KwaZulu-Natal Department of Education Curriculum ... Release/2014/Plan to...KwaZulu-Natal Department of Education Curriculum Management and Delivery National Senior Certificate and

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KwaZulu-Natal Department of Education

Curriculum Management and Delivery

National Senior Certificate and Annual National Assessment

Framework Plan to Improve the National Senior Certificate Examinations and ANA in

2014

14 May 2014

1. Introduction

This document presents a framework to guide the ANA and the NSC improvement programmes

through winter and spring schools and other supplementary tuition programmes. This is to ensure

an improvement in the performance of the province in the 2014 NSC examinations.

2. Preamble

In his 2013 and 2014 State of the Nation Address the President of the Republic of South Africa

mentioned that the Annual National Assessments (ANA) have become a powerful tool of

assessing the health of our education system (2013) and that South Africa uses it to keep track of

the improvements of teaching and learning and to plan interventions needed in the schooling

system (2014).

The use of ANA is an additional annual diagnostic process to the National Senior Certificate

(NSC) examinations which also serves as summative assessment for the current year students

and used as formative assessment for the following year students. This approach in curriculum

delivery and support emanates from the understanding that the problems and misconceptions

identified during the National Senior Certificate examination particularly in Mathematics and

Science have their roots in the earlier phases of learning. This understanding further dictates that

interventions must focus on both the General Education and Training (GET) band and Further

Education and Training (FET) band.

As a result of this pedagogic philosophical shift, the Department of Education in Kwa Zulu Natal

made a paradigm shift in its strategy to address the challenge of poor learner outcomes. This

pedagogic paradigm shift brings about a realization that the whole system from grade 1 to grade

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12 needs to be serviced through normal curriculum delivery support and structured interventions

at provincial and district levels.

The 2014 provincial intervention strategy seeks to intensify the effort to reach the whole system

to ensure that it is prepared for the Annual National Assessment (ANA) and NSC examinations

as important and critical milestones in curriculum management and delivery.

In 2014 the Department of Education in Kwa-Zulu Natal has developed a clear programme to

achieve of improved learner outcomes. This programme targets the schooling system in two

ways. Firstly it focuses of the grade 12 class of 2014 by way of provincially coordinated winter

and springs classes in the twelve districts. Secondly, it prepares teachers at intermediate and

senior phase for the 2014 ANA through training in critical aspects of Mathematics and English

First Additional in the twelve districts. The program also includes Natural Sciences so as to

because it prepares learners for Physical Sciences, Life Sciences and Agricultural Sciences

which are problematic subjects at grade 12.

The sections that follow focus on the NSC plan to improve the results (Annexure A). The plan

to improve performance in the Annual National Assessment is attached at Annexure B.

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Improvement of the National Senior Certificate Examination

2014

3. Background

The KwaZulu-Natal Department of Education has achieved a pass rate of 77.4% in the 2013

NSC examinations. However, with the inclusion of the NSC supplementary examination results

the provincial performance has risen to 80.5%.

At the release of the results of the 2013 NSC, the Premier of KwaZulu-Natal tasked the

Department of Education to achieve at least a pass rate of 80% or surpass it in the 2014 NSC

examination. This target has already been reached with the supplementary examinations. It

therefore suggests that a new target for the 2014 NSC examinations has to be set. In this regard, a

performance target of 85% in the 2014 NSC examinations is set for the province.

This plan sets targets for districts and further outlines the interventions that will be introduced to

ensure that the performance of the system is improved to meet the targets in 2014.

4. Performance Target required for the 2014 NSC examinations

Table 1 below indicates the performance of the system in the 2013 NSC examination by district.

It also shows the performance achieved through supplementary examinations the results of which

were released in April 2014.

