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cus3701 assignment 3 semester 2 2023
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CUS3701ASSIGNMENT 3 2023
DUE DATE: 27 JULY 2023
SEMESTER 2
, 9.8.3 Assignment 03
This assignment is compulsory and will contribute 40% towards your year mark. NO
EXTENSION will be granted! DO NOT copy the textbook! You MUST write in your own words.
Submit your assignment online.
ASSIGNMENT 03
QUESTION 1
The way we interpret the world around us is determined partly by our beliefs, values and norms, but
mostly by contextual influences. The educator’s interpretation and implementation of a curriculum is
also influenced by the context. Choices regarding planning and designing a learning programme, the
inclusion of particular instructional strategies and the practical application are embedded in
knowledge and the understanding of the educational situation. Influences ranging from the political,
social and economic culture to the norms and knowledge structures of educators affect teaching and
learning.
Taking the above into consideration, critically discuss the following:
1.1 A socio-constructivist’s view (Vygotsky) of the impact of context on curriculum
implementation (7 marks). Do you agree with his view (1 mark)? Justify your answer
According to the socio-constructivist perspective, which was developed by Lev Vygotsky, the impact of
context on curriculum implementation is significant. Vygotsky believed that learning and cognitive
development are deeply rooted in social interactions and cultural contexts. He emphasized the
importance of the social environment, including the influence of teachers, peers, and cultural norms, in
shaping a student's learning experiences and outcomes.
In Vygotsky's view, curriculum implementation is not a one-size-fits-all approach but rather a dynamic
process that should consider the specific cultural, social, and historical context in which learning takes
place. The curriculum should be designed in a way that reflects the values, beliefs, and norms of the
community it serves. Vygotsky argued that meaningful learning occurs when students are actively
engaged in collaborative activities, interacting with others, and building upon their prior knowledge and
experiences.
Vygotsky's concept of the zone of proximal development (ZPD) suggests that the curriculum should be
tailored to challenge students at a level just above their current capabilities. The ZPD represents the
gap between what a learner can achieve independently and what they can achieve with guidance and
support from more knowledgeable others. Therefore, the curriculum should consider the specific needs
and abilities of students in a particular context, providing appropriate scaffolding and support to
facilitate their learning and development.
1.2 The influence of changes in the South African context on curriculum by referring briefly to
the most important economic, social and political forces.
South Africa has undergone significant economic, social, and political changes that have influenced
curriculum development and implementation. Here are some important forces that have shaped the
South African context:
a. Economic forces: South Africa's transition from apartheid to democracy brought about economic
reforms and challenges. The country faced the need to address inequality, unemployment, and skills
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