ISSN 2277-0860; Volume 3, Issue 2, pp 29-42; September, 2015. Online Journal of Education Research ©2015 Online Research Journals Full Length Research Paper Available Online at http://www.onlineresearchjournals.org/IJER High school learners‟ experiences of life orientation as a teaching subject with reference to the new curriculum framework Duduzile Njozela Mzindle School of Education, Durban University of Technology, Box 70 Pietermaritzburg Central Pietermaritzburg 3200, South Africa. E-mail: dudun@dut.ac.za. Received 17 October, 2013 Accepted 14 November, 2013 Policy stipulates that learners need to apply knowledge, skills and values in ways that are meaningful to their own lives. Furthermore, educators need to take the local context into consideration, while at the same time being sensitive to global imperatives. In the teaching of life orientation, which is part of the curriculum transformation in our country, it is important to know its status and practice in order to make meaningful adjustments which meet learners‟ needs. The objective of the study was to ascertain High School learners‟ experiences and perceptions of knowledge that they receive in their schooling, using life orientation as an example of the initiative of curriculum transformation in South Africa. Data was collected by means of a questionnaire which was administered to a sample of High School learners in order to ascertain their experiences of life orientation. Results revealed that High School learners have a strong sense of self and anything that relates to themselves as individuals when they are still young; as they advance to High School, they begin to take into consideration the things that occur in their immediate environment. It is advisable that policy implementers and stakeholders who interact with learners of this age group be mindful of such issues in facilitating the transition of learners from school life to the world of work. It implies allowing and assisting learners to change from the “who” to the “what” in the learning process. Key words: Learner centeredness, meaningful learning, strong sense of self, self-reflection, classroom practice, teaching and learning. INTRODUCTION Learners‟ spend 12 years of schooling without their thoughts, perceptions and needs regarding the curriculum being evaluated. This fact relates to “curriculum as experienced” as opposed to “curriculum as blueprint” [1]. Learners enter into a contract that is not negotiated with them, because they are deemed to occupy a low level in the bureaucratic ladder. In the past, the South African Education system was highly centralised and bureaucratic, with an authoritarian top- down approach to the implementation of the curriculum. Teachers were seen as mere “curriculum receivers”, as opposed to “curriculum developers”. With reference to classroom practice, the old approach to teaching and learning was characterised by passive learners, examination driven textbooks/worksheets and teacher- centeredness. Motivation was dependent on the personality of the teacher. Knowledge that learners possessed was regarded as “museum possession of knowledge” as opposed to “workshop possession of knowledge”, where learners are active in the process of teaching and learning [1]. This scientific paradigm became irrelevant and it was replaced by the new approach to teaching and learning which does not only focus on transmission of knowledge, but goes as far as looking at skills, values and attitudes. Parker [2] argues that in order for learners to reach intended outcomes, they need to be self-directed, high level thinkers; collaborative contributors; innovative producers; community participants; adaptable problem solvers; physically and emotionally able individuals; and knowledgeable people. The issue of “self” is critical in the growth of High School learners. This sense of self is