Pamela Govender
Student No: 62754327
Unique No: 791203
CUS3701 – Assignment 2
Question 1
Sense-making: Create a more profound interpretation
Social Intelligence: Ability to understand and trigger reactions
and interaction with other people.
Novel and adaptive thinking: Master thinking and find solutions
and answers further than what is based on experiments or rules.
Cross-cultural competency: the skill that contributes
to intercultural effectiveness regardless of the particular connection of
cultures
Computational thinking: capability to explain an enormous amount of data
into theoretical concepts and to recognize data-based interpretation.
New media literacy: Ability to crucially evaluate and expand
content using new media forms and the influence that these media platforms
make for compelling communications
Transdisciplinarity: The capability of understanding different concepts
across multiple disciplines.
Design mind-set: the skill to characterize and widen tasks and workflows to
achieve a desired result.
Cognitive load management: Ability to identify and sort out information by
importance and understand how to use various tools and techniques in order
to maximize their cognitive function
Virtual collaboration: capacity to work efficiently, force engagement, and
exhibit existence as a part of a virtual team.
Question 2
- Ensure that sentences are short and that the vocabulary is at the learners level
of understanding
- Refrain from using words with a lot of syllables.
- Motivate learners to answer questions in the ways that makes them feel
comfortable
- Make use of verbs in order to describe what activities are a part of their tasks
- Use active voice instead of passive
- Re-read the tasks given to them, to ensure that no steps will be left out
, - Be clear when making use of pronouns
- use questions that encourage thinking and reasoning
- allow adequate wait time before taking answers from learners
- ask questions to encourage creative and critical thinking
Question 3
The term ‘curriculum’ is difficult to define. As many people have their own perception of
what it should be. Stenhouse defines curriculum as an intention, plan or an idea of what
government would like to happen in schools. Eisner defines it as a series of planned
events that are intended to have educational consequences for one or more learners,
while Fraser has a wider understanding of curriculum as the inter-related entirety of
aims, learning content, evaluation procedures and teaching-learning activities in a
planned manner.
The older, narrower definition states that if we want to learn the curriculum we must
have a look at the curriculum plan, which is a manuscript that sets out the purpose of
what, how and why something should be taught. A "study programme", if you will.
The broader definition is a more comprehensive concept that includes all the
opportunities for learning and is viewed in a more historical viewpoint.
Simply put, the curriculum can be explained as a planned structure that describes the
content those learners will need to learn, the method which learners will use in order to
achieve the curricular objective, what teachers do to help learners achieve the aims and
the context in which teaching and learning occur. awjl
When it comes to defining curriculum, different aspects are considered and these are:
1. Official, explicit intended curriculum- This is the prescribed curriculum that
outlines the plan or intentions of the Department of Basic Education. One plan can be
used for different learners, although its environment can diverge.
2. Enacted curriculum as practice- This is the curriculum as it has practised the non-
official, implicit curriculum as implemented by a teacher, and is what is actually taught
and learnt. Misapprehension, resource limitation and so on can obstruct with the
teacher’s abilities to put forth a curriculum plan exactly as intended.
3. Covert curriculum- Refers to teaching that is implicit; however it is intentional on
the part of the teacher or school. Especially vital in early schooling
4. Hidden curriculum- Learning that is concealed from the teachers and learners.
Another form of implicit learning, whereby the teachers did not plan and are probably
not even aware of. They unintentionally learn new things about the world or see it in a
different perspective.
