NAME.

: JACQUILINE

SURNAME : RAMPHISA

MODULE CODE. : CUS3701

STUDENT NUMBER : 64145476

UNIQUE NUMBER : 843465

ASSIGNMENT NO : TWO
QUESTION 1

1. Design mindset
The ability to present and develop tasks and work processes for desired
outcomes. eg:designing a new recipe to bake a bread /make use of mind maps.
2. Sense-making
Determine deeper meaning. eg:relate concepts to everyday expiriences and
reality.
3. Social intelligence
Ability to connect to others in a deep and direct way.eg:working in groups
on a task or a role play.
4. Novel and adaptive thinking
Proficiency at thinking and coming up with solutions and responses beyond
that which is rote or rule-based. eg:practical scientific task that can be done by
using own expiriences to prove a point.
5. Cross-culture competency
Eg:Doing a task where they do research on a culture other than their own to
ensure that uses/traditions within their culture is understood.
6. Virtual collaboration
The ability to work productively, drive engagement and demonstrate
presence as a member of virtual team. eg:work on a life-orientation task with
learners from other schools using, social media such as Facebook and skype.
7. Cognitive load management
The ability to discriminate and filter information for importance, and to
understand how to maximize cognitive functioning using a variety of tools
and techniques. eg: creating study plan for some subjects /time management
skills.
8. Transdisciplinary
 Literacy in and ability to understand concepts across multiple disciplines.
eg: to be able to write a report /essay on a research done in several subjects by
applying the basic language rules of writing – introduction, body, conclusion.
9. New media literacy
The ability to critically assess and develop content that uses new media
forms. eg: using e-mails to exchange ideas on tasks to be done in a group/online
learning.
10. Computational thinking
The ability to translate vast amounts of data into abstract concepts.
1
eg: using a questionnaire to accumulate data on food preferences and the plot it
on a graph in food groups.

QUESTION 2

1. Learners should understand what is expected of them.

2. When teachers set a task, it should be in witting and it should be clear
how the task will be assessed.
3. Put the main assessment criteria and indicators into the instructions for
the task. More detailed performance indicators can go into the marking
criteria/memorandum.
4. The teacher must fit the action word in the task to the context.
5. Phrase assessment task clearly and in language that is easy to understand.
6. Keep sentences short and vocabulary and terminology suitable to the level
of the learners.
7. Use active rather than passive voice.
8. Avoid words with many syllables.
9. Encourage learners to answer in ways with which they feel most
comfortable. Allow several different ways of answering such as giving a
definition by using words or a labeled diagram.
10. Be careful when using pronouns that it is clear what they prefer to.

QUESTION 3

The concept “curriculum”: prescription and practice. Different definition of

curriculum
Definitions become very difficult, especially when it comes to abstract
concepts, because people often have different understandings of the same
words. At a general level, an explanation of what “curriculum” is can be
distinguished in terms of what is included and/or excluded in the
description. The older, narrow definition states that when we want to study
a curriculum, we must look at the curriculum plan, i.e. the document or the
written intention of what, how and why something should be taught. This
then actually defines “curriculum” as a “course of study” or “study
programme”, whereas a broad definition is a more inclusive concept
comprising all the opportunities for learning and viewed in a historical
perspective in its socio-political context. Narrow definitions are likely to
foster a conception of curriculum change as a limited and largely technical
exercise. On the other hand, broader definitions of curriculum, which
acknowledge both intended and unintended learning, and which view
curriculum as a social construct, implies a stronger sense of the complexity
of the curriculum and/or processes of change. This means that a particular
society’s culture will produce a particular kind of curriculum, which in turn
will also contribute to shaping that particular society and its culture. This
mutual influence is on-going, and one should therefore not think of the
curriculum and the social structure as entirely separate entities. If we would
look at the South African situation, we can accept that the following social
structures have had a powerful impact on the South African curriculum:
 *The changing economic relations in the transition from an agrarian to an
industrial economy.
*The shifting power relations both within and between power groups with
regards to the economic changes.
*The shifts in ruling group ideology necessitated by and contributing to the
changes.
This debate about the interpretation of “curriculum” comes a long way. The
following definitions might be useful:

