Abstract
This study examined the extent of revisions within the history curriculum in the context of transformation of the education system and its effects on teaching and learning. The researcher used the constructivist lens and interpretive paradigm to argue how the continuous changes have impacted teachers both positively and negatively. Again, using a constructivist lens, this study also highlighted the implementation challenges faced by teachers and subject advisers within FET history every time there are curriculum changes. In addition, the study found that the curriculum changes and education transformation in history caused a lot of confusion resulting in the most important aspects that ground history teaching being neglected. Qualitative research design was employed to discover how participants constructed, interpreted, and conceptualised the phenomenon in question. Thus, the data collection methods relevant to the design were employed, namely, face to face unstructured interviews, observations, and document analysis. At the same time, purposive sampling was used due to the nature of the topic that required participation of individuals who worked within the history discipline, specifically FET history Grades 10 - 12. Content analysis assisted in analysing data resulting in the emergence of seven themes, the findings and recommendation that teachers have to be considered or be part of any curriculum change and education transformation. Furthermore, the History teachers’ teaching context and needs also have to be taken into consideration.
M.Ed. (Curriculum Policy Evaluation)