Table 1: Number of Learners who passed in 2013 NSC and the Supplementary

examinations by district

District Total

wrote

2013

Total

Passed

2013

Pass %

2013

Total passing

Supplementary

Pass % in the

2013

Supplementary

Amajuba 7 039 5 482 79.4 112 80.0

ILembe 8 580 6 054 72.4 417 77.3

Pinetown 19 577 15 694 81.5 543 84.2

Sisonke 6 080 4 162 70.7 215 74.2

Ugu 10 354 7 648 75.2 196 77.1

Umgungundlovu 13 284 10 245 79.6 426 82.7

Umkhanyakude 10 900 7 757 74.2 271 76.6

Umlazi 23 774 19 340 83.7 680 86.5

Umzinyathi 8 915 6 083 71.8 563 78.4

Uthukela 9 588 7 315 78.8 167 80.4

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Uthungulu 16 804 11 733 72.2 631 76.5

Zululand 15 085 10 890 75.7 424 78.8

TOTAL 145 247 112 403 77.4 4645 80.5

The combination of the total number of learners who passed the 2013 NSC examinations and the

supplementary examination provides a baseline for any projections that will be required for the

improvement of the system in terms of the number of learners passing.

Table 2 below shows the targets that have been set for each district which will contribute to the

provincial pass rate that is set.

Table 2: The targets for 2014 NSC examinations

District % Pass rate -

Supplementary

Learners

enrolled for

2014

2014 Target

Pass Rate

Total Passes

Required for

2014

Amajuba 80.0 6388 85 5430

ILembe 77.3 7986 85 6788

Pinetown 84.2 17771 90 15993

Sisonke 74.2 6137 80 4910

Ugu 77.1 10627 85 9033

Umgungundlovu 82.7 12746 85 10834

Umkhanyakude 76.6 11410 80 9128

Umlazi 86.5 20893 90 18803

Umzinyathi 78.4 7092 85 6028

Uthukela 80.4 9415 85 8003

Uthungulu 76.5 15275 80 12220

Zululand 78.8 14759 85 12545

TOTAL 80.5 140498 85 119423

Additional number of learners to be passed in 2014 compared to 2013 for

KZN to reach 85% 2875

Table 2 shows the total number of learners who passed and the pass rate by district in 2013. It

also shows the projection of the number of learners that are required to pass in 2014 in addition

to the 2013 total number of learners passing in order to improve the pass rate to 85%.

This is based on the assumption that the numbers of learners who have enrolled for the 2014

NSC examinations as at April 2014. Thus each district will be required to ensure that it passes

learners as indicated in the table above.

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5. Working towards achieving 2014 performance target

The province will conduct a dedicated winter school and spring school programme as part of the

NSC improvement programme. This programme will be coordinated by districts with the

provincial head office and the teacher unions and other stakeholders providing oversight and

support role. The winter and spring school programmes will be run during the July and

September school holidays, respectively.

6. Category of schools to be targeted to increase the number of passes required

All learners and schools are important and must be supported and will participate in the

programmes. However, there are schools that require targeted attention in order for the system to

achieve its target pass rate for 2014.

This plan proposes that schools that fall in the categories indicated below must receive targeted

support and interventions.

(i) Schools that have enrolled 100 or more learners but which obtained a pass rate below

75% in the 2013 NSC. A list of these schools is attached as Appendix A.

(ii) Schools that have enrolled 50 or more learners and achieved a pass rate below 70% in the

2013 NSC examination. A list of these schools is attached at Appendix B.

The categories of schools indicated above have the most potential to contribute more learners

passing compared to 2013 with targeted attention.

7. Winter and Spring Schools Programme

The winter and spring schools will be conducted during school holidays and will require support

and endorsement by the provincial Education Labour Relations Council (ELRC). The focus of

the programme will be on the revision of Term work, with the winter programme dedicated to

the revision of Term 1 and 2 work in Grade 12, whilst the spring schools will be used for the

revision of all the work that will be examinable in 2014 NSC examinations. The following

components will influence the work of the programmes:

(i) Grade 12 subject content further targeting new content introduced by the CAPS

(ii) Attention to the NSC examination guidelines

(iii) Improving study skills of learners

(iv) Development and distribution of study material to simplify recurring challenging

concepts in subjects

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(v) Utilization of question and answer series to improve assessment practices and processes

(vi) Support for improvement in English across the curriculum

7.1 Programme Period

It is planned that the period of winter and spring classes must be a continuous period of 10 days

in the June holidays (30 June-11 July 2014) and an additional 5 days during the spring holidays

(6-10 October 2014).

