking
• Work effectively with others as members of a team, group, organization and community
• Organise 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
• Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving
• contexts do not exist in isolation

Developmental Outcomes

• Reflect on and explore a variety of strategies to learn more effectively
• Participate as responsible citizens in the life of local, national and global communities
• Be culturally and aesthetically sensitive across a range of social contexts
• Explore education and career opportunities
• Develop entrepreneurial opportunities

LEARNING OUTCOMES ACROSS SUBJECTS