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Mulaudzi, M. P. Dube, Buyisani Makgato, Mathukhwane Johannah 2018 2018-10-05T13:04:54Z 2018-10-05T13:04:54Z 2018-08-21 Makgato, Mathukhwane Johannah (2018) The implementation of curriculum and assessment policy statement at the foundation phase: a case of Koloti Circuit in the Capricorn District of Limpopo Province, University of Venda, Thohoyandou, South Africa, <http://hdl.handle.net/11602/1225> http://hdl.handle.net/11602/1225 Makgato MJ. The implementation of Curriculum and Assessment Policy Statement at the Foundation Phase: A case of Koloti Circuit the Capricorn District of Limpopo Province. []. , 2018 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/1225 Makgato, M. J. (2018). <i>The implementation of Curriculum and Assessment Policy Statement at the Foundation Phase: A case of Koloti Circuit the Capricorn District of Limpopo Province</i>. (). . Retrieved from http://hdl.handle.net/11602/1225 Makgato, Mathukhwane Johannah. <i>"The implementation of Curriculum and Assessment Policy Statement at the Foundation Phase: A case of Koloti Circuit the Capricorn District of Limpopo Province."</i> ., , 2018. http://hdl.handle.net/11602/1225 TY - Dissertation AU - Makgato, Mathukhwane Johannah AB - The study investigated the implementation of Curriculum and Assessment Policy Statement (CAPS) at the Foundation Phase. The implementation of CAPS was problematic in South African schools. If challenges experienced by teachers, such as inadequate resources, insufficient support, financial constraints and lack of proper training are not addressed, they would have far-reaching consequences for the type of skilled learners the system seeks to produce. The study was informed by an antipositivist worldview. The study adopted a qualitative case study research design. The population was the Foundation Phase teachers and School Management teams in Koloti Circuit. Purposive sampling was used to select participants. The sample consisted of 24 Foundation Phase teachers, 8 Heads of Departments and 8 School Principals. Qualitative data was generated through individual and focus group interviews and was analysed thematically. The study revealed that teachers understood CAPS. The curriculum was implemented fully in the schools. The study also established that even though teachers were committed to implementing the curriculum, there were challenges in the system like; inadequate teacher training, multi-grade teaching, monitoring and support for teachers, skilled school management teams and provisioning of human and material resources. The study recommends quality continuous teacher development, merging of small schools to eliminate multi-grade teaching, commitment to learner teacher ratio of 1:35 and providing schools with sufficient and relevant human, physical and material resources to enhance the implementation of the curriculum. DA - 2018-08-21 DB - ResearchSpace DP - Univen KW - Teaching and Learning KW - Learner performance KW - Curriculum and Assessment Policy Statement KW - Curriculum implementation KW - Foundation Phase LK - https://univendspace.univen.ac.za PY - 2018 T1 - The implementation of Curriculum and Assessment Policy Statement at the Foundation Phase: A case of Koloti Circuit the Capricorn District of Limpopo Province TI - The implementation of Curriculum and Assessment Policy Statement at the Foundation Phase: A case of Koloti Circuit the Capricorn District of Limpopo Province UR - http://hdl.handle.net/11602/1225 ER - MEd (Curriculum Studies) Department of Curriculum Studies The study investigated the implementation of Curriculum and Assessment Policy Statement (CAPS) at the Foundation Phase. The implementation of CAPS was problematic in South African schools. If challenges experienced by teachers, such as inadequate resources, insufficient support, financial constraints and lack of proper training are not addressed, they would have far-reaching consequences for the type of skilled learners the system seeks to produce. The study was informed by an antipositivist worldview. The study adopted a qualitative case study research design. The population was the Foundation Phase teachers and School Management teams in Koloti Circuit. Purposive sampling was used to select participants. The sample consisted of 24 Foundation Phase teachers, 8 Heads of Departments and 8 School Principals. Qualitative data was generated through individual and focus group interviews and was analysed thematically. The study revealed that teachers understood CAPS. The curriculum was implemented fully in the schools. The study also established that even though teachers were committed to implementing the curriculum, there were challenges in the system like; inadequate teacher training, multi-grade teaching, monitoring and support for teachers, skilled school management teams and provisioning of human and material resources. The study recommends quality continuous teacher development, merging of small schools to eliminate multi-grade teaching, commitment to learner teacher ratio of 1:35 and providing schools with sufficient and relevant human, physical and material resources to enhance the implementation of the curriculum. NRF 1 online resource (xi, 133 leaves) en University of Venda Teaching and Learning Learner performance Curriculum and Assessment Policy Statement Curriculum implementation Foundation Phase UCTD 375.0060968259 Curriculum planning -- South Africa -- Limpopo Education -- Curricula -- South Africa -- Limpopo School principals -- South Africa -- Limpopo School management teams -- South Africa -- Limpopo Teachers -- South Africa -- Limpopo Schools -- South Africa -- Limpopo The implementation of Curriculum and Assessment Policy Statement at the Foundation Phase: A case of Koloti Circuit the Capricorn District of Limpopo Province Dissertation open.access