8. Organisation of Winter/Spring Classes

The organization and implementation of the winter schools will be the responsibility of the

districts. Provincial head office will ensure coordination and oversight of the programmes with

monitoring that is necessary.

8.1 Establishment of District structures

Each district is required to ensure that winter and spring schools are organized and implemented

at relevant times. In this regard, it will be required that districts do the following:

(i) Establish a District Steering Committee

This will be a committee comprised of CES: TLS-FET, GET and a district coordinator appointed

by the District Director and one (1) CES circuit Management. The District Director will be the

chairperson and accountable official for the District Steering Committee.

(ii) The role of the District Steering Committee

The role of the District Steering Committee will be to do the following:

(i) Convene subject advisors for identified subjects to establish centres based on cluster of

schools

(ii) Select lead educators for subjects to be targeted

(iii) Draw time table for targeted subjects

(iv) Coordinate the provision/supply of requisite material for the winter and spring classes

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There are other district structures that will be established to ensure implementation of the

programme at the school level. The roles of the components of the system at the district level are

indicated in the sections below:

(1) Role of Curriculum Coordinators

a) To develop the revision schedule in their subjects by topic and week consistent with the

Subject Assessment Guidelines/Examination syllabus

b) To review and align the revision materials to guide teachers and learners

c) To compile other relevant support materials for teachers to effectively conduct the revision

programme

d) To ensure the allocation of lead teachers in each of the districts/circuits to provide support

during the revision period.

(ii) Role of Circuit Managers

a) To ensure that all principals receive the provincial revision schedule for the NSC and

develop a revision programme for their schools

b) To confirm to principals the performance targets of schools that are required in 2013

c) To ensure that principals of schools run the revision programme in the envisaged manner

and report on the progress

d) Cluster schools where applicable to optimize the impact of the revision in circuits

e) Facilitate the usage of teacher capacity in the circuit through cluster of schools to increase

support in each of the subject that will be identified.

f) Ensure that schools with high learner enrolments and high impact subjects are also

adequately supported.

(iii) Role of the Principals

a) Ensure that Heads of Department and teachers in schools receive the revision schedule

and plan for its implementation.

b) Ensure that the schools receives the revision materials and use them

c) In cases of lack of inadequate support for learners in selected subjects principals will

communicate with circuit managers to ensure that the school/subject participates in the

cluster of schools for revision purposes

d) Ensure that HODs and teachers identify learners who may still be struggling and target

them for focused remediation programme

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8.2 Appointment of Lead Educators

There shall be appointment of lead educators who shall serve as the central pillar for the teaching

process in the Matric Intervention Programme. The sections that follow suggest the criteria to be

considered in the selection of the lead educators.

8.2.1 Criteria for the appointment of Lead Educators

It is planned that the lead educators to be appointed will meet the following criteria:

(i) Teachers who have performed at 70% or more in their respective subjects consistently over

a period of at least 2 years in Grade 12

(ii) In the case where a suitable candidate could not be found, the candidate with the highest

performance in the subject in the district will be considered

(iv) Role of Lead teachers

(a) Use the teacher orientation programme to train teachers in using the available resource

materials

(b) Ensure that teachers are aware of the provincial time table for revision and use it

effectively

(c) Provide guidance to teachers on techniques that teachers may require to address gaps that

may be identified during the common tests.

(d) Assist teachers to address and clarify for learners basic concepts in each subject so that

they do not lose marks in compulsory questions in the examinations.

8.3 Training of Lead Educators

It is planned that each district will train its lead educators. There will be a provincially

coordinated training that will ensure a provincial training programme is developed to ensure

uniformity.

