NAME AND SURNAME : KHOTHATSO SETHEBE
STUDENT NUMBER: 57702616
UNIQUE NUMBER: 751412
Cus3701
DECLARATION
I (full names): ………………Khothatso Sethebe……………………………
Student number: …57702616…
Module code: …CUS3701…
Declare that…
1.
I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2.
I declare that this assignment is my own, original work. Where I used someone else’s
work, whether a printed source, the internet or any other source, I give the proper
acknowledgement and include a complete reference list.
3.
I did not use another current or previous student’s work, submitting it as my own.
4.
I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.
Signature ……K.SETHEBE……
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Date:…14/06/2023…….
QUESTION 1
Sense-making: determine deeper meaning, eg. relate ideas to everyday experiences and
actuality
2. Social Intelligence: ability to connect to others in a deep and direct way, to sense and
stimulate reactions and desired interactions eg. Engage in a debate
3. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and
responses beyond that which is rote or rule-based, eg. Role-play using own experiences to
prove a point
4. Cross-cultural competency, eg. doing a task where they do research on a culture of their
choice to obtain more knowledge and pass to others
5. Computational thinking: ability to translate vast amounts of data into abstract concepts and
to understand data-based reasoning, eg. Use a game like chess in class so they can
develop a chess strategy
6. New media literacy: ability to critically assess and develop content that uses new media
forms, and to leverage these media for persuasive communication, eg. using WhatsApp
group to exchange ideas on tasks to be done in a group
7. Transdisciplinary: literacy in and ability to understand concepts across multiple disciplines,
eg. learner to write an English essay on a geographical concept
8. Design mind-set: ability to represent and develop tasks and work processes for desired
outcomes, eg. If given a complex maths problem, they will need to find ways of breaking
down the parts of the problem in order to creatively present a solution
9. Cognitive load management: ability to discriminate and filter information for importance, and
to understand how to maximize cognitive functioning using a variety of tools and techniques,
eg. Learners create a study plan for a subject and display time management skills
10. Virtual collaboration: ability to work productively, drive engagement, and demonstrate
presence as a member of a virtual team. Eg learner is able to work on a life-orientation task
with learners from other school using social media such as WhatsApp
1.
QUESTION 2
Comprehensive instructions:
 Use clear language according to the grade of the learner
 Use action words to describe what activities are part of the task
 Link instructions to the set outcomes
 Re-read tasks after setting them to make sure that no steps are left out
Clear and accessible language
 Use active voice than passive voice
 Encourage learners to answer in ways in which they feel most comfortable
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

Avoid words with many syllables
Be careful when using pronouns, it must be clear what they refer to
Comprehensive instructions
 Re-read tasks after setting them to make sure that no steps are left out.
 Use clear language according to the level/ grade of the learner
 Use action words to describe what activities should be part of performing the task
 Link instructions to the set outcomes and the assessment criteria in order to make sure
that what is expected is what is assessed
QUESTION 3
As interpreter and developer of the curriculum, it’s insufficient for the educator to give a
narrow definition to the concept “curriculum” There are different definitions and aspects of
“curriculum”.
There are different meaning to the word “curriculum”, the definitions are more complex, especially
when it comes to intangibles, because people often understand different meanings of the same
words. At the standard level, the definition of what a curriculum is, can be categorized according
to what it is included or not included in the definition. The old and new meaning is that if we are
going to study a curriculum, we must look at the curriculum as a text or a written purpose of what,
how and why it should be taught. This then actually defines “curriculum” as a study programmer,
whereas a broad definition is 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 aa conception of curriculum changes as limited and largely technical exercise. According
to Boysen and Du Plessis, the concept of curriculum has its roots in the Latin word “currere” ,
which means “to run”. It carried with it the whole Idea of tracks used for charlot races and running.
this has an implied meaning; a course leading to an end or outcome. Others, such as Thijs and
Van der Akker, sees curriculum as a framework for learning. (Boyesn and Du Plessis,2008). So,
in its very broad sense, curriculum can be defined as the course offered by an educational
institution such as a school or university in which there is an intended aim and outcome. Most
would agree that curriculum is a plan for learning. Everything that is done within a normal school
year should have obvious results at the end of that school year. There must be what Eisner refers
to as, “series of planned events that are intended to have educational consequences for one or
more learners.” (2018, p.15). in other words, the curriculum must achieve educational results in
learners at the end of the course or school year. So, the curriculum is there to make learning
happen, in other words, it facilitates learning.
