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CHAPTER 1: INTRODUCTION, BACKGROUND, RATIONALE AND AIM

1.1

Introduction (Rationale and Back ground)

Curriculum 2005 followed by the National Curriculum Statement emphasizes integration as one of its key concepts and principles, hence the study to explore the understanding of this notion of integration from policy to practice. There is an interesting background of this specific curriculum and the rationale behind. Hence, an imperative investigation into the implementation of integration in South African classrooms creates questions about the integration. In this chapter I am looking at the background of the curriculum and what the aim of this research study and the research questions that need answers about the integrated curriculum system.

1.2

Background

The South African education system took a paradigm shift from the old traditional curriculum of education to a new dispensation of an integrated curriculum. In the South African situation, we find ourselves operating and grappling to implement the new curriculum to the best of our knowledge, skill and abilities.

At this juncture I think it is important to, mention that teachers went for in service training for one week before the implementation of the new curriculum was made effective. When the curricular change from C2005 to the NCS came about teachers were called to in service training for another week to get training on how to implement the NCS. It is also imperative to realise that different provinces affected the training at different times and different service providers did training in different provinces. After these training workshops teachers were sent back to the classroom to implement and grappled with the new curriculum and integration between and within learning areas.

Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion

of a Master of Education degree.

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