A comparative study of progression in the topic matter and materials across the NCS, the NCS work schedule and the CAPS

• Main Author: Aploon-Zokufa, Kaylianne
• Other Authors: Hoadley, Ursula Kate
• Format: Dissertation
• Language: English
• Published: University of Cape Town 2014
• Subjects: Education
• Online Access: http://hdl.handle.net/11427/10065

Includes abstract. === Includes bibliographical references. === The following research report is based on a project that compares progression in the topic of Matter and Materials in the Natural Sciences Grade R-9 content framework as it is represented in the National Curriculum Statement (NCS), the NCS Work schedule and the Curriculum and Assessment Policy Statement (CAPS). The research done for the purposes of this project utilises five concepts derived from current literature on sequence and progression in curricula as well as vertical and horizontal knowledge structures. These concepts are: Depth, Curriculum Focus, Curriculum Ordering, Classification (the nature of the boundary between science and other subjects), Classification (the nature of the boundary between science knowledge and everyday knowledge) and Breadth.