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9. Focus of the Winter School programme

9.1 Grade 12 subject content support programe

A significant component of the 2014 intervention for improvement will ensure that learners are

supported to understand subject content paying attention to the new content that has been

introduced in the CAPS. In this regard, the programme will target subjects with high learner

enrolment and the gateway subjects.

The subjects that will be targeted are:

Mathematics

Mathematical Literacy

Physical Sciences

Life Science

Economics

Accounting

Business Studies

Agricultural Sciences

History

Geography

Tourism

English First Additional Language

The subject advisors have analysed and itemized subject content areas that have been found to be

problematic from the internal moderators’ reports. These concepts are indicated in the table

below:

Subject Identified area of poor performance

Physical Sciences Paper 1 was poorly performed especially in Mechanics, magnetism &

electricity. Paper 2 learners performed poorly in Organic Chemistry and

chemical Change. Generally, lack of science equipment contributed in

deficiency of developing some skills required for this subject

Mathematics Paper 1: Application of Differential Calculus, Inequalities, Quadratic

Sequences, Financial Mathematics, Calculator Usage, Functions and

Graphs. Paper 2: Co-ordinate Geometry, Transformation Geometry,

Trigonometry and data handling.

Accounting

Failure to answer theory on internal controls and ethics

Lack in-depth information on projected income statement: Failure to

manipulate basic calculations

Cash flow Statement

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Subject Identified area of poor performance

Life Sciences Lowest marks were in Evolution, Genetics and essay writing. Question

involving investigations were performed poorly.

English Home More non-English speaking learners are doing Home Language,

Business Studies Lack of knowledge of Basic concepts Basic Mathematical Calculations,

Responding to Case Studies, Data Response, Language deficiency,

Induction process, Lack background information from Grade 10 and 11,

Failure to use examination guide lines

Economics Lack of knowledge of Basic concepts, Lack skills to answer questions

based on contemporary economic issues, Lack skills to answer

questions based data Response eg graphs calculations, cartoons etc,

Language deficiency, Lack of essay-writing skills

Mathematical

Literacy

Paper 1: Lack of basics in Mathematics

The subject advisors have developed materials that address the subject content gaps that were

identified from the internal moderators’ reports.

In addition, new content that has been introduced by the CAPS and has not been part of the core

has also been identified for attention. In this regard, the reports of internal moderators that were

developed during the 2013 NSC examinations will be used to develop a training programme.

9.2. Training Materials

There are numerous support documents that have been developed and are available in the system

for use in the supplementary tuition programme. These include the following:

(i) Subject content gaps materials developed by subject specialists from moderators reports

from the 2013 NSC examinations

(ii) Learner workbooks that were developed in 2011 and revised in 2014 as part of the Matric

Examination Preparation programme in the selected subjects

(iii) The Study for Success guidance booklet for learners for study and examination

preparation

(iv) The examination and model answer responses developed from the 2013 NSC learner

scripts

(v) Learner support materials from teacher unions

These materials will form the basis for the winter programme and will be used by teachers and

learners. The lead teachers will therefore develop a programme that will be facilitated with

teachers in order for them to use these materials accordingly during the winter school

programme.

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9.3 Examination Study Skills Programme

The Curriculum Branch has developed examinations skills booklet for the grades 10, 11 and 12.

The booklet contains the following information:

a) The examination – What it means for the learner

b) The examination rules

c) The pass requirements

d) Personal final time table

e) What to study for the examination

f) When to study for the examination-the study time table

g) Personalise information

h) Study actively

i) The first day of examinations

j) The question paper on my desk

k) Completed writing – what to check?

The study and examination skills booklet will be made available to learners at the end of July

2014

10. Provision of Meals for Learners

The districts are expected to make arrangements ensure that service providers of schools for

NSNP will selected continue to cater for all learners.

