Abstract
The focus of this study was to discover how CAPS implementation helps EMS teachers to support learners in developing essential skills for the 21st century and the challenges in teaching EMS. Twenty-first century skills are explained and the importance of these skills in the curriculum are discussed. The study adopted the cognitive theoretical framework which looks at how teachers view practices based on their experiences, beliefs, and attitudes. Data was collected in public schools that are located in Gauteng province, Johannesburg Central District. A qualitative research approach was used to gather data and telephone interviews were conducted with six purposively sampled EMS teachers from four different schools. Data was analysed using narrative analysis where participants shared their experiences through story telling. Participants viewed 21st century skills as skills that learners need in order to survive in this constantly changing world. CAPS implementation is monitored by the district official and teachers are given a reporting tool which guide them on what to teach and when to teach. CAPS implementation aims at equipping learners with various skills which help them to apply what is learnt at school to real life issues...
M.Ed. (Education and Curriculum Studies)