Abstract
The purpose of this study is to explore the experiences of teachers in practicing curriculum integration through the Social Sciences Curriculum Assessment Policy Statement with the aim of proposing a model that can facilitate integration of Geography and History. Integration as a principle in Curriculum 2005, South Africa’s first post-apartheid curriculum, was based on the Outcome-Based Education doctrine which led to the establishment of new learning areas, one of which is Social Sciences and other policy and pedagogical practices. However, the role of integration in Social Sciences as a learning area (or subject as it is now called) in the current curriculum policy, is not clear. As a subject-based curriculum, the position and value of Social Sciences is also questionable in the CAPs. The analytical framework of the study is underpinned by; curriculum inquiry, hybridization of disciplines and border pedagogy. A qualitative research method was used in attaining data, through the document analysis of Social Sciences Curriculum Assessment Policy Statement (CAPS) and sixteen semi-structured interviews with the research participants. The findings have fundamental implications for the integration of Social Sciences among which are that theoretical explanations and models for integration are not grounded in the South African context. A curriculum integration model is proposed to contribute to improving curriculum integration practices in the social sciences classroom.
M.Ed. (Curriculum Policy and Evaluation)