11. Monitoring Process

(i) One official will be assigned to monitor a school or cluster of schools on a daily basis

during sessions

(ii) Districts should consolidate the progress reports and forward them to head office at the end

of each week, followed by a consolidated report at the end of the programme.

(iii) District steering committees are required to manage the planning process for these classes

well in advance and communicate this to the system so that schools will benefit

maximally from the programme.

12. REVISION PROGRAMME IN SPRING CLASSES

The spring classes will be held during September holidays and will be convene on 6 to 10

October 2014. The focus of the spring schools will be on the revision of the work of the 3rd

term.

It will also be on preparation for the examinations.

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The clustering of schools and related activities will be repeated during the spring session as well.

14.1 Model of the Revision Programme

(i) All subject advisors compile question banks of the past examination papers

(ii) The question banks and answer series are arranged according to topics

(iv) Each topic is assigned questions from previous question papers of the past National

Senior Certificate examinations

(v) Subject advisors must run district based workshops to train teachers who will in turn use

the item banks to coach learners.

6. Financial Implications

6.1 An estimated R20 million has been set aside for the Matric Intervention Programme. The

following items serve as cost drivers that will get districts to compile their budgets for

funding of the project.

(i) The stipends of educators calculated at R90 per day for 10 days

(ii) The S&T at R4/km capped at R500 per week

(iii) Cleaning at R100 per day per classroom

(iv) Catering for learners at R20 per day

(v) Transport of learners in the Ugu and Umkhanyakude districts, respectively

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Activity Due Date

Administrative Processes

Matric Intervention Plan submitted to the ELRC for adoption 22 May 2014

Head Office convenes the steering committee for the MIP to hear

district plans for the MIP

27 May 2014

Districts submit revised plans (all items included) as per framework

with budget to Accounting Officer for approval

3 June 2014

Provincial Matric Intervention Programme is launched by the MEC,

HOD and teacher unions

23 June 2014

Finalisation of Training Materials

Head Office subject coordinators and subject societies and

committees convene at Dokkies to review training documents for

winter classes

28-30 May 2014

Training materials is reviewed and finalized and approved for

printing

30 May 2014

Printing of training material commences 3 June 2014

Printing of revision material completed 20 June 2014

District distribution of training materials to training venues is

completed

26 June 2014

Lead Teachers

Appointment of lead teachers is finalized and confirmed by districts 6 June 2014

Provincial coordination of core training team takes place to finalise

training framework for the MIP

12-13 June 2014

Districts train lead teachers to conduct MIP 17-20 June 2014

Lead teachers are allocated to schools by districts 13 June 2014

Winter classes commence 30 June - 11 July

Spring Classes

Spring classes commence 6 – 10 October 2014

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Appendix A

NEW GRADE 12 SUBJECT CONTENT ON CAPS TO BE EXAMINED IN 2014 NSC

EXAMINATIONS

NEW GRADE 12 CONTENT

SUBJECT TOPIC PAPER SUGGESTED INTERVENTION

MATHEMATICS 1.Probability (the

fundamental counting

principle)

1 Teacher Content Training in

Mathematics .These will be

done during weekends and

holidays

Extra tuition classes including

Winter classes, Spring revision

classes and Saturday classes

Start with the Radio lessons in

February for all high

enrolment subjects with

Mathematics as one of them.

Supply appropriate

supplementary LTSM eg.

Answer series

Strengthen partnership with

NGOs and other stakeholders

2.Euclidean

Geometry(Similarity

and Proportion)

2

3.Statistics(correlation

and the linear regression

line)

2

4.Remainder and factor

theorem

1

MATHS LIT 1.Box and whisker plot

vs five number

summary

1&2 Extra tuition classes including

Winter classes, Spring revision

classes and Saturday classes

Supply appropriate


Answer series



2.Percentiles 1&2

GEOGRAPHY

No change

LANGUAGES

No change

ACCOUNTING 1. Understanding the

Companies Act 71 of

2008 vs Act 61 of

1973. Review

Accounting treatment

of shares:

(a) Par value vs No

par value

(b) Buying back of

1 Develop supplementary LTSM

on companies Act changes for

both learners and teachers

Teacher Content Training in

Accounting in each term.


winter classes and spring

revision classes.

