Nsibande, Rejoice N.Modiba, Maropeng M.2012-08-012012-12-312011Rejoice N. Nsibande & Maropeng M. Modiba (2011): ‘I just do as expected’. Teachers’ implementation of Continuous Assessment and challenges to curriculum literacy, Research Papers in Education, DOI:10.1080/02671522.2011.5609610267-1522 (print)1470-1146 (online)10.1080/02671522.2011.560961http://hdl.handle.net/2263/19504The paper reports on a study that clarifies the nature and scope of the challenges experienced by primary school teachers in Swaziland when using Continuous Assessment (CA) as a tool to improve teaching and learning. Through the use of classroom observations and stimulated recall interviews, we sought to understand the significance of the choices they made to meet the requirements of the prescribed lesson objectives. Their accounts for the assessment exercises they used reflect their understanding of the content they had to teach, the discipline from which it was drawn and intentions of CA programme. In conclusion, we provide cues that may be useful to further these teachers’ curriculum literacy.en© 2011 Taylor & Francis. This is an electronic version of an article published in Research Papers in Education : Policy and Practice doi:10.1080/02671522.2011.560961 2011. Research Papers in Education : Policy and Practice is available online at: http://www.tandfonline.com/loi/rred20.Curriculum literacyContinuous assessment (CA)Social studies educationSocial sciences -- Study and teaching -- SwazilandPrimary school teachers -- Swaziland -- EvaluationPostprint Article