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Social sciences teachers’ implementation of the curriculum and assessment policy statement in public primary schools
Dissertation (MEd (Education Management and Policy Studies))--University of Pretoria, 2025.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2025
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| _version_ | 1867613633945534464 |
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| access_status_str | Open Access |
| author2 | Sing, Nevensha |
| author_browse | Sing, Nevensha |
| author_facet | Sing, Nevensha |
| collection | Thesis |
| dc_rights_str_mv | © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Education Management and Policy Studies))--University of Pretoria, 2025. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/103573 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:15.557Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/103573 Social sciences teachers’ implementation of the curriculum and assessment policy statement in public primary schools Sing, Nevensha elecwj@gmail.com Van Niekerk, Petrus Albertus UCTD Sustainable Development Goals (SDGs) Social sciences Professional development Curriculum and assessment policy Assessment practices Raison d’être Dissertation (MEd (Education Management and Policy Studies))--University of Pretoria, 2025. Learner assessment is vital for measuring their academic success. While the development of textbooks and social sciences content has progressed significantly, this qualitative study rooted in the interpretivist paradigm focuses on how teachers from two public primary schools in the Overberg district Western Cape apply the Curriculum and Assessment Policy Statement in teaching social sciences at the Intermediate Phase and Entry-Level Senior Phase. Although teachers assess their learners, the rigour of their assessment practices varies. The study addresses the literature gap concerning what constitutes fair, valid, and reliable curriculum and assessment practices. Grounded in the Integrated Course Design theory, 10 participants were purposively selected, and data collection methods included semi-structured interviews followed by thematic data analysis. The study argues that government policies and strategies often present challenges for teachers to deliver the social sciences curriculum effectively. The study found that when one teacher’s assessments are significantly easier than another’s, learners’ grades may not accurately reflect their skills, understanding of content knowledge, or ability to apply knowledge. It is further unclear how social sciences teachers’ assessment practices are legitimately measured or compared for compliance. This ambiguity undermines the very ‘raison d’être’ of assessments to ensure accountability and consistency in evaluating learner performance. The study contends that such ambiguity and uncertainty in evaluation methods contradict the fundamental goal of education: fairness. The study recommends the need for ongoing professional teacher development so that teachers may identify, establish and implement effective, consistent, fair, credible, and dependable curriculum and assessment practices in South African public primary schools. Education Management and Policy Studies MEd (Management and Policy Studies) Unrestricted Faculty of Education SDG-04: Quality Education 2025-07-24T08:35:36Z 2025-07-24T08:35:36Z 2025-09 2025-07 Dissertation * S2025 http://hdl.handle.net/2263/103573 en © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable Development Goals (SDGs) Social sciences Professional development Curriculum and assessment policy Assessment practices Raison d’être Social sciences teachers’ implementation of the curriculum and assessment policy statement in public primary schools |
| title | Social sciences teachers’ implementation of the curriculum and assessment policy statement in public primary schools |
| title_full | Social sciences teachers’ implementation of the curriculum and assessment policy statement in public primary schools |
| title_fullStr | Social sciences teachers’ implementation of the curriculum and assessment policy statement in public primary schools |
| title_full_unstemmed | Social sciences teachers’ implementation of the curriculum and assessment policy statement in public primary schools |
| title_short | Social sciences teachers’ implementation of the curriculum and assessment policy statement in public primary schools |
| title_sort | social sciences teachers implementation of the curriculum and assessment policy statement in public primary schools |
| topic | UCTD Sustainable Development Goals (SDGs) Social sciences Professional development Curriculum and assessment policy Assessment practices Raison d’être |
| url | http://hdl.handle.net/2263/103573 |