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CAPS FET History

CAPS FET History. Introduction to the curriculum writing process (March 2010 – January 2011) Gail Weldon and Rob Siebörger. Introduction. Launched February-March 2010 – listening campaign end 2009 and subsequent report of the Task Team on the Implementation of the NCS Oct 2009.

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CAPS FET History

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  1. CAPS FET History Introduction to the curriculum writing process (March 2010 – January 2011) Gail Weldon and Rob Siebörger

  2. Introduction Launched February-March 2010 – listening campaign end 2009 and subsequent report of the Task Team on the Implementation of the NCS Oct 2009. Ministerial Project Committee: MPC Committee Member responsible was Dr Ursula Hoadley (UCT) FET History and Geography and Social Sciences; later Prof. Linda Chisholm for FET History. National DBE appointed 1 person per subject in March: Dr Gail Weldon was appointed to FET History.

  3. A meeting convened at the Department of Basic Education for the launch. No-one had been appointed for GET Social Sciences. Ursula Hoadley appointed the two GET writers, for History and Geography . Two further writers appointed at the beginning of November 2010 to respond to public comments and finalise the document: A/Prof. Rob Siebörger and LuliCallinicos

  4. Instructions to writers Reorganise the NCS: 3 policy documents and 1 exam guideline into 1 document. No OBE – remove reference to Learning Outcomes and Assessment Standards. Create a clear and detailed content framework: for textbooks and teaching. Concerns were raised by History and Life Sciences on the emphasis on content to the exclusion of investigation and enquiry.

  5. Rationale and Aims What is history? Aims Citizenship and democracy Table of Skills Concepts

  6. What is history? History is the study of change and development in society over time. The study of history enables us to understand how past human action affects the present and influences our future, and it allows us to evaluate these effects. So, history is about learning how to think about the past, which affects the present, in a disciplined way. History is a process of enquiry. Therefore, it is about asking questions of the past: What happened? When did it happen? Why did it happen then? What were the short-term and long-term results? It involves thinking critically about the stories people tell us about the past, as well as the stories that we tell ourselves.

  7. Citizenship and democracy The study of history also supports citizenship within a democracy by: • upholding the values of the South African Constitution and helping people to understand those values; • reflecting the perspectives of a broad social spectrum so that race, class, gender and the voices of ordinary people are represented; • encouraging civic responsibility and responsible leadership, including raising current social and environmental concerns; • promoting human rights and peace by challenging prejudices that involve race, class, gender, ethnicity and xenophobia; and • preparing young people for local, regional, national, continental and global responsibility.

  8. Aims The specific aims of history are to create: • an interest in and enjoyment of the study of the past; • knowledge, understanding and appreciation of the past and the forces that shaped it; • the ability to undertake a process of historical enquiry based on skills; and • an understanding of historical concepts, including historical sources and evidence.

  9. Table of skills

  10. Concepts Important concepts when teaching and studying the discipline of History: • Historical sources and evidence:History is not the past itself. It is the interpretation and explanation of information from various sources. Evidence is created when sources are used to answer questions about the past. • Multiperspectivity:There are many ways of looking at the same thing. These perspectives may be the result of different points of view of people in the past according to their position in society, the different ways in which historians have written about them, and the different ways in which people today see the actions and behaviour of people of the past.

  11. Cause and effect: This is the reasons for events and the results of them. The consequences of something drive future events and help explain human behaviour. • Change and continuity: Over a period of time, it is possible to contrast what has changed and what has remained the same. Closely related contrasts that are used to teach history are ‘similarity and difference’, and ‘then and now’, which help to make sense of the past and the present. • Time and chronology: History is studied and written in time sequence. It is important to be able to place events in the order in which they happened. Timelines are often used to develop this concept.

  12. Creating the content framework Organised from Grade 12 down to Grade 10 – and further, to GET. Removed overlap with GET Senior Phase except for WW2 and apartheid South Africa. Content overload addressed.

  13. Weighting of topics 6 topics each in Grade 10 and Grade 12 and 5 topics in Grade 11. In Grade 11 Nationalisms is considered to be the equivalent of 2 topics .

  14. Overall Key question retained from NCS: How do we understand our world today? • Key question for each grade: • Grade 10: How had the world been transformed by the late 19th century? • Grade 11: How do the concepts imperialism, capitalism, communism, racism and nationalism define the century 1850 to 1950? • Grade 12: What is the nature of the post-Second World War world?

  15. Topic structure E.g. Topic title: European expansion and conquest during the 15th – 18th centuries Topic key question: How did European expansion change the world? Background and focus: explanation of the way in which this topic should be developed. Role of women in history highlighted in the curriculum

  16. Some content considerations • Grade12: • Organised the content more logically. This was imperative given the overlap in the current Grade 12 exam. • This meant South African history is not as disembodied as it was. • Case studies for Africa and the Cold War were identified and will not be rotated. This was a response to the new content introduced each year by the exam panel. • The Middle East was relocated to Grade 11 and placed within Nationalisms rather than the Cold War. Brought the Middle East in on its own terms. • The events of 1989 and Globalisation.

  17. Content considerations Grade 11: • Organised according to communism, capitalism, racism and nationalism and apartheid in South Africa (1940s – 19660s). • Expanded the current nationalism in the NCS (African and Afrikaner) to include Middle East and Ghana.

  18. Content considerations Grade 10: • Slavery as a theme and Industrial Revolution to Senior Phase. • Reduced the case studies in the introductory theme. • The topic which includes the ‘Mfecane’ is an example of consultation with universities on the latest research.

  19. An example of the stages of writing and re-writing: The Middle EastApril 2010

  20. September 2010 (Draft for Public comment)

  21. September 2010 (Draft for Public comment) Grade 11

  22. November 2010

  23. Final

  24. An example of the inclusion of a topic previously not directly stated in the NCS, of the detail in which content was specified, and of how issues of race, gender and nationalism were dealt with: the South African War

  25. South African War [ What was the nature of imperialism in the C19 and early C20?]

  26. CAPS Assessment NSC examination

  27. Why the assessment changes? • The current format of the exam was not working. • Wide consultation with teachers led to the revision. • Bringing back the well-constructed descriptive/argumentative essay. • Working with sources more constructively. • The option for learners to choose their strengths in terms of essays and source-based questions.

  28. Paper 1

  29. Paper 2

  30. Essay assessment Candidates will be assessed on their ability to: • demonstrate thorough knowledge and understanding of the topic • use relevant information to answer the question • plan and structure an essay • use evidence to support an argument • develop and sustain an independent and well-balanced argument • write logically, coherently and chronologically.

  31. Source-based assessment Candidates will be assessed on their ability to: • demonstrate thorough knowledge and understanding of the topic • extract information from sources • interpret information from sources • identify and compare different perspectives within sources and between sources • explain the different perspectives within the sources within the context of the period studied • draw conclusions about the reliability and usefulness of sources • synthesise information from a range of sources .

  32. Format of the exam There are 2 question papers. • Each question paper consists of the question paper and an addendum containing sources. • Each paper has 6 questions: 3 essay questions and 3 source-based questions. • Learners must answer 3 questions: 1 essay, 1 source-based and 1 other. • Learners may answer two questions on the same topic.

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