1. Official, explicit curriculum: This is the prescribed curriculum, which is

the official, formal curriculum and it is also described as the “blueprint” for
teaching. It is also described as the curriculum or plan or the intentions of
for instance the department of Education. This means that a single plan can
be used for different learners, although the contexts may differ vastly.
2. Curriculum in practice: This curriculum is the actual practiced or lived
curriculum. In other words, it refers to how the curriculum is experienced by
both the learners and the educators. It is also referred to as the non-official,
implicit curriculum as implemented by an educator. It can therefore refer to
that which is actually taught and learnt. Educator A’s lesson, for instance,
demonstrates that that which is actually taught, can be very different from
that which was planned. Curriculum in practice refers to the phenomenon
where, apart from educator misunderstandings, resources constraints, etcetera
interferes with the educator’s ability to implement a curriculum plan
effectively.
3. Convert curriculum: (as an aspect of the curriculum): the term “covert” is
intended to convey the idea of teaching that is implicit (not spelt out), but
deliberate on the part of the educator or the school. This is especially
important in the early years of schooling where aspects such as
“consideration for others”, “order and obedience”, teamwork and co-
operation” are focal points. The “play” in the early schooling is a deliberate
curriculum strategy to develop important attitudes and skills such as fine
motor skills, spatial differentiation and various pre-numeracy skills.
4. Hidden curriculum: (as an aspect of the curriculum): The term “hidden”
refers to learning which is hidden from the educators as well as the learners.
This is another form of implicit learning which the educators didn’t intend or
are probably not even aware of. The kinds of environment that schools and
classrooms present, indirectly allows us to learn many things about the world,
or to have different perspectives of the world.
5. Assessed curriculum: This is the knowledge and skills that are measured
to determine learner achievement or what objectives or learning outcomes have
been attained. Assessment is an important element of a curriculum because
it establishes how learners will be measured on performance.

QUESTION 4
South Africa embarked on a radical transformation of education and training
between 1989 and 1994, and subsequently on reviews of the curriculum.
One of the most challenging aspects of the initial transformation has been
the adoption of an OBE approach that underpins the introduction of C2005
has tried to capture aspects of all three of the approaches discussed above,
but just as there were tensions between the three different approaches of
Tyler, Stenhouse and Freire so there are tensions between different aspects
of policy. Tyler used the narrow definition of curriculum, while Stenhouse
argued for a broader definition and Freire just assumed a broader definition.
But that was only their starting point. The main focus of their debate was
on what should go into a curriculum and how it should be approached. For
this reason, these different approaches become useful tools for sharpening
our understanding and interpretation of C2005, both its revisions and the
amended NCS, referred to as the Curriculum and Assessment Policy
Statement (CAPS).
Approaches to curriculum planning according to Tyler, Stenhouse and Freire: a
summary
RALF TYLER LAWRENCE STENHOUSE PAOLO FREIRE
See curriculum as a See curriculum as a Thinks about the
product process with objectives purpose of a curriculum-
 (objectives/instrumental not set at the start, but it must serve to liberate
approach). Has a linear changing in the teaching learners to make links
focus on the end process. Focus on and understand
product; cannot branch descriptiveness language, experiences
off in the middle. knowledge must be and their daily struggle.
speculative.
Objective, content, Guidelines and Intellectual, social and
methods and sequence professional political liberation-how
questions. development are learners feel about
important. Learners knowledge and whether
should know what to do experiences can be used
with content. in everyday life.
Understanding and
criteria are central to the
process.
Educational purposes, Carry out research while The way in which we
experiences etc. are teaching, evaluate while teach may change
important. researching, and change learners-it is always
the process of reaching political (empowers or
goals. domesticates the
learners). Negotiate
understanding with
learners.
Do research to find the Test, adapt and evaluate Learners should be ape
best content to include the process to see if it’s to reflect on the value of
in curriculum/evaluate enlightening. Learners learning.
content. should “change” in the
learning process.

