New history curriculum shifts focus to African perspective in SA schools

South Africa’s proposed new history curriculum is set to significantly reshape what learners are taught in public schools, with a stronger focus on African history, critical thinking and the use of indigenous knowledge systems.

The draft Curriculum and Assessment Policy Statements (CAPS) is proposed to cover grades 4 to 12.

The History Ministerial Task Team (MTT) briefed Parliament’s portfolio committee on basic education on 1 April on the draft, fielding questions and feedback on the direction of the subject. With the public comment period having closed on 19 April, the spotlight has shifted to the substance of what pupils will learn under the proposed changes.

The comments received will now be referred back to the portfolio committee for consideration.

Africa at the centre

At the core of the curriculum is a clear repositioning of Africa as the starting point for historical study. The framework is described as “African-centred”, aimed at ensuring learners develop a strong understanding of the continent and its links to the wider world.

Rather than presenting history through a predominantly European lens, the curriculum introduces global developments from an African perspective, while still emphasising international connections.

Enquiry-based learning

A major shift lies in how the subject will be taught. The revised curriculum prioritises enquiry-based learning, requiring learners to interpret sources, debate perspectives and construct their own arguments.

Concepts such as historical consciousness, evidence, and the process of enquiry are embedded throughout all grades, encouraging learners to think like historians rather than simply recall facts.

Oral history

The curriculum gives greater prominence to oral traditions, including praise poetry, proverbs and folklore, as legitimate historical sources. These are seen as vital for understanding pre-colonial African societies and preserving cultural memory.

Learners will also engage with African languages as part of historical study, recognising language as a source of meaning and evidence.

What learners will study

In the intermediate phase (grade 4 to 6), the focus is on introducing learners to the basic building blocks of history.

Grade 4

• Understanding time concepts such as past, present and future;
• Personal and family histories, including oral storytelling;
• Local history and heritage (community, place names, traditions); and
• Early introduction to sources like photographs, objects and simple narratives.

Grade 5

• Early African societies and ways of life (e.g. farming, settlement patterns);
• Interaction between communities through trade and migration;
• Introduction to broader African regions and cultural diversity; and
• Developing simple timelines and comparing past and present.

Grade 6

• More complex early civilisations in Africa and beyond;
• Early global connections, including trade routes and exchanges;
• Leadership, governance and social organisation in pre-colonial societies; and
• Using multiple sources (oral, visual, written) to answer questions.

In the senior phase, content expands significantly and becomes more analytical:

Grade 7

• Early human societies and the origins of humanity in Africa;
• Development of technology, agriculture and settlement;
• African kingdoms and civilisations (e.g. Mapungubwe and Zimbabwe); and
• Introduction to archaeology and scientific methods in history.

Grade 8

• Increased global interaction, including trade networks linking Africa, Asia and Europe;
• The rise of empires and political systems;
• Early forms of colonisation and contact between societies; and
• Slavery and its impact on African societies.

Grade 9

• Colonial expansion in Africa and its consequences;
• Resistance movements and African responses to colonial rule;
• Industrialisation and its global effects; and
• Early foundations of modern South Africa.

From grade 10 to 12, the curriculum becomes more thematic and research-focused:

Grade 10

• The ancient world and early global civilisations, viewed from an African perspective;
• Expansion, conquest and cultural exchange;
• Systems of power, governance and belief; and an
• Introduction to historiography.

Grade 11

• Colonialism, imperialism and their global impact;
• African responses, including resistance and adaptation;
• Industrialisation and economic change; and
• Nationalism and identity formation in Africa and beyond.

Grade 12

• Twentieth-century history, including apartheid and liberation struggles;
• Post-independence Africa and global political shifts;
• Human rights, democracy and social justice; and
• Independent research projects and extended essays.

Assessment changes

The proposed curriculum also introduces changes to assessment, placing greater emphasis on:

• source-based enquiries;
• research projects; and
• and extended writing tasks.

Traditional tests remain, but are complemented by tasks designed to measure interpretation and critical thinking rather than recalling facts during tests.

Broader goals

The overhaul forms part of a wider effort to align education with constitutional values such as social justice, inclusivity and human rights.

The curriculum aims to produce learners who can analyse information critically, understand diverse perspectives and engage meaningfully with both South Africa’s past and its place in the world.