Exam (elaborations)
CUS3701 EXAM PACK 2023
- Course
- CUS3701
- Institution
- University Of South Africa
CUS3701 EXAM PACK 2023
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CUS3701 EXAM PACK 2023 1Acronyms Abbreviations
C2005 Curriculum 2005
CAPS Curriculum and Assessment Policy Statement
CASS Continuous Assessment
CGI Cognitively Guided Instruction
CHE Council on Higher Education
COSATU Congress of South African Trade Unions
CPTD Continuous Professional Teacher Development
CTA Common Tasks for Assessment
DSG Development Support Group
FAL First Additional Language
FET Further Education and Training
FP Foundation Phase
GET General Education and Training
GETC General Education and Training Certificate
GFETQSF General and Further Education and Training Qualifications Sub-framework
HEQC Higher Education Quality Committee
HEQSF Higher Education Qualifications Sub-framework
HL Home Language
IP Intermediate Phase
IQMS Integrated Quality Management System
IT Information Technology
LoLT Language of Learning and Teaching
LTSM Language and Teaching Support Material
MCQ Multiple-Choice Question
MRTEQ Minimum Requirements for Teacher Education Qualifications
NAPTOSA National Professional Teachers’ Organisation of South Africa
NCS National Curriculum Statement
NEEDU National Education Evaluation and Development Unit
NEPI National Educational Policy Initiative
NPF National Policy Framework
NQF National Qualifications Framework
NSC National Senior Certificate
NSE Norms and Standards for Educators
NUMSA National Union of Meta1workers of South Africa
OBE Outcomes-Based Education
OECD Organisation for Economic Cooperation and Development
OQSF Occupational Qualifications Sub-framework
PIRLS Progress in International Reading Literacy Study
QC Quality Council
RNCS Revised National Curriculum Statement
SACE South African Council for Educators
SAQA South African Qualifications Authority
SDT Staff Development Team
SMT School Management Team
SP Senior Phase
SWOT Strengths,Weaknesses,Opportunities and Threats
TIMSS Trends in International Mathematics and Science Study
, CHAPTER 1 : A THEORETSStuvia.com
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➢ Introduction
⚫ A teacher needs to understand the influence of different approaches on curriculum development,be able to
interpret curricula,choose appropriate teaching strategies,and consider policies prescribed by the Department of
Basic Education.
➢ The concept of “curriculum” : design,interpretation,plan and practice
⚫ Grundy (1987), Goodson (1984;1988) and other educationists view an awareness of the different interpretations
of a curriculum as important for developing an understanding of what a curriculum is.
⚫ Goodman (1998), says that the struggle over the definition of “curriculum” is a matter of social and political
priorities.
⚫ It is therefore important to distinguish between a curriculum and a syllabus, and to look at the different
dimensions of a curriculum.
⚫ What is the difference between a “curriculum” and a “syllabus” ?
◆ The concept of “curriculum” refers to all the learning that is planned and guided; a body of knowledge
necessary 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 which are all based
on a particular approach.
◆ The word “syllabus” in Greek means a concise statement or table of the topics of a discourse, or the list of
content within a subject. Such a document has a series of headings, with some additional notes, which set
out the areas to be examined.
◆ A syllabus will not generally indicate the relative importance of its topics or the order in which they are to
be studied.
⚫ Defining a curriculum
◆ Stenhouse observed that the educationist is confronted by 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 (1985) defines a curriculum as a series of planned events that are intended to have educational
consequences for one or more learners.
◆ Fraser (1993) has a much 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.
◆ Intended curriculum - covers more than the stated aims and subject-specific documentation.
◆ Enacted curriculum - which results from the interpretation and implementation of the curriculum.
◆ Improving teachers’ knowledge and skills may have an effect on the way they will interpret and implement
the intended curriculum.
◆ Curriculum includes activities, opportunities and experiences,the following are part of a
curriculum :
❖ The preference for a subject because of a teacher’s knowledge of the field and choices of teaching
strategies.
❖ The principal locking the gates at 08:00 because she wants to force the children to be punctual.
❖ The fact that Mathematics lessons are never scheduled for the last period on a Friday,but Life
Orientation lessons often are.
