Case studies of the implementation of "progression and integration" of knowledge in South African schools

Two fundamental pedagogical principles that underpin the National Curriculum Statement (NCS) in the General Education and Raining band (Grades 7-9) are, firstly, a high level of knowledge and skills for all; and secondly, the progression and integration of knowledge. The purpose of this study was to investigate how teachers of three grade 9 classrooms in three diverse schools have responded to these principles. The study was framed by Bernstein's sociological analysis of the stratified distribution of knowledge in different social class schools. Within the case study approach, data were collected through non-participant observation of teachers' classroom practices in the province of KwaZulu Natal (KZN)over a month followed by open-ended interviews with teachers. The findings indicate extreme variations in the subjects/Learning Areas offered across the schools, in high level knowledge and skills taught, in conceptual progression and in access to integrated knowledge. The finding, that the historically disadvantaged school was not able to provide learners with the opportunities to learn high level knowledge and skills, resonates with the findings of other researchers of classroom practices. The dominance of integration with everyday knowledge and the accompanying lack of conceptual progression typical of school knowledge resulted in impoverished learning opportunities for learners. The exemplar of the dual curriculum modality of an integrated curriculum based on a subject-based curriculum as observed in one of the advantaged schools seems to show much promise for attaining both pedagogical principles.