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shares The

difference

Use radio lessons to unpack and

explain these topics throughout

the year.

Print and Supply Accounting

Self Study Guide on Buy back

of shares from DBE.



Supply appropriate


Accounting Answer series.

2. Stock valuation

methods:

(a) Specification

Identification

method

1

BUSINESS

STUDIES

1.Total Quality

Management (TOP)


on these topics for both learners

and teachers

Teacher Content Training in

Business Studies in each term.



revision classes.



the year.

Print and Supply Business

Studies Key concepts and

principles Grade 10-12

document from DBE.



Supply appropriate


Question papers and model

answer

2.Legalities of

employment contracts

1

3.Consumer protection

Act

1

4.New forms of

ownership (success and

failure factors)

1

5. Linking BEE with

human rights

1

6. Inclusivity and

environmental issues

1

ECONOMICS South African Industrial

Economic Growth and

Development Policies

(a) Industrial Policy

action Plan

(IPAP)

(b) National

Development

Plan (NDP) 2030


on these topics for both learners

and teachers

Conduct Teacher Content

Training in Economics in each

term.



revision classes.


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the year.

Print and Supply Economics

RDP, GEAR, ASGISA, IPAP

and other policies document

from DBE to all schools

offering Economics.



Supply appropriate


Question papers and model

answers.

ENGINEERING

GRAPHICS AND

DESIGN

No Change

CIVIL

TECHNOLOGY

The regulations and methods

of disposing of large

quantities of water from a

site to the municipal storm-

water system. Methods of

channelling storm-water

from municipal manholes to

run-offs, catchments, dams

and rivers

Teachers were trained on 25 – 28

September 2013 on this new

content.

Supply of additional LTSM for

learners on the new content

topics.

MECHANICAL

TECHNOLOGY Reasons for using certain

engineering materials by

taking environmental aspects

into consideration

Description and explanation

of the iron-carbon

equilibrium diagram in

reference with:

Carbon content

Temperature

Austenite

Ferrite

Cementite

Pearlite

Lower and higher critical

temperature

Teachers of Mechanical

Technology were trained on the

new CAPS content from 25 – 28

September 2013.



topics.

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Cutting procedures for the

following:

Lathe

Screw cutting

(outside) metric V

thread up to 3mm

pitch. Cross slide

method only. (include

basic screw thread

terminology, cutting

depth calculation only)

Milling machine

Cutting of a gear using

only simple indexing.

Types of milling

processes

Up-cut, down cut, straddle

and gang milling.

HYDRAULICS

Basic calculations on:

Double acting pistons

and reservoirs

(hydraulic jack / lift)

Boyle’s law

Electrical / Electronic

control

Basic operating principles

of:

Vehicle management

systems /Electronic

control systems (ECU)

ABS brakes

Traction control

Air bag control

Central locking

Types of turbines, their

components and the function

thereof:

Water turbines

Steam turbines;

Gas turbines;

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Turbochargers

Super chargers

Operating principles of

turbines :

Principles of turbines :

Water turbines

Steam turbines;

Gas turbines;

Turbochargers

Super chargers

ELECTRICAL

TECHNOLOGY

Conversion of simplified

Boolean expressions (Using

Karnaugh maps / POS / SOP

/Boolean Algebra) to Ladder

Logic and labelling of symbols.

Problem Solving using PLC

applications

Practical: Programming of

PLC’s as Motor Starter

Controllers (Practical)

Teachers of Electrical

Technology were trained on the

new CAPS content from 25 – 28

September 2013.



topics.

Summing amplifier

Multi-vibrator (Bi, Mono

and A-stable)

Schmidt Trigger

DESIGN Emphasis on South African

Buildings, craft and products

Additional support material

developed and distributed to

schools.

