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Which method of teaching between Banking and Problem-posing does CAPS use in the South African classroom?
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CAPS (Curriculum and Assessment Policy Statement) favours a problem-posing, learner‑centred approach rather than Paulo Freire’s “banking” model.
Why:
- CAPS is outcomes‑based and emphasises inquiry, critical and creative thinking, problem‑solving and learner participation rather than rote transmission of facts.
- The curriculum and assessment statements call for tasks that require investigation, discussion, application and reflection (group work, projects, investigative tasks), which are hallmarks of a problem‑posing pedagogy.
Caveat:
- In practice some classrooms still operate in a teacher‑centred (“banking”) way because of large classes, resource constraints or teacher training gaps. The policy intent, however, is clearly for the problem‑posing/interactive model.
Why:
- CAPS is outcomes‑based and emphasises inquiry, critical and creative thinking, problem‑solving and learner participation rather than rote transmission of facts.
- The curriculum and assessment statements call for tasks that require investigation, discussion, application and reflection (group work, projects, investigative tasks), which are hallmarks of a problem‑posing pedagogy.
Caveat:
- In practice some classrooms still operate in a teacher‑centred (“banking”) way because of large classes, resource constraints or teacher training gaps. The policy intent, however, is clearly for the problem‑posing/interactive model.
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