The following universal principles in approaches to curriculum, but also to

teaching and learning are to be found in the views of Tyler, Stenhouse and
Freire
* Experiential learning
* Clarity of focus
* Expanding opportunities
* Defining outcomes, aims or objectives
* Importance of knowledge, skills and values
* Evidence of achievement
* Individual learning
* What and whether we learn is more important than when we learned it.
Tyler wanted structure in the teaching and learning situation and argued
that there should be clarity of focus in what you want to teach, how you
want to teach and how you want to assess. Therefore, the first step in
effective teaching is to define objectives (outcomes), keeping in mind that
these objectives should be context-bound. The teacher should ask four basic
questions:
1. What educational purposes should the school seek to achieve? (By
“purpose” Tyler was referring to behavioral objectives (developed by
gathering information from three sources: the subject matter, the learners
and the society.)?
2. What educational experiences can be provided that is likely to achieve
these purposes?
3. How can these educational experiences be effectively organized? 4. How
can we determine whether these purposes are being achieved?
4. How can we determine whether these purposes are being achieved?
Tyler argued that individual learning will ensure that each learner achieves the
set objectives (outcomes). We can interpret this to mean that educational
experiences should be derived from objectives, based on the results of an
analysis of the situation (learner, subject, society), and that objectives should
have been filtered through a philosophical/psychological screen before being
finalized. It is important to develop citizens who are ape to solve problems and
can engage in democratic processes. The principles mentioned above have
their roots in the competency-based education movement and mastery
learning. They are based upon the premises that we can help learners to
create definite and reliable evidence of achievement. This model focuses on
the need to create favorable learning conditions as regards time, teaching
strategies and learning success.
A more detailed look at competency-based learning reveals that Stenhouse’s
ideas of a teaching-learning process prepare learners for success in fulfilling
various life roles. It is important to test, adapt and evaluate the process to
see whether it is an enlightening one, and in that manner expand
opportunities for application. Stenhouse stressed the importance of doing
research while teaching and of following the route of “design down, deliver
up”-a development process where the teacher can change the teaching-
learning environment according to context and learners needs. The learner
should change in the teaching-learning process to internalize information and
form opinions of his or her own.
Mastery learning promotes the idea that all learners can achieve the
desired teaching outcomes if given favorable learning conditions such as
flexibility, sufficient time and alternative ways of learning. Freire focused on
these aspects; he wanted teachers and curriculum developers to make sure
that educational experiences can be used in real life. Experience learning was
of utmost importance: learners should be ape to reflect on the value of
learning. What is also considered here is the perception of what the ideal
learner in a particular field should look like, be like, act like and think like.
Freire felt it was important to identify specific knowledge in order to attain
a skill which could be applied in praxis as the connection between reflection
and action.
The impact of these approaches in terms of curriculum interpretation
If we translate the approaches described above into teaching and learning
principles, methodology, the use of learning materials and assessment, then
teaching implies providing the learner with learning experiences and guiding,
supporting and mediating the learning content by facilitating understanding.
Learning implies the development of not only the learner’s knowledge, but
also his or her understanding of concepts, skills, activities and values. All
these should then be based on interaction between teacher, learner, context
and content. Learning is relevant to the real-life situations and experiences
of the learner, therefore cross-curricular integration of knowledge and skills
might prepare learners for reality and the world of work.
Teaching strategies in short imply that teaching involves critical thinking and
reasoning, reflection and action. Learners must take responsibility for their
learning by being actively involved in the teaching-learning process. This also
means that the teacher should use a variety of approaches and learning
material in the learning process to accommodate different learning styles.
Assessment is viewed as an integral part of teaching and learning, is
continuous and based on a wide variety of techniques apart from testing.
Feedback in assessment is valued as part of learning.
QUESTION 5
5.1 Teaching critical thinking
Critical thinking” means the examination and evaluation of ideas, events and
arguments in their contexts. As such, it includes “questioning assumptions
and identifying biases.
Best time to use; when learners engage in a discussion or debate.

