Teachers' experiences of implementing the curriculum, abridged version of section four amendments in grade 12

Abstract

The COVID-19 pandemic significantly disrupted schooling and required education systems to adjust curriculum delivery to address learning losses. In South Africa, the Department of Basic Education introduced the abridged version of the Curriculum and Assessment Policy Statement (CAPS) Section Four amendments to support curriculum recovery and ensure coverage of essential content. This study explored the experiences of Grade 12 teachers implementing the abridged curriculum in a rural secondary school context after the COVID-19 disruptions. Guided by the interpretivist paradigm, the study employed a qualitative single case study design to gain an in-depth understanding of teachers’ experiences. Data were generated through semi-structured interviews, non-participant classroom observations, and document analysis. Cultural-Historical Activity Theory (CHAT) informed the analysis of how contextual and systemic factors shaped teachers’ curriculum implementation practices. Thematic analysis identified key themes related to teacher preparedness and professional capacity, curriculum interpretation, resource availability and institutional support, classroom implementation practices, and teacher adaptation strategies. The findings indicate that teachers’ experiences were influenced by their curriculum knowledge, access to professional development, and the contextual realities of the rural school environment. Teachers adopted various adaptive teaching and assessment strategies to respond to post-pandemic learning demands. The study contributes to understanding how curriculum reforms are enacted in rural classrooms and offers insights for strengthening teacher support and curriculum implementation in post-pandemic education.