Abstract:

Changes within a particular educational system are sometimes made due to humanistic, ethical, political or other reasons, but then certain educational and didactical realities might be overlooked or ignored. Perceived discriminatory practices in the offering of higher grade (HG) and standard grade (SG) subjects in South African schools resulted in the abolishment of HG and SG subject choice opportunities for individual learners. This caused radical changes in the subject choices of learners. One of these changes was the introduction of Mathematical Literacy for learners, not fully equipped to cope with Mathematics as such.
The difference in presenting subjects on HG or SG implies that the SG will differ from the HG in terms of the length of the syllabus (shorter for SG), a more direct method of examination (not insight-based questions) and a more lenient approach in marking.
The re-introduction of a system of HG and SG can lead to improved learner proficiency in existing subjects and also better equip students, resulting in a wider range of options for university studies.
In a South African context, the termination of a system of HG, SG subjects and the introduction of Mathematical Literacy, to substitute Mathematics SG, resulted in learners including Mathematical Literacy in their subject choice if they could not, due to their differentiated potential in the subject, cope with Mathematics in its original form and complexity level. The same principle applies for other subject choice combinations. This phenomena can be an important contributing factor in ‘inferior’ subject choices and limited career opportunities.
For the purpose of this deliberation and to provide a more complete picture of the teaching-learning practice, reference will be made to the present experience and interest of learners with special needs, meaning learners in special or compensatory education and then, more specifically, the emphasis will fall on the so-called mainstream or normal learners experiencing particular coping problems in the classroom with curriculum based subjects due to the level of complexity and the inherent potential and capabilities of learners.
In a system where HG and SG levels of difficulty in subjects are taught, more developmental options and opportunities of choice will be created. At universities of technology learners with a Mathematics SG qualification may still access a course in engineering or even certain health sciences programmes, which are not accessible with Mathematical Literacy.
Furthermore, the system of differentiated teaching argued for, is a system of tuition and examination which can be of value in secondary schools in RSA to alleviate stress among learners, resulting from unmanageable academic pressure, to improve social adjustment and to ensure optimal personal development of learners in a normal school environment where individual differences are respected.
In a dispensation where the provision of enough specific schools such as agricultural-, commercial-, technical-, art- and other special schools together with ordinary academic schools is not a viable proposition, provision to accommodate individual academic differences in mainstream education can assist in obtaining academic success. To achieve this, the re-introduction of HG and SG subject levels in tuition, curriculum construction and examination during the last three years of secondary school, seems a logic alternative.

Keywords:

Differentiated Teaching, adaptive education, higher grade and standard grade subjects.