Dr J C Kloppers-Lourens (DA) to ask the Minister of Basic Education:
(1) How does the current physical sciences curriculum for Grades 10 to 12 differentiate between the needs and aptitudes of learners who want to follow academically-oriented careers and those who want to become artisans;
Reply:
The current Physical Sciences curriculum provides the basic content and skills that are necessary for learners who want to follow either an academically oriented career or become artisans. The National Curriculum Statement also offers: Electrical Engineering, Civil Engineering, Mechanical Engineering and Engineering Graphics and Design that cater more for learners who would like to follow careers in the technical field, like artisans.
(2) whether she has been informed that educators find it difficult to offer the subject to both of these groups of learners; if not, what is the position in this regard; if so, what are the relevant details;
Reply:
The Department is aware of the challenges facing teachers of Physical Sciences generally. There are many factors that contribute to teacher effectiveness in the classroom and all of these factors are being addressed by the Department. However the Department has developed curriculum support materials to support both teachers and learners. These include exemplar papers, study guides and other electronic and print media, irrespective of the presumed capabilities or presumed career choice of learners.
(3) whether her department has conducted any investigation into (a) the reason for poor Grade 12 physical sciences results in the past two years, (b) the difficulties experienced by educators in offering the subject to the different groups of learners and (c) the feasibility of introducing a more engineering-oriented form of physical sciences as an alternative to the current physical sciences curriculum for Grades 10 to 12; if so, what are the relevant details in each case; if not,
Reply:
(a) The examiners and moderators have written reports on the performance of learners in the grade 12 examinations and have pointed out areas that pose a challenge in Physical Sciences. The Council for Quality Assurance in General and Further Education and Training has also reported on the challenges of the Physical Sciences Curriculum in the Umalusi 2009 Report.
(b) Some of these challenges are being addressed in the NCS Implementation Review process that is underway.
(c) There is no policy at this stage to introduce an engineering form of Physical Science. The matter will be considered as part of continuous curriculum transformation processes.
