The implementation of the curriculum assessment policy statements (caps) in the teaching and assessment of writing in selected iSiZulu Further Education and Training (fet) classrooms in the Nkandla circuit
South Africa has undergone several educational changes since 1994. These changes include Curriculum 2005 which was first implemented in 1998, the National Curriculum Statement which was introduced in 2002 and the Curriculum Assessment Policy Statements which was first implemented in 2012. This study examined the teaching and assessment of writing in isiZulu classrooms in the Nkandla circuit. The purpose of this study was to determine how isiZulu teachers implemented the guidelines of the Curriculum Assessment Policy Statement regarding the teaching and assessment of writing tasks in isiZulu classrooms. I employed a qualitative approach involving twenty (20) participants. Data were gathered through questionnaires, interviews, observations and document analysis. The findings of the study suggest that teachers do not use the guidelines of the Curriculum Assessment Policy Statements, which implies that the process approach should be used in the teaching and assessment of writing. The findings reveal that writing is not taught in isiZulu classrooms, and this lack of paying attention to isiZulu writing surfaces in the learners’ poor writing. The results gave rise to the use of the product approach when teaching writing. Various reasons were provided by the teachers as to why they could not implement the guidelines of the CAPS in their classrooms. These reasons include amongst others the inadequate training in CAPS and large classes. The study recommends that teachers should be trained in the implementation of the Curriculum Assessment Policy Statement especially in the teaching and assessment of writing.
curriculum assessment, teaching and assessment, isiZulu
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