Navigating challenges and crafting solutions: Implementing CAPS for grade 7 natural sciences in rural South African schools

Abstract

This qualitative study explores the implemen­tation of the Curriculum and Assessment Policy Statement (CAPS) for Grade 7 Natural Sciences in two rural schools in the Eastern Cape, South Africa. The researcher uses semi-structured interviews and classroom observations with six teachers to investigate the challenges and adapta­tions in CAPS implementation within resource-constrained environments. The study reveals significant hurdles, in­cluding severe resource limitations, language barriers, and assessment difficulties. The findings highlight teachers' re­markable creativity in adapting CAPS to rural contexts by using locally available materials and innovative teaching strategies. However, these adaptations often fall short of fully meeting curriculum requirements, which could po­tentially widen the educational gap between rural and ur­ban learners. The study emphasises the need for context-specific professional development, flexible assessment guidelines, and tailored resources to support effective CAPS implementation in rural settings. It argues for a more nuanced approach to curriculum design and implementa­tion that takes into consideration the unique socio-cultural and resource contexts of rural schools. This research contributes to our understanding of curriculum implementation in challenging contexts and provides insights for improving science education in rural South Africa.

Keywords

• caps implementation
• rural education
• natural sciences
• teacher adaptations
• resource constraints