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Alternation of Curriculum Delivery Mode in Primary Schools: A Case Study

Alternation of Curriculum Delivery Mode in Primary Schools: A Case Study

Matlala Violet Makokotlela, Nomvula Monica Nxumalo
Copyright: © 2021 |Pages: 17
ISBN13: 9781799871682|ISBN10: 1799871681|ISBN13 Softcover: 9781799871699|EISBN13: 9781799871705
DOI: 10.4018/978-1-7998-7168-2.ch007
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MLA

Makokotlela, Matlala Violet, and Nomvula Monica Nxumalo. "Alternation of Curriculum Delivery Mode in Primary Schools: A Case Study." Investigating the Roles of School Management Teams in Curriculum Delivery, edited by Ailwei Solomon Mawela, et al., IGI Global, 2021, pp. 95-111. https://doi.org/10.4018/978-1-7998-7168-2.ch007

APA

Makokotlela, M. V. & Nxumalo, N. M. (2021). Alternation of Curriculum Delivery Mode in Primary Schools: A Case Study. In A. Mawela, M. van Wyk, L. Lebeloane, & A. Mudau (Eds.), Investigating the Roles of School Management Teams in Curriculum Delivery (pp. 95-111). IGI Global. https://doi.org/10.4018/978-1-7998-7168-2.ch007

Chicago

Makokotlela, Matlala Violet, and Nomvula Monica Nxumalo. "Alternation of Curriculum Delivery Mode in Primary Schools: A Case Study." In Investigating the Roles of School Management Teams in Curriculum Delivery, edited by Ailwei Solomon Mawela, et al., 95-111. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7168-2.ch007

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Abstract

This investigation aimed to explore the mode of curriculum delivery in Primary School in Tshwane South District during the Covid-19 pandemic because there is insufficient research on this subject. A case study of a Primary School was used to obtain in-depth information about the mode of curriculum delivery during the Covid-19 pandemic. Using a case study was also practical because the pandemic's restrictions posed a challenge to research many schools. Data was gathered through document analysis. A qualitative approach was employed to analyze and identify categories and emerging themes from the data. An interpretive paradigm was used while connectivism theory was employed as a lens. The findings revealed that schools used face-to-face mode of curriculum delivery during the lockdown and after schools re-opened during Covid-19, resulting in a challenge with content coverage that led to revising the annual teaching plans and trimming the curriculum.

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