The school subject information technology
Marietjie Havenga, Elsa Mentz · 2009
In this paper our presupposition is that the content knowledge of the school subject Information Technology (IT) is beyond the expected depth of Grade 12 learners. We demonstrate our presupposition by indicating different concerns from principals, teachers and learners. We show that learners have not achieved the stated outcomes as specified in the National Curriculum Statement and Learning Programme Guidelines. In addition, we compare the United Kingdom's leading award body for A-Level qualifications for Computing with the IT content framework of South Africa. We recommend a revision of the content framework to accommodate all learners and equip them with a more balanced knowledge base of the subject field.