Advantage
*Allows for the creation of a dialogue between learners and teachers.
Encourages learners to go beyond answering questions. Two-way
communication in the classroom.
Disadvantages
Teacher and learners take turns leading small group discussions on a
reading task. After modeling four reading strategies. Learners assume the
teaching role.
Examples
The teacher leads the students in the discussion and introduces the four
main strategies: summarizing, questioning, clarifying, and predicting. (Booyse
& Du Plessis, 2014:36-37).
5.2 Cognitively guided instruction
*Cognitively guided instruction is a strategy for using both listening and
language as part of the learning process. The strategy uses learner’s prior
knowledge and builds on that through discussion and dialogue. By listening to
learners thinking about the subject and topic, the educator can direct or
guide their thinking and there by emphasize knowledge acquisition.
*It is best to use cognitively guided instruction when critical thinking is
required. Leaners need to have experience and knowledge of the subject
matter and be confident enough to take part actively.
Advantages
*The method helps learners to experience real-life situations without the
possibility of serious repercussions. Learners can experiment and find
solutions in a safe manner-true to life. The educator can get learners
emotionally involved in a situation in an interactive and enjoyable way.
Disadvantages
*The method takes a lot of time, and learners can get over emotional and
involved in imaginary solutions. Examples Computer-aided simulation and
role-play.
Examples
*Computer-aided simulation and role-play
5.3 Scaffolding
* Is the process of creating a framework around prior experience to assist
learners to build new knowledge.
*It is best to use scaffolding when learners have personal, social or
academic obstacles to learning.
Advantages
*The educator can gradually guide the learners and build confidence and
motivation scaffolding uses teacher’s guidance and peer support and
encourage interaction and collaboration.
Disadvantages
*In the case of the over simplification of tasks, learners will not reach the
educational objectives. The differing opinions of learners could require teacher
intervention. Language and socio-economic problems, attitudes and low
levels of motivation might be problematic.
Examples
*Questioning, collective enquiry into a topic and dialogue.
5.4 Simulation
*Is the controlled re-enactment or imitation of situations using technology
and includes real-life enactment by learners. Learners practice problem
solving skills.
*It is best to use simulation to demonstrate real-life situations to learners.
Advantages
*The method helps learners to experience real-life situations without the
possibility of serious repercussions. Learners can experiment and find
solutions in a safe manner-true to life.

Disadvantages
*The method takes a lot of time, and learners can get over emotional and
involved in imaginary situations.
Examples
*Computer-aided simulation and role-play
5.5 Problem solving
*Problem solving allows learners to build skills such as self-management and
teaches them to approach problems in a balanced way.
It is best to us problem solving when learners have a clear understanding of
the subject related to the problem, are motivated to learn and love
acquired a measure of problem-solving ability.
Advantages
* The educator actively involves learners by challenging them to make
judgments, applying the knowledge they were taught and to think about their
own learning processes
Disadvantages
*Learner’s fear of failure may restrict participation. This method requires
the consuming and in-depth preparation from the educator.
2
Examples
*Context-based teaching, case studies and word sums.
REFERENCES
Title : CURRICULUM STUDIES IN CONTEXT
Authors : Celia Booyse, Elize Du Plessis and Mncedisi Maphalala
UNISA Edition : Fourth (2020)
ISBN-9780627 037504

DECLARATION
Name : Ramphisa Jacquiline
Student No : 64145476
Module Code : CUS3701
Assignment No : 02
Unique no. : 843465
I declare that this assignment is my own original work. Where secondary
material has been used (either from a printed source or from the internet),
this has been carefully acknowledged and referenced in accordance with
department requirements. I understand what plagiarism is and am aware of
the department policy in this regard. I have not allowed anyone else to copy
my work.
Signature: J Ramphisa
 RESULTS
Q1 = 10

Q2 = 10

Q3 = 16

Q4 = 20

Q5 = 26

------------------------------

Total = 82 / 100 (82%)

 COMMENTS
1 Give your own examples. Refer to page 6-7 for more information to question 1 of your prescribed
textbook.
2 Refer to page 80-84 for more information to question 5 of your prescribed textbook. . Please edit your
work before you submit.