Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)

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dc.contributor.advisorMoyo, Georgeen
dc.contributor.authorMnqatu, Fiola Wayneen
dc.date.accessioned2026-08-14T01:44:48Z
dc.date.available2026-08-14T01:44:48Z
dc.date.issued2014en
dc.description.abstractThe aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.en
dc.format79 leaves; 30 cmen
dc.formatpdfen
dc.identifier.citationMnqatu, Fiola Wayne. 2014en
dc.identifier.othervital:26549en
dc.identifier.otherhttp://hdl.handle.net/10353/1358en
dc.identifier.otherCurriculum evaluation -- South Africaen
dc.identifier.otherCurriculum planning -- South Africaen
dc.identifier.otherMathematics -- Study and teaching --South Africaen
dc.identifier.urihttp://hdl.handle.net/20.500.11837/4756
dc.language.isoEnglishen
dc.publisherUniversity of Fort Hareen
dc.publisherFaculty of Educationen
dc.rightsUniversity of Fort Hareen
dc.subjectCurriculum evaluation -- South Africaen
dc.subjectCurriculum planning -- South Africaen
dc.subjectMathematics -- Study and teaching --South Africaen
dc.titleEducators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)en
dc.title.alternativeEducators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)en
dc.typeThesisen
dc.typeMastersen
dc.typeM Eden

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