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ASSESSMENT 2 - CUS3701
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Curriculum studies Assessment 2 (82% mark)
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Assignment 2 – CUS3701Name and Surname:
Student Number:
Assignment Number:
Due date:
TA Name:
,QUESTION 1:
The knowledge and skills included in developing and preparing learners for the 21st
Century are values, traditions, cultures, political regimes, and educational structures.
Values: In a South African curriculum, students could be taught about the core values of
the country, such as ubuntu (humanity), diversity, and respect for different cultures and
languages. They could engage in discussions, role plays, or projects that explore these
values in real-life contexts, fostering empathy and a sense of social responsibility.
Traditions: Students could learn about various traditional practices and customs of different
South African communities. For example, they could study traditional music, dance,
clothing, or storytelling, and have opportunities to actively participate in or showcase these
traditions through cultural events or performances.
Cultures: The curriculum could include a study of the diverse cultures within South Africa,
including the languages, beliefs, and practices of different ethnic groups. Students could
engage in cultural exchanges, where they learn about each other's cultures, share
experiences, and celebrate the country's cultural richness.
Political Regimes: Students could study the history of South Africa's political regimes, such
as apartheid and the subsequent democratic transition. They could analyse the impact of
these regimes on society and discuss issues of justice, human rights, and equality,
promoting a critical understanding of the country's political development.
Educational Structures: Students could learn about the structure and organization of the
South African educational system, including its historical context, policies, and challenges.
They could explore different approaches to education and reflect on how educational
structures can influence access to learning opportunities and shape future aspirations.
, QUESTION 2:
Ten factors of effective questioning:
1. Clarity:
Questions should be clear and concise, avoiding ambiguous language or complex
sentence structures that may confuse learners.
2. Purposeful:
Each question should have a clear purpose and align with the learning objectives or
outcomes of the assessment.
3. Relevance:
Questions should be relevant to the content being assessed and meaningful to the
learners, connecting to their prior knowledge and experiences.
4. Cognitive Level:
Questions should vary in their cognitive complexity, ranging from recall and
comprehension to higher-order thinking skills such as analysis, evaluation, and
synthesis. This allows for a comprehensive assessment of learners' understanding.
5. Open-endedness:
Incorporating open-ended questions encourages critical thinking and allows
learners to demonstrate depth of understanding by providing thoughtful and detailed
responses.
6. Sequencing:
Questions should be appropriately sequenced, moving from simpler to more
complex concepts or from general to specific aspects, guiding learners through a
logical progression of thinking.
7. Contextualization:
Providing relevant context or real-world scenarios in questions can enhance
learners' understanding and application of knowledge in practical situations.
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