The Department of Basic Education has published draft regulations pertaining to the National Curriculum Statement Grades R – 12 for public comment. The regulations regulate the entrance requirements to Grades 1 – 9, Grade 10 and Grades 11 and 12. They further provide for the minimum duration of the General Education and Training GET) Phase, which is ten years (from Grades R – 9). The minimum duration for the Further Education and Training (FET) phase is 3 years 9 (Grades 10 – 12).
The subject / programme requirements for Grades R – 12 are spelt out for the Foundation Phase, the Intermediate Phase, the Senior Phase and the FET phase.
The promotion requirements for Grades R – 3 (the Foundation Phase) are an adequate achievement in one official language at Home Language level and a moderate achievement in Mathematics. The regulations further provide that in schools where Grade R is offered, the learner’s progress in Grade R should be closely tracked and monitored on an ongoing basis using holistic rubrics that give account of the skills and knowledge that the learner demonstrates by observing him or her in daily activities. A special dispensation is made for deaf learners in mainstream schools. They may obtain an elementary achievement (30 – 39%) in one of the two required official languages. In the case of a learner in Grades 1 – 3 not meeting the minimum guidelines for progressions, such a learner will be required to repeat the grade once only in the Foundation Phase. Learners repeating a grade must be given adequate additional support to achieve an appropriate level of competence to progress to the next grade. Progression guidelines for leaners, including deaf learners, as well as consequences of a failure to achieve recommended minimum levels, are specified for all phases.
Additional matters dealt with by the regulations include the mode and methods of assessment, the weighting of assessments, the conduct of the end-of-year exams, the management of school assessment records and school learner profiles, the recording and reporting of learner performance, recognition of additional subjects, concessions and the attainment of a national senior certificate with endorsement for learners who experience barriers to learning, and the weekly instruction time allocation for the different phases.
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