Eisner (1985) views “curriculum” as a series of planned events that intends to have educational
consequences for one or multiple learners, versus Fraser (1993), who has a much wider
interpretation –“curriculum “ is an interrelated totality of aims, learning content , evaluation
procedures and teaching and learning activities ,opportunities and experiences that guides and
implement didactic activities in a planned and justified manner. Most interpreters of the curriculum
understand it to be a document which outlines the content, purpose and reasoning of what is to
be taught. This is a narrower definition of the term where there is a strategic framework for
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learning content. An example of this is the Curriculum and Assessment Policy Statement or
CAPS document which outlines the educational process of education in South Africa.
This mutual influence is on-going, and 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 structure have had powerful impact on the South African
curriculum:
The dynamic economic relationship in the transformation of the agricultural economy from the
agricultural sector to the industrial economy. Flexible power relation between and within power
groups regarding economic transformation. A change in party ideology was needed and
contributed to the change.
Considering different aspects of the curriculum:
 Official, explicit curriculum: this refers to the prescribed curriculum in the form of a
curriculum and it is also described as the blueprint for teaching. It is also described as
the curriculum or plan or the intentions for instance the Department of Education, this
means that a single plan can be used for different learners although the contexts may
differ vastly.
 Convert curriculum: is intended to convey the idea of teaching that is implicit or not spelt
out, but deliberate on the part of the educator or the school. This is especially significant
in the early years of schooling where aspects such as consideration for others, order and
obedient, teamwork and c-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
skill, spatial differentiation and various pre-numeracy skills.
 Curriculum in practice: is the actual practices or lived curriculum. It refers to how the
curriculum is experienced by both the learners and he educators. It is also referred to as
the non-official implicit curriculum as implemented by the educator.it can therefore refers
to the phenomena where, apart from educator misunderstandings, resources constraints
and interferes with the educator’s ability to implement a curriculum plan effectively.
 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 a significant element of a curriculum because it is establishing how
learners will be measured on performance
 Hidden curriculum: the term hidden refers to learning which is hidden from the educator
as well as learners. This is another form of implicit learning which the educators did not
intend or are probably not even aware of. The kinds of environment that schools and
classroom present, indirectly allow us to learn many things about the world or to have
different perspectives of the world.
In conclusion, one should think of the curriculum in both broad and narrow terms. Furthermore,
it should be seen as a cohesive whole with part all interrelated with each other. It is not just a
course of study, nor is it simply a set of academic subjects, but it is a powerful agent and influence
for change in learner thinking and development.
QUESTION 4
5
South Africa initiated a major transformation of education and training between 1989 and 1994, and
later a curriculum review. One of the major challenges of the first transformation was the adoption of
the OBE method that support the launch of C2005 which has tried to capture the features of all three
of the method 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.
Approaches to curriculum planning according to Tyler, Stenhouse and Freire: a summary
Ralph Tyler
Lawrence Stenhouse
Paolo Freire
Curriculum is the end
product and has linear focus
on the end product cannot
branch off the middle
Sees curriculum as a process
with objectives not set a start
but changing in the teaching
process
Thinks about the purpose of a
curriculum – it must serve to
liberate learners to make links
and understand language,
experiences and their daily
struggle.
Objectives,
content,
methods and sequence
questions.
Guidelines and professional
development are important.
Learners should know what to
do with content.
Understanding and criteria are
central to the process.
Intellectual, social and political
liberation – how learners feel
about knowledge and whether
experiences can be used in
everyday life.
Educational purposes,
experiences etc. are
important.
Carry out research while
teaching, evaluate while
researching, and change the
process of reaching goals.
The way in which we teach may
change learners – it is always
political (empowers or
domesticates the learners).
Negotiate understanding with
learners.
Do research to find the best Test, adapt and evaluate the
Learners should be ape to reflect
on the value of learning.
content to include in
process to see if it’s
curriculum/evaluate content. enlightening.
Learners should “change” in
the learning process.
universal principles in approaches to curriculum
•
•
•
•
•
•
•
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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
How these three approaches relates to curriculum development in South Africa
 it is thus easy to see how the influence of Tyler, Stenhouse and Freire’s views impacted
curriculum development in South Africa. The main tenets of all three approaches had
some bearing on how the curriculum should be developed for a democratic South Africa
and all three contributed to an understanding of what a curriculum ought to achieve.
The impact of the Three Approaches on Curriculum Development and Planning
 the three approaches described above will have a significant impact on the way a
curriculum is developed and planned. Out of the three approaches will arise a philosophy
which dictates what ought to happen with subject content is communicated to the learner.
It will also have a bearing on the teaching methods employed by the educator in order to
provide for the best possible learning experience. After all, the whole point of a curriculumand assessment for that matter, is to help learners learn. The subject content needs to be
mediated, Guidance and support needs to be provided so that learning is facilitated
towards an end result. the curriculum should have an end result. There should be visible
consequences of lesson content.