DANCE STUDIES No changes

DRAMATIC

ARTS

20th Century “isms”

These topics were covered briefly

at CAPS training in November

2013 to prepare educators.

These topics will be further

focused on specifically at

Orientation workshop scheduled

for 31 January 2014.

In addition, resource packs with

learning and teaching material

Post-modern theatre

Prescribed play text 2: South

African text (1960 -1994)

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South African contemporary

theatre (post-1994)

will be provided to educators.

MUSIC No Changes

VISUAL ARTS Art, craft and spiritual

works, mainly from rural

South Africa.

Additional teacher support

document will be developed to

assist teachers

Lead Teachers have been

appointed in Districts to assist

and guide all teachers on Visual

Arts.

Post-democratic identity in

South Africa

HISTORY 1 .The Cold War (origins)

1 Content workshops

Development of materials on the

said topics

Winter and Spring schools for

underperforming schools

Subject monitoring by district and

province

2. Comparative Study

between Congo and

Tanzania; Angola

1

3. Black Power Movement

in USA

1

5 Crisis of Apartheid in the

1980’s

2

6 A new world order and

globalization

2

AGRICULTURAL

SCIENCES

1. The process of

ovigenesis/oogenesis

and the schematic

representation of

ovigenesis/oogenesis.

1 Content workshops

Development of materials on the

said topics

Winter and Spring schools for

underperforming schools

Subject monitoring by district and

province

2. Plant and metallic salt

Poisoning

1

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3. The role of

government in

Animal Health

1

4.Nuclear Transfer

(Cloning)

11

AGRICULTURAL MANAGEMENT PRATICES

No change

AGRICULTURAL TECHNOLOGY

No change

LIE ORIENTATION

No change

PHYSICAL

SCIENCES Organic molecular

structures – functional

groups, saturated and

unsaturated structures,

isomers;

P2 Documents have been prepared

for the whole curriculum and

include topics that have

changed.

Documents are supplied to

teachers at the beginning of

each term

Teachers will be workshopped

on changed curriculum topics

during the Term 1 school

holidays

Schools were supplied with

Science Kits in 2013.

Subject advisers will continue

conducting Practicals

workshopped for teachers in

conjunction with the MST

Directorate. All new practicals

will be workshopped at this

time as well.

Revision classes will be

conducted for learners during

Term 2 and Term 3 holidays

Revision material will be

supplied to learners which will

include practice questions and

answers on the new topics. This

will be done during Term 2 and

Term 3 school holidays.

Question Banks will be

Applications of organic

chemistry: Extraction of fossil

Fuels Esterification

P2

Substitution, addition

and elimination

reactions in Organic

Chemistry: Experiments: Ethanol

from ethene Hydrogenation of

vegetable oils to form

margarine

P2

Acid Base Reactions –

Titration Reactions

P2

Photo-electric Effect P1

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prepared by subject advisers

and supplied to teachers so as to

assess learners at correct level.

LIFE SCIENCES These sub-topics are

not new but they are

now presented

differently from

previous NCS

documents. The CAPS

Policy document is

also silent on depth of

all sub-topics and an

Examination Guide is

required.

Documents will prepared for

the on topics that have changed.

Documents are supplied to

teachers

Teachers will be workshopped

on changed curriculum topics

during the Term 1 school

holidays

Revision classes will be

conducted for learners during

Term 2 and Term 3 holidays

Revision material will be

supplied to learners which will

include practice questions and

answers on the new topics. This

will be done during Term 2 and

Term 3 school holidays.

Evolution: Punctuated

Equilibrium under

P2

Alternative to

Evolution –

Creationism,

Intelligent Design,

Literalism & Theist

Evolution

Genetics:

- Dihybrid Cross

- Solving problems

under - Blood Groups

- Stem Cell Research

- Multiple Sclerosis

P2

Environmental

Studies: Weed Control

by using Growth

Hormones

P2

CONSUMER

STUDIES

No change

HOSPITALITY

STUDIES

No change

TOURISM No change