BACKGROUND : The continuing high rate of child abuse and sexual violence has highlighted the
need for a focused intervention in the form of educating young learners on sexual risks and
protection against harmful behaviours and making them aware of their right to be protected.
AIM : The aim of this article is to strengthen the comprehensive sexuality education (CSE)
curriculum for the early grades and to gain an understanding of teachers’ knowledge of CSE
and how it is linked to the Curriculum and Assessment Policy Statement (CAPS): Life Skills.
SETTING : This study was conducted at two schools in different districts in the Gauteng Province,
in environments where rich data could be solicited from the participants regarding their
knowledge of how to strengthen CSE in the curriculum.
METHODS : A qualitative case study was conducted that included eight Foundation Phase
teachers and two subject advisors. One focus group interview was held with teachers and
subject advisors. The analysis of documents containing teachers’ and subject advisors’ notes
was examined through the lens of the Behaviour-Determinant-Intervention (BDI) Logic Model.
RESULTS : The data gathered showed the following significant gaps in CAPS: Life Skills CAPS
need to be addressed and aligned to the International Technical Guidelines on Sexuality
Education (ITGSE), and teachers need to be adequately trained in the content and teaching
methodologies of CSE in the early grades.
CONCLUSION : The CAPS curriculum must be aligned to the ITGSE. Teachers need to be trained;
detailed scripted lesson plans should be made available to all early-grade teachers and
appropriate resources should be provided to support teaching and learning to strengthen the