Assessing selected teachers' adaptations towards and adolescent-orientated Life Orientation curriculum: A case study

Abstract

The primary aim of this qualitative case study was to explore the relevance of seven in-service Grade 10 Life Orientation teachers’ teaching-learning operations in two different quintile schools regarding the curriculum topic social and environmental responsibility. Accounts of teaching-learning strategies were used to define the orientation of these seven participants towards the topic social and environmental responsibility, which primarily focuses on content relevant to the adolescent learner. The qualitative findings are discussed thematically and their implications for an adolescent-orientated Life Orientation curriculum are highlighted. Focusing on the teaching-learning strategies of a selected sample of Life Orientation teachers strengthen the merit for suggesting a multi-faceted framework to enhance curriculum outcomes and teaching quality regarding life skills education.