Abstract:
A Curriculum and Assessment Policy framework (CAP) was developed and published in Lesotho
in 2009, with the goal to guide the transformation of teaching and learning, as well as assessment
(MoET, 2009). This policy framework was also adopted to guide the process of localization
through the provision of principles which would guide the implementation of the Lesotho General
Certificate of Secondary Education (LGCSE). However, literature has showed that such policies
hardly get translated into the classrooms. The study examined the alignment between the intended
curriculum as prescribed by CAP and the enacted curriculum, with respect to LGCSE Chemistry.
This qualitative study was delimited to Grade 9 Chemistry discipline in three schools in Leribe.
Data were collected from three teachers using three research instruments: lesson plan, classroom
observations and interview schedules. A total of six lessons were observed and audio-recorded and
teachers also interviewed. Data were analysed using both deductive thematic analysis and
deductive content analysis. While Stake’s (1967) Countenance model only served as a guide in
collection and analysis of data in this study, Bernsteim’s (2000) concepts of classification and
framing were employed in detailed analysis of data. The study examines this alignment in five
dimensions as per CAP’s prescriptions.The findings revealed an alignment, to some degree, between CAP and the syllabus, and a
misalignment between CAP and teachers’ lesson plans as well as corresponding classroom
instructions. The mismatch appeared to be caused by the classroom instructional approaches that
are both teacher and examination driven, lack of resources and insufficient training concerning
what is expected of teachers. The findings therefore suggest a need to ensure alignment between
examinations and the intended curriculum, offer teachers continuous professional development
workshops, and to better equip schools with the requisite resources. The study consequently
advances the field of curriculum studies, through provision of useful perceptive information on
how Chemistry is taught in connection with the intended curriculum.
