Instructional leadership regarding Curriculum 2005

English: This study is about instructional leadership regarding C2005. In order to conduct the research a study had to be made of both aBE and C2005 to determine the influence of aBE on the design and structure of C2005 and what influence C2005 had on school organisation. The introduction of C2005 with its outcomes-based approach, has been the subject of intense debate since 1990. The changing political landscape in South Africa brought significant changes to education. The old curricula were abandoned in favour of C2005 after the democratic elections in 1994. The new political dispensation based on the principles of human rights and the removal of discrimination on the grounds of race, sex and religion means that education had to change and play its part in preparing learners to be responsible citizens that would fit into our democratic society. C2005 differs radically from the traditional, input-based approach to education by changing to an outcomes-based approach. This will cause a change in the role of the teacher from a transferor of information to a facilitator and director of knowledge, and a change in the role of the learner from a passive receiver of information to an active participant in the learning process. Changes will also be necessary in the way the school is structured and therefore the delivery of the curriculum at school level becomes crucial. Great demands are placed on learners today to increase their store of knowledge and to develop the necessary skills, values and attitudes that will equip them for responsible citizenship. It follows that the school plays a part in equipping learners for the role they are going to play in society and in facing the challenges of the future where the application of knowledge and the use of skills will be of paramount importance. An attitude of life-long learning and critical and creative thinking are required and it is the responsibility of the school to inculcate these in the learners in their care. This research commenced with a study of aBE and the results of this showed that constructivism, Piaget's theory of cognitive development and mastery learning had influences on C2005. Learning is based on outcomes rather than inputs. Attitudes become important, need to be assessed and traditional normreferencing is replaced with criterion-referencing. C2005 caused changes in school organisation, mainly with regard to integration of traditional subjects into learning areas, the need to create a learner-centred environment and the introduction of continuous, formative assessment. The study into instructional leadership showed that the responsibilities include the management of change, staff development, a knowledge of teaching strategies in a C2005 context, effective communication, being available as an instructional resource, being a visible presence, providing resources and the supervision and evaluation of instruction. A review of both the literature and the qualitative study of this research project clearly shows that the role of the instructional leader has to change in a C2005 environment. The demands are greater than before because a great deal of staff development, support and motivation is necessary for the effective implementation and maintenance of C2005 into high schools. It is the responsibility of the instructional leader of the school to acquire knowledge and develop skills that will address these issues, and to set up the necessary procedures and programmes that will support these. changes. The role of the instructional leader is to help maintain a teaching staff that can provide the best opportunities for teaching and learning. The instructional leader works with teachers to develop their professionalism and enable them to create a learning environment conducive to quality teaching and learning.