Chapter 7: Pedagogy under Curriculum 2005

Chapter Seven: Waiting to Learn: Pedagogy under Curriculum 2005

• The chapter focuses on the impact of Curriculum 2005 (C2005) on teaching and learning in South African classrooms shortly after its implementation in 1998.

• The study involved four case studies of Grade 1 classrooms in Khayelitsha township near Cape Town, under the Department of Education and Training (DET).

• The classrooms were characterized by a high student-to-teacher ratio (40:1), high absenteeism rates, and many learners showing signs of physical neglect.

• Observations were conducted over 8 days (44 hours) after teachers were trained to implement C2005 in 1997.

• The study found that 58% of observation time was dedicated to pedagogic activities, while 32% was allocated to non-pedagogic activities, including breaks, eating, and unstipulated activity.

• 10% of the time was lost due to late starting.

Classroom Observations:

• Observations revealed a focus on free association pedagogy, where teachers selected themes and relationships based on their own interpretations.

• This approach often resulted in disjointed learning experiences for students.

• Teachers exerted strong control over the pace of learning, often disregarding whether learners were finished or not, leading to errors.

• Classroom discourse was characterized by chorused responses, chanting, and simple recall questions.

• The content of classroom talk was largely localized, focusing on domestic, proximate, and everyday meanings.

• Limited use of textbooks and the lack of mathematics instruction were evident.

Teacher Role and Student Experiences:

• Teachers understood their role as being facilitators rather than knowledge providers, leaving learners to work independently with minimal support.

• Learners were largely passive, expected to restate information through recitation or recall of existing knowledge.

• This approach resulted in surface learning and limited access to formal learning and specialized school knowledge.

Implications of Curriculum 2005:

• The study suggests that the implementation of C2005 resulted in a disconnect between the intended goals of learner-centeredness and the actual classroom practices observed.

• In contrast, well-trained teachers in historically advantaged schools continued to teach basic reading, writing, and number concepts.

• The study highlights the importance of teacher knowledge, curriculum design, and resources in determining the effectiveness of education reforms.