But it is not just knowledge which needs to be acquired. The curriculum should also result
in the acquisition of certain competencies, skills and activities. Here already, the influence
of Tyler can be seen in the expression of the curriculum and what it sets out to achieve in
learners. to achieve these skills and values, the curriculum should facilitate the interaction
between educator and learners and between educator and learner and between learner
and content. Learning should never be isolated from the real world in which the learner
finds himself. The point of learning is to equip learners for the real world in which they will
find themselves living and working one day. This implies that teaching should result in
real-life learning experience. Booyse and Du Perez confirm when they write that,” learning
is relevant to the real-life situations and experiences of the learner; therefore cross curriculum integration of knowledge and skills might prepare learners for reality and the
world of work.”(2018.pg 37)
In conclusion, we have discussed the transformation of education and training in South
AFRICA as well as the need for continued improvement in the educational sector. We
have distinguished between the three approaches to curriculum planning and
development and we have also noted the impact these three approaches have had on
learning within South African context. Curriculum development is always in flux. Dialogue
amongst educators , parents and learners alike is necessary if learning needs are to be
met to ensure a well-equipped future workforce to meet todays demand for labor in the
working sector.
QUESTION 5
5.1 TEACHING CRITICAL THINKING
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The answer to the question “Why do we teach thinking skills?” lies in understanding that we want
to give learners the ability to solve problems and make decisions that are more intelligent, to
make them open-minded, and to allow them to develop self-confidence when reasoning. It also
means that learners will become dedicated to searching for reliable information and keen to test
hypotheses (Facione, 2009). Learners have to be able to question their own understanding and
compare their version of the truth with that of the teacher and their fellow learners.
5.1.1 BEST TIME TO USE
When a process of knowledge building, making a collective inquiry into a specific topic, and
coming to a deeper understanding through interactive questioning, dialogue and the continuous
improvement of ideas is applied.
5.1.2 ADVANTAGES
The learner takes responsibility for his/her own learning. It will help with an advanced
understanding of what the learner knows about the topic.
5.1.3 DISADVANTAGES
It might not be possible in large groups. Assessment tasks might be difficult for teachers.
5.1.3 EXAMPLES
Assessment that involves problem solving skills.
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 learners' 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 thereby emphasize knowledge acquisition.
5.2.1 BEST TIME TO USE
It is best to use cognitively guided instruction when critical thinking is required. Learners need to
have experience and knowledge of the subject matter and be confident enough to take part
actively.
5.2.2 ADVANTAGES
This strategy helps to develop learners' insight into the problem. It allows learners to recognize
different approaches towards solving problems and the value of sharing experiences and
different perspectives.
5.2.3 DISADVANTAGES
Quiet learners can "hide" by not taking part. We cannot use this strategy when learners are not
well prepared or do not have adequate prior knowledge. It can also be a real problem when a
few learners dominate the cognitively guided instruction, while the majority of the learners are
excluded and do not gain from it.
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5.2.4 EXAMPLES
Class discussion and dialogue.
5.3 SCAFFOLDING
Scaffolding is the process of creating a framework around prior experience to assist learners to
build new knowledge.
5.3.1 BEST TIME TO USE
It is best to use scaffolding when learners have personal, social or academic obstacles to
learning.
5.3.2 ADVANTAGES
The educator can gradually guide the learners and build confidence and motivation. Scaffolding
uses teacher guidance and peer support and encourage interaction and collaboration.
5.3.3 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
socioeconomic problems, attitudes and low levels of motivation might be problematic.
5.3.4 EXAMPLES
Questioning, collective enquiry into a topic and dialogue.
5.4 SIMULATION
Simulation is the controlled re-enactment or imitation of situations using technology and includes
real-life enactment by learners. Learners practice problem-solving skills.
5.4.1 BEST TIME TO USE
It is best to use simulation to demonstrate real-life situations to learners.
5.4.2 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.
5.4.3 DISADVANTAGES
The method takes a lot of time, and learners can get over emotional and involved in imaginary
situations.
5.4.4 EXAMPLES
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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.
5.5.1 BEST TIME TO USE
It is best to use problem solving when learners have a clear understanding of the subject related
to the problem, are motivated to learn and have acquired a measure of problem-solving ability.
5.5.2 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.
5.5.3 DISADVANTAGES
Learners' fear of failure may restrict participation. This method requires time consuming and indepth preparation from the educator.
5.5.4 EXAMPLES
Context-based teaching, case studies and word sums.
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Bibliography

UNISA
Study Guide CUS3701 – Booyse,C.Du Plessis,E.and Maphalala,M.2020
Curriculum Studies
UNISA edition,Pretoria: Van Schaik
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