Teachers’ Strategies for Curriculum Support on Learner Progression Policy: Implications for Inclusive Practices in South African Secondary Schools

Abstract

Learner progression has been widely embraced as an ideal intervention strategy for continuous grade retention. Due to numerous factors behind progression in South Africa, identified learners differ from counterparts in that they require support to bridge the content gap. Opponents of this policy raise concerns about quality education because learners move through the system without meeting standard promotion requirements. However, progression policy stipulates the provision of curriculum support. Therefore, this study explores teachers’ strategies for curriculum support on learner progression toward accessible quality education. The study uses Universal Design for Learning (UDL) as theoretical lens. UDL is an educational framework that advocates accessible learning by addressing the diverse needs of learners through principles that foster inclusivity and adaptability in education. The study is qualitative, placed within an interpretivism paradigm, and adopts a case study design to report part of the findings for a doctoral project. Data was generated through semi-structured interviews with five teachers who formed part of the larger sample. These teachers were sampled for this paper, based on the rich data provided during data collection. Thematic analysis was used to analyse data. Findings reveal differentiated learning as an ideal strategy to accommodate progressed learners in the teaching and learning process. In addition, teachers’ professional development enhances teachers’ abilities to offer relevant curriculum support based on reasons for progression. These strategies are critical to create equal conducive environment to learn. The study recommends school-based support teams’ (SBST) collaboration towards academic support for progressed learners’ cognitive inclusion.