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Displaying the 15 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. |
2026-09-14 09:23:50 +02:00 | Zelna | No I do not | General / All Grades (Overall Concerns) | |
2026-09-12 08:06:46 +02:00 | Charmaine | Not fully | General / All Grades (Overall Concerns) | As a teacher I don't mind adding some new interesting topics, however, some of the current content, which I have taught does not include South Aafrica's full history from different perspectives. Why not include the arrival of the Hugenoets and Dutch amd the Anglo Boer wars. Why not include some international History like WW1 and WW 2. The Industrial Revolution and the ancient History of Egypt. What aboit the Grench Revolution and the Vietnam War. I believe the current and proposed history curriculums are limited and should include World History and some content that ignites the minds of young people so that they can learn from the past with open critical mindsets. "History repeats itself because nobody listens" some of the current topics are really boring for oir learners and many drop History as a subject due to this. Let's make it interesting and offer a variety and look at it from all perspectives not as a ruling party narrative. |
2026-09-06 03:20:13 +02:00 | Basson | No I do not | General / All Grades (Overall Concerns) | |
2026-08-31 09:32:39 +02:00 | Chene | No I do not | General / All Grades (Overall Concerns) | ABSOLUTELY NO. ?? I strongly oppose the proposed Draft New History Curriculum and Assessment Policy Statementsin its current form. I absolutely believe our children should learn African history. They should learn about Great Zimbabwe, Mali, Ethiopia, African kingdoms, archaeology, oral traditions and the many African contributions to world history. Our children deserve to know their heritage. But history education must be about truth, evidence and the full historical picture — not about replacing one selective narrative with another. I am deeply concerned about an African-centredapproach becoming a framework in which history is selected, interpreted or taught primarily through one particular ideological lens. South African children come from diverse backgrounds and deserve a curriculum that presents multiple perspectives fairly and critically, without political or ideological agendas being embedded into what they are taught as historical truth. Our children must be taught the good, the bad and the uncomfortableparts of history — including African history, European history, colonialism, apartheid, communism, nationalism, Christianity, indigenous cultures, migration, conflicts, political movements, democracy and the contributions of people from different communities. Oral history has value, but oral tradition must be distinguished from independently verifiable historical evidence. Archaeology, written records, primary sources, oral testimony and other evidence should all be examined critically rather than allowing any one source to automatically become the accepted version of events. I also strongly object to children being encouraged to view history primarily through the question of *“why certain versions of history are constructed” if this becomes a vehicle for teaching political interpretations rather than teaching children how to establish what can actually be supported by evidence. Our children deserve history, not historical engineering. Teach African history. Teach South African history. Teach world history. Teach the uncomfortable truths. Teach competing perspectives. Teach children to question claims and examine evidence. But do not replace one form of historical bias with another. I call on the Department of Basic Education to ensure that the final curriculum is academically rigorous, politically and ideologically neutral, evidence-based, age-appropriate and genuinely balanced. Our children should not be taught what to think about history. They should be taught how to think about history. NO to ideological history. NO to selective history. NO to political indoctrination in the classroom. YES to evidence. YES to academic freedom. YES to balanced perspectives. YES to teaching the complete history of Africa, South Africa and the world. ?? |
2026-08-25 13:29:18 +02:00 | Annette | No I do not | General / All Grades (Overall Concerns) | |
2026-08-17 10:25:46 +02:00 | Claudette | No I do not | General / All Grades (Overall Concerns) | Govt has no say in SA curriculum, whatsoever, it is not their job to decide what need to be taught and what not to be taught. History has taught us that the SA govt cannot be trusted, they distort facts to suit their political, communist, ideology. |
2026-08-13 07:54:38 +02:00 | Lizette | No I do not | General / All Grades (Overall Concerns) | |
2026-08-12 16:37:00 +02:00 | Rudolf | Not fully | General / All Grades (Overall Concerns) | |
2026-08-12 16:34:14 +02:00 | Rudolf | No I do not | General / All Grades (Overall Concerns) | |
2026-08-06 10:29:07 +02:00 | Nkosinathi | Yes I do | No concern, I Support the Amendments |
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: