1. INTRODUCTION

The implementation of the RNCS (which strengthens Curriculum 2005) is the next step in the process of transforming education in South Africa. Schools need to be adequately prepared to take this step to ensure coherent implementation of the highest quality.

2. MANAGING CHANGE

The enthusiasm of schools to begin with the implementation of the RNCS as soon as possible has been noted with great appreciation. However, it is clear that schools are in varying states of readiness to implement the RNCS. At every level the introduction of the RNCS needs careful planning, preparation and monitoring.

It is of utmost importance that principals play a leading role as curriculum managers in the RNCS implementation process. The enclosed brochure may assist the principal and his / her school management team in this regard.

Whilst preparing for the implementation of the RNCS, it is necessary at the same time to ensure that current policy is adhered to in recording and reporting against the Specific Outcomes, until the official conversion to Learning Outcomes is effected at a national level.

The RNCS as a resource

The initial National Curriculum Statement was known as Curriculum 2005 (C2005) and was the starting point for the development of the Revised National Curriculum Statement.

In the RNCS, the many Specific Outcomes in each C2005 Learning Area have been clustered into fewer Learning Outcomes. The Assessment Standards were designed to give more detail about the concepts, skills, knowledge and personal characteristics that need to be acquired. The RNCS could therefore be used immediately as a resource for planning.

3. RNCS DOCUMENTS
3.1 All schools should have received a promotional set of the RNCS. This set was packaged in a complimentary box and consists of the 8 Learning Areas and the Overview document in English.
3.2 Schools offering Afrikaans as the language of teaching and learning (LOLT) or Additional Language should have received a promotional set of the Languages Learning Area documents in Afrikaans.
3.3 Schools offering isiXhosa as LOLT or Additional Language should have received a promotional set of the Languages Learning Area documents in isiXhosa.
3.4 Schools which have not received any or only some of the relevant documents are kindly requested to notify their EMDC Chief Curriculum Advisor in writing within 5 days of receipt of this circular.
3.5 Schools will be receiving “working sets” of the RNCS from the nDoE for distribution to each teacher. (One set per teacher.) These sets are to serve as the teacher’s own working documents but they remain the property of the Western Cape Education Department (WCED). If a teacher is transferred to another school she/he will take the set with him/her. If the teacher ceases to be an employee of the WCED, she/he must return the set to the head of the last school at which she/he worked. The “working sets” are in English only.
3.6 Learning Programme Policy Guidelines / Teacher Guides will also be sent by the nDoE to schools during the course of the year.

4. WCED MEASURES TO SUPPORT THE IMPLEMENTATION OF THE RNCS
4.1 General Strategy for the GET Band (2003 -2008)

The following activities are planned to enhance and add value to the national implementation process:-

  • Posters containing information on the RNCS will be sent to schools, beginning with primary schools.

  • WCED will engage in advocacy of the RNCS to create understanding of, and enthusiasm for, the RNCS amongst parents and other role-players.

  • The WCED Curriculum webpages will inform and support preparation for the implementation of the RNCS and contain resource packages and databases.

  • Policy orientation sessions will be held.

  • Workshops will be held for principals, school curriculum co-ordinators and phase heads.

  • Workshops will be held for educators.

  • Courses will be offered at the Cape Teaching Institute.

  • ACE courses will be offered.

  • Assessor training courses will be offered.

  • Assessment guidelines will be sent to all schools.
4.2 Specific strategy for the Foundation Phase (Grade R to 3)

A menu of RNCS related courses for the Foundation Phase will be available from the EMDC.

4.2.1 For Principals and SMTs:
4.2.1.1 "Managing the RNCS in your school” (from June 2003). This would include aspects such as timetabling, selection of LSM, human resource development.
4.2.1.2 In addition, the Cape Teaching Institute is offering 2-week courses to selected Principals throughout 2003.
4.2.2

For teachers:

  • An Orientation workshop (ongoing from the 1st term 2003)

  • Learning Area workshops (ongoing from May 2003)

  • Cross curricular workshops (ongoing from May 2003)

  • Effective use of LTSM and Resources in the classroom (ongoing from 3rd term)

  • Classroom organisation and management workshops (ongoing after the 3rd term)

    • These courses and workshops will enable teachers to engage with the RNCS in detail and develop a sound basis from which to design appropriate Learning Programmes.
    4.2.2.2 In addition, the Cape Teaching Institute is offering courses on Mathematics and teaching Reading to selected Foundation Phase teachers throughout 2003.
    4.2.3 Schools are advised to contact the Chief Curriculum Advisor in the EMDC for further information as to how and when the EMDC will offer these workshops.
    4.2.4 Each school principal is required to keep an accurate register of all orientation, training and staff development undertaken by teachers with regard to the RNCS. Staff development for the RNCS must be linked to the Developmental Appraisal System (DAS) process.

    5. TRAINING WORKSHOPS (NATIONAL DEPARTMENT OF EDUCATION) FOR THE FOUNDATION PHASE (Grades R to 3) - JUNE/JULY SCHOOL HOLIDAYS 2003
    5.1 All teachers will be required to attend a workshop in the June/July holidays that will orientate them to the RNCS and the development of Learning Programmes. This workshop will last 5 days. It will provide teachers with concrete, hands-on experience of developing Learning Programmes in terms of the requirements of the RNCS phase plan, year schedule and work unit. The workshop will complement, and not duplicate, the ongoing WCED courses.
    5.2 SMTs will be required to attend a workshop in the June/July holidays on managing the curriculum.
    5.3 These workshops have been developed by the nDoE for national implementation. They will be facilitated by a Provincial core team of trainers.
    5.4 Schools will be advised early in the second term of the dates and arrangements pertaining to these workshops. Educators with planned, unavoidable commitments will be accommodated. Schools are requested to wait for the details in the next circular before contacting their EMDC.
    5.5 Principals must ensure that all relevant teachers receive this timeous notice of the workshops to be held in the June/July holidays.

    6. ROLE OF SCHOOLS IN PREPARING TO IMPLEMENT RNCS

    There are certain steps schools need to follow to prepare for the implementation of the RNCS:-

    6.1 Principals and SMT’s must attend both a WCED orientation programme and the nDoE curriculum management workshop.
    6.2 All Principals are required to:-
    6.2.1 conduct an audit amongst teachers that will indicate where expertise and needs lie;
    6.2.2 draw up a plan for the professional development of all educators;
    6.2.3 assist teachers to make a selection of courses from the WCED menu;
    6.2.4 ensure that teachers attend the training offered by WCED and nDoE;
    6.2.5 show that teachers have been capacitated where there is new content in the Learning Area Statements;
    6.3 Principals should establish internal curriculum study groups which critically read and discuss the RNCS to develop an understanding of the philosophy and the requirements of the RNCS.
    6.4 Allocate time and implement support measures to give teachers sufficient opportunity to engage in professional development around the RNCS.
    6.5 Schools can find guidance, support and channels of communication on the
    WCED Curriculum website (http://curriculum.wcape.school.za).

    7. CONCLUSION

    The successful implementation of the RNCS as a national curriculum depends on a common understanding of the curriculum and adequate preparation.

    The WCED wishes to emphasise the importance of all schools being engaged in the above-mentioned processes so that together we can manage curriculum change and implementation to the advantage of all our learners. In conclusion the WCED wishes to thank principals and teachers for their support in this regard.

    Heads of educational institutions are requested to ensure that the contents of this circular are brought to the immediate attention of all educators.



    SIGNED: R.B. SWARTZ
    HEAD OF EDUCATION
    DATE: 2003:03:23