Please use this identifier to cite or link to this item: http://hdl.handle.net/10321/2363
Title: High school learners’ experiences of life orientation as a teaching subject with reference to the new curriculum framework
Authors: Mzindle, Duduzile Njozela 
Keywords: Learner centeredness;Meaningful learning;Strong sense of self;Self-reflection;Classroom practice;Teaching and learning
Issue Date: Sep-2015
Publisher: Online Research Journals
Source: Mzindle, D. N. 2015. High school learners’ experiences of life orientation as a teaching subject with reference to the new curriculum framework. Online Journal of Educaiton Research. 3(2): 29-42.
Abstract: Policy stipulates that learners need to apply knowledge, skills and values in ways that are meaningful to their own lives. Furthermore, educators need to take the local context into consideration, while at the same time being sensitive to global imperatives. In the teaching of life orientation, which is part of the curriculum transformation in our country, it is important to know its status and practice in order to make meaningful adjustments which meet learners’ needs. The objective of the study was to ascertain High School learners’ experiences and perceptions of knowledge that they receive in their schooling, using life orientation as an example of the initiative of curriculum transformation in South Africa. Data was collected by means of a questionnaire which was administered to a sample of High School learners in order to ascertain their experiences of life orientation. Results revealed that High School learners have a strong sense of self and anything that relates to themselves as individuals when they are still young; as they advance to High School, they begin to take into consideration the things that occur in their immediate environment. It is advisable that policy implementers and stakeholders who interact with learners of this age group be mindful of such issues in facilitating the transition of learners from school life to the world of work. It implies allowing and assisting learners to change from the “who” to the “what” in the learning process.
URI: http://hdl.handle.net/10321/2363
ISSN: 2277-0860
Appears in Collections:Research Publications (Arts and Design)

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