Summary
Summary - CUS3701- CURRICULUM STUDIES
- Course
- CUS3701- CURRICULUM STUDIES
- Institution
- University Of South Africa (Unisa)
Summary of 62 pages for the course CUS3701- CURRICULUM STUDIES at Unisa (NOTES.SUMMARY)
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Notes: EDDHODJ
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Chapter 1 - Theoretical Framing of Curriculum Develeopment
1.1 Introduction
Factors to take into consideration when interpreting a curriculum:
• The influence of different approaches on curriculum development
• Interpret existing curricula
• DBE policies
• Design with teaching, learning and assessment in mind
1.2 The concept of “curriculum”: development, interpretation, plan and practice
1.2.1 What is the difference between “curriculum” and “syllabus”?
"Curriculum" - origin : Latin word "Currere", means "to run", refer to chariot race track
"curriculum" in broader terms: all the learning that is planned and guided as a body of knowledge in order to
achieve certain ends (outcomes) in a teaching-learning process as realised in praxis.
The curriculum document should include the rationale, aim and purpose of the particular course and refer to
related subject methodology, teaching methods and guidance regarding assessment practices, which are all
based on a particular approach.
"syllabus" in Greek means a concise statement or table of the topics of a discourse or the list of contents of
a subject. Such a document has a series of headings with some additional notes which set out the areas to
be examined.
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A syllabus will not generally indicate the relative importance of its topics or the order in which they are to
be studied.
1.2.2 Defining a curriculum
Stenhouse - two different views of the curriculum.
On the one hand the curriculum is seen as an intention, plan or prescription, an idea of what one would like to
happen in schools.
On the other hand it is seen as the existing state of affairs in schools, what does in fact happen”
Eisner - a series of planned events that are intended to have educational consequences for one or more
learners
Fraser - wider interpretation of curriculum as the inter-related totality of aims, learning content, evaluation
procedures and teaching-learning activities, opportunities and experiences that guide and implement
didactic activities in a planned and justified manner.
The older, narrower definition - the curriculum plan, i.e. the document that sets out the intention of what, how
and why something should be taught.
- "study programme"
- foster a conception of curriculum change as a limited and largely technical exercise
broader definition - inclusive concept that comprises all the opportunities for learning and is viewed in
historical perspective in its socio-political context.
National Education Policy Initiative (RSA, 1993):
“Curriculum refers to the teaching and learning activities and experiences which are provided by schools.” The
definition includes
• the aims and objectives of the education system and the specific goals of the school
• the selection of content to be taught, how it is arranged into subjects and what skills and processes are
included
• ways of teaching and learning, and relationships between teachers and learners
• forms of assessment and evaluation used.
intended curriculum - the stated aims and subject-specific documentation
enacted curriculum - results from the interpretation and implementation of the curriculum, the consideration
of actual classroom practices and experiences
Having the same curriculum on paper does not mean that all schools /learning institutions experience the same
curriculum-in-use or enacted curriculum.
Influenced by:
resources (e.g. laboratories and libraries)
materials that support the learning process (e.g. textbooks)
experiences of disruption or continuity, quality and
morale of teachers
Improving teachers’ knowledge and skills may have an effect on the way they will interpret and implement the
intended curriculum
In short, the curriculum can be defined as an organised framework that delineates the content that learners
are to learn, the processes through which learners achieve the identified curricular goals, what teachers do
to help learners achieve the objectives / goals, and the context in which teaching and learning occur.
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Aspects of the curriculum:
1. Official, explicit intended curriculum.
The prescribed curriculum.
It is the plan or intentions of the Department of Basic Education.
A single plan can be used for different learners, although its contexts can differ greatly.
2. Enacted curriculum as practice.
This is the curriculum as it is experienced the
non-official, implicit curriculum
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