Mulaudzi, M. P.Dube, BuyisaniMakgato, Mathukhwane Johannah2018-10-052018-10-052018-08-21Makgato, 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/11602/1225MEd (Curriculum Studies)Department of Curriculum StudiesThe 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.1 online resource (xi, 133 leaves)enUniversity of VendaTeaching and LearningUCTDLearner performanceCurriculum and Assessment Policy StatementCurriculum implementationFoundation Phase375.0060968259Curriculum planning -- South Africa -- LimpopoEducation -- Curricula -- South Africa -- LimpopoSchool principals -- South Africa -- LimpopoSchool management teams -- South Africa -- LimpopoTeachers -- South Africa -- LimpopoSchools -- South Africa -- LimpopoDissertationMakgato 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/11602/1225Makgato, 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/11602/1225Makgato, 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/11602/1225TY - 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 -