❖ The impact of teachers teaching subjects that they never studied themselves.
❖ Classes that consist mainly of weak learners and repeaters.
◆ The above are all examples of the enacted, experienced or lived curriculum which can explain why the
same prescribed curriculum can generate very different results in different schools.
◆ 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.
, ◆ The following aspects of the cuStrurviiac.cuolmum
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❖ Official, explicit, intended curriculum - This is the prescribed also described as the blueprint for
teaching. It is the plan or intentions of, for instance, the Department of Basic Education. A single plan
can be used for different although its contexts can differ greatly.
❖ Enacted curriculum - This is the curriculum as it is experienced and learned. It is also referred to as
the non-official, implicit curriculum as implemented by a teacher, and is what is actually taught and
learnt. Misunderstandings resource constraints, and so on can interfere with the teacher’s ability to
implement a curriculum plan exactly as intended.
❖ Covert curriculum - This is teaching that is implicit (not spelt out) but nonetheless deliberate on the
part of the teacher or school.It is especially important in early schooling, when consideration for others,
order and obedience, teamwork and cooperation are focal points. “Play” in early schooling is a
deliberate curriculum strategy to develop important attitudes and skills such as fine motor spatial
differentiation, and various pre-numeracy skills.
❖ Hidden curriculum - This is learning that is hidden from the teachers as well as from the learners. It
is another form of implicit learning, which the teachers did not intend and are probably not even aware
of. We consciously learn many things about the world, or learn to see the world in particular ways,
simply by spending a lot of time in the sort of environment that schools and classrooms present to us.
❖ Assessed/attained curriculum - This is the knowledge and the 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 in terms of
their performance.
⚫ What is meant by “curriculum development” ?
◆ Curriculum development focuses on improvement and innovation in education.
◆ In a cyclical process, analysis, design, development implementation, and evaluation take place
interactively.
◆ Curriculum development often starts with analysing the existing setting and formulating intentions for the
proposed change or innovation.
◆ Important activities in this phase include problem analysis,context analysis, needs analysis, and analysis of
the knowledge base.
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⚫ The nature and extent of curriculum design
◆ Subject experts and curriculum designers should work collaboratively to ensure that a curriculum serves
national goals, qualification aims and developmental outcomes.
◆ A curriculum should be a plan for teaching and learning.
◆ The aims, outcomes, culture context and purpose of the curriculum influence the structure of the
curriculum as a whole.
◆ The purpose(s) of a curriculum should be considered, which could for instance include preparation for
further or higher learning and/or preparation for participation in civil society and/or for employability.
◆ Clear, specific and well-defined aims should be aligned with the purpose and the subject methodology,
which in tum should be suited to the interest and capacities of learners at a particular level.
◆ It is for curriculum developers or policy makers to also think about how to organise the knowledge in the
curriculum.
◆ The developers have to decide what learners have to learn (content and skills), in what particular order
they have to learn it (sequence) and in what space and time.
◆ The decision needs to be made that the content and concepts included in the curriculum should be fair and
equitable for all the learners from the different socio-economic groups in the country.
◆ The content required and the skills expressed in the curriculum determine the teaching strategies and
methodologies to be followed.
◆ Suggestions about how much time could reasonably be allocated to the various parts of the curriculum help
teachers to identify the relative weighting (and importance) given to the various parts of the curriculum.
⚫ Considerations in curricular design for a diverse context - a situational analysis
◆ In curriculum design, the diversity in values, traditions: cultures, political regimes and educational
structures are aspects to be considered.
◆ This means that a situational or context analysis of the environment should be done to determine enabling
and limiting factors that might influence the implementation of a curriculum.
◆ Skills to consider that would prepare learners more holistically and might assist teachers in the
implementation of the curriculum include the following :
❖ Sense-making : determine deeper meaning
❖ Social intelligence : ability to connect to others m a deep and direct way: to sense and stimulate
reactions and desired interactions
❖ Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses
beyond that which is roDtoewonlroarduelde-bby:assirecdhillydelphi | chilliboyn@gmail.com
❖ Cross-cultural competency Distribution of this document is illegal
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