Key differences between the National Curriculum Statement (NCS) and the National Curriculum and Assessment Policy Statements (NCAPS)


National CurriculumStatement (NCS) Critical and Developmental Outcomes


Learning Outcomes and Assessment Standards


Learning Programmes: • Literacy • Numeracy • Life Skills


Focus: • Knowledge and skills


National Curriculum and Assessment Policy Statements (NCAPS)


Critical Outcomes with Developmental Outcomes infused in the content


Content areas with general and specific aims (referring to content knowledge, skills and assessment tools)


Subjects: • Home Language • First Additional Language • Mathematics • Life Skills (Beginning knowledge and personal and social wellbeing, creative arts and physical education)


Focus: • Content knowledge • Skills • Attitudes and values •


The NCAPS and the Oxford


Successful series The Oxford Successful series is based on the NCAPS and fully supports it by: • ensuring that all learners progress through the content as required by the NCAPS


• using accessible language, so addressing the needs of learners whose Language of Learning and Teaching (LOLT) is not their home language


• encouraging learners to meet and exceed the required standards


• providing teaching guidelines that ensure teachers are organised and use teaching time optimally


• providing opportunities for learners to engage in enjoyable activities that stimulate and challenge them


• providing pacing guidelines to ensure optimal curriculum coverage


• building learners‟ skills base and confidence with increasingly complex tasks


• encouraging learners to interact critically with their context and become active citizens of a democracy


• assessing learners at the appropriate level • providing regular opportunities to assess learners‟ progress and development


• encouraging learners to read, interpret and follow instructions


• providing guidance to the teacher regarding suitable support, as well as extension activities.


The Oxford Successful English First Additional Language series adheres to the aims of the new curriculum by: • using local contexts


•


Improved transition between grades


including important global issues to ensure learners and teachers will be able to apply their knowledge, skills and values meaningfully.


This series supports the purposes of the new curriculum and is based on the following principles of the curriculum: • Social transformation • Active and critical learning • High knowledge and high skills • Progression • Human rights, inclusivity, environmental and social justice


• Valuing indigenous knowledge systems • Credibility, quality and efficiency. When teachers and learners use the Oxford Successful English First Additional Language series, teachers can be sure that their learners will: • engage with the age-level appropriate text and learn effectively


• develop, consolidate and practise their knowledge and skills


•


learn with confidence and build on their knowledge and skills.


An overview of the Oxford Successful English course for the Foundation Phase


This is how Oxford Successful English Grades 1–3 is planned


The subjects in the Foundation Phase are Home Language, First Additional Language, Mathematics and Life Skills. Teaching English as a First Additional Language is crucial to the


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