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Displaying the 5 latest comments.
Submitted | first-name | support | concern | message |
|---|---|---|---|---|
2026-10-16 10:50:11 +02:00 | Sue | Not fully | Grades 10 – 12 (FET Phase) | The reduction of the global perspective that amounts to the lack of general knowledge of the world and SA's place in it. Past history involves other continents and countries, too. The impact of other civilisatikns, empires, nation states, kingdoms, etc. are all part of our history. The current SA curriculum for history already includes oral history, archaeology, African history, etc. History education includes many other subjects e.g. Archaeology, Economics, Geography, Languages, the Arts, Maths (data handling), etc. and sciences. There is a crucial need to offer holistic perspectives to enhance understanding of SA's place in Africa and the world. History studies the past to understand the present. Critical thinking skills are essential and should be taught incrementally from a young age. In this process, source-based skills should be taught to ensure an enquiring approach and to equip learners to approach life with a questionning attitude so that evidence is sought to support their views. They need to be taught communicative skills, detection of bias, truth vs opinion, evaluative and argumentative skills, analysis and synthesis of information amongst others. A curriculum needs to avoid repetition i.e. what is covered in Grades 4 to Gr 9 should not be repeated. It defeats the purpose. History must be relevant, interesting and based on rigorous academic standards. Studying history provides learners with insight, knowledge, briad perspectives and understanding of the world. It teaches students research skills, debating skills and a range of life skills when working with evidence. Please do not reduce it into a watered down subject that has no relevance to a well-rounded education. |
2026-10-09 13:45:52 +02:00 | Louis | No I do not | General / All Grades (Overall Concerns) | 'Political history' is written by the 'victor' - in SA it is the ANC since 1994. It is obvious that the NP-history was pro-white and the ANC-history would be pro-black. The two should be merged, but based on facts. 'Physical history' is what it is. You cannot change it with lies or omissions. To prevent future youth generations from learning the real history of SA is equal to engineering an ignorant student/adult. As adults they will eventually learn the truth and be angry at the school curriculum. You will reap what you sow - in abundance. |
2026-10-06 09:17:11 +02:00 | Piet | No I do not | Grades 10 – 12 (FET Phase) | I think for the leaners that is interested in history and they want want to make it field of study, they can take the subject. for the other leaners the subject must be replaced by economics, trade theory,etc. |
2026-09-25 12:26:43 +02:00 | Chris | No I do not | General / All Grades (Overall Concerns) | We cannot change what happened in the past. If the African people cannot accept that most of South Africa was inhabited by White people during the 18th and 19th century and a prosperous and developed country was the result, they cannot change this fact. Luckily we have written records of events, unfortunately the indigenous people do not have this luxury. |
2026-09-20 21:19:39 +02:00 | Hester | No I do not | General / All Grades (Overall Concerns) | Wrong perspectives will be planted. History is facts. It can not be used to indoctrinate young minds. And learners hate History. Ask any teacher. They can not read with understanding. Learners do not take LO seriously. Our country needs skills. History will not ensure a job. |
Supporters of the draft proposals generally focus on the need for social transformation and a more representative narrative of human history.
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- Correcting Historical Bias:
Supporters argue that the current curriculum remains too focused on Eurocentric frameworks and the “achievements of white people,” leaving the vast and rich history of Africa marginalized. - Recovering Silenced Voices:
By intentionally including oral history and archaeology, the new curriculum can recover the experiences of groups whose history was never recorded in traditional colonial archives, such as women and the working class. - Developing Critical Thinkers:
The shift from “rote and uncritical learning” to an enquiry-based model is seen as a way to equip students with the analytical tools to identify bias, propaganda, and ideology in any historical source. - A Broader Worldview:
Supporters point out that “African-centred” does not mean “only Africa”; it means viewing the entire world (including the Americas, Asia, and Europe) from an African vantage point to foster a global consciousness.
- Correcting Historical Bias:
Opponents and concerned groups often raise questions regarding the balance, reliability, and potential for ideological framing in the new draft.
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- Concerns over Omissions:
Many groups are concerned that by shifting the focus so heavily toward ancient African civilizations, essential elements of world history or modern South African history (such as the full scope of the Boer Republics or the Renaissance) may be under-emphasized or omitted. - Reliability of Evidence:
Critics have questioned whether relying on “memory” and oral traditions is as academically rigorous as using written records, raising concerns that this could lead to a less objective teaching of facts. - Content Overload:
There is a recurring concern among educators that the curriculum is already overburdened. Adding deep dives into archaeology and complex ancient civilizations may make it difficult for teachers to cover the necessary material in the allocated time. - Ideological Risks:
Some argue that a curriculum focused on “social transformation” risks becoming a tool for political or social engineering, rather than a neutral, academic pursuit of the past.
- Concerns over Omissions: