(1)With reference to her reply to question 490 on 31 March 2017, has any attempt been made by her department to settle on a working definition of decolonisation as it pertains to the school curriculum; if not, why not; if so, what are the relevant details;
(2) (a) how have colonial powers influenced the Curriculum Assessment Policy Statement (CAPS) curriculum since it was introduced in 2011, (b) why is decolonisation of the curriculum a process and not an event and (c) what is a fully transformed curriculum policy regime;
(3) since indigenous knowledge systems are already taught as part of the science curriculum, what steps need to be taken to ensure that learners are fully immersed in the indigenous knowledge systems;
(4) will Newton’s Laws and Application of Newton’s Laws remain part of the physical science syllabus in a decolonised curriculum?