CUS3701 - Study Guide - 2021 Revised

Department
of Curriculum and Instructional Studies
CURRICULUM
STUDIES
Only Study Guide for
CUS3701
University of South Africa
Open Rubric
1© 2020 University of South Africa
2All rights reserved
3Printed and published by

4the University of South Africa
5Muckleneuk, Pretoria
610000151
7CUS3701/1/2021–2025
MNB_Style
CONTENTS
233 Page
INTRODUCTION v
Learning unit 1: Debates on curriculum approaches as an evolving social construct 1
Learning unit 2: Contribution to the evolving nature and characteristics of the school
curriculum 16
Learning unit 3: Strategies for engaging with the school curriculum and policy 22
Learning unit 4: The development of the school curriculum in ways that are informed
by contextual realities, the nature of multi-cultural schools and
classrooms, historical legacies and social diversity, including ubuntu
principles 30
REFERENCE LIST 40
MULTILINGUAL GLOSSARY 41
(iii) CUS3701/1/2021–2025
(iv)
1. INTRODUCTION
Welcome to the module Curriculum Studies. We hope that your journey with us through this
10
module will be an exciting one and that it will inspire you to become the kind of teacher
that schools need. If you are already that kind of teacher, then we hope this module will
make you an inspiration to both other teachers and your learners in the classroom.
When you have completed this module, you will know the different roles that a teacher
11
should play if he/she is able to put his/her knowledge into practice.
When you read through this module and complete the activities and assignments, do
12
not see this module in isolation from other modules in your programme.
13 This study guide must be used with your prescribed textbook. Your prescribed book is:
14 Title: Curriculum studies in context (Unisa Edition)

15 Authors: Booyse, C, Du Plessis, E & Maphalala, M.
16 Edition: 2020
17 Publisher: Van Schaik
18 ISBN-978 0 627 03750 4
19 eISBN-978 0 627 03751 1
20 Available from: https://store.it.si/za/home
21 Recommended Book (not compulsory)
Title: Africanising the Curriculum: Indigenous Perspectives and Theories

22
Authors: Msila, V & Gumbo, MT.

23
Edition: 2016
24
Publisher: African Media

25
ht tps: // b o o k s .g o o g l e .co. za / b o o k s /a b o ut /Af ri ca nising _ th e _Cu r ri cu lu m .

26
html?id=H2ADDAAAQBAJ&redir_esc=y
27 Additional E-recources
Africanising the curriculum: An exploratory study

28
https://www.researchgate.net/publication/270013541_Africanising_the_curriculum_An_
29
exploratory_study
30 Africanisation of Curriculum
31 https://www.journals.ac.za/index.php/sajhe/article/view/402
32 #Sciencemustfall and Africanising the curriculum: findings from an online interaction

33 https://journals.sagepub.com/doi/abs/10.1177/0081246318794829?journalCode=sapc
(v) CUS3701/1
2. WHAT DO WE EXPECT YOU TO DO AT THE END OF THIS
LEARNING EXPERIENCE?
2.1 Purpose
The purpose of this module is to explore the general principles underpinning the planning,
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organisation, implementation and review of the curricula in general and the South African
school curriculum in particular. The module will help you to understand, adapt and
contribute to the evolving nature of the school curriculum. Besides being an interpreter
and implementer of the curriculum, teachers need to understand legislation, prescribed
policies and approaches regarding curriculum development. You have to be able to
analyse the existing lesson plans and resource material in order to prepare instructional
designs with effective teaching, learning and assessment in mind.
2.2 Outcomes
35 The course content should enable you to do the following:
• Discuss, compare and evaluate key ideas and debates on curriculum approaches and
the school curriculum as an evolving social construct.
• Identify, implement and justify a variety of roles that make a positive contribution
to the evolving nature and characteristics of the school curriculum, focusing on the
curriculum in diverse contexts – plan and practice, taking the CAPS in consideration.
• Identify and justify, varied strategies for engaging with the school curriculum and
policy in ways that are appropriate for different purposes and contexts.
• Use innovative ways to contribute to the development of the school curriculum in
ways that are informed by contextual realities, the nature of multi-cultural schools
and classrooms, historical legacies and social diversity, including Ubuntu principles.
• Practice effective questioning, assessment and feedback of the intended curriculum.
3. STRUCTURE OF THE MODULE

The module is structured into four learning units. Each learning unit provides specific
36
learning outcomes as well as activities for you to complete at the end of each learning
unit. Also make use of the multilingual glossary at the end of this study guide.
The study guide is written in the form of a conversation and should be used together with
37
your prescribed text book. As with all good conversations, the study guide works best if
you participate. In order to encourage your participation, we have included many activities
to make you think. In fact, your work is the most important part of the study guide. If you
neglect to do the activities, you will skip a major part of the learning experience, which is
to practise your own understanding of particular concepts. Please follow the instructions
in Tutorial Letter 101 regarding the submission of assignments.
Another very important requirement of our conversation about the content of this
38
module is that you reflect on and understand what you read. It is important to know
(vi)
that understanding (as opposed to rote learning) develops in layers. Think how we get to
know things in the world. When we are first introduced to an idea, it seems strange and
confusing. It is only once we think, talk, read and write about things on a regular basis
that their full importance becomes clear to us.
Although the study guide already constitutes a conversation, we advise that you also set
39
aside time to talk to other students, for example, on myUnisa.
The study guide makes use of a variety of techniques that includes dialogues, scenarios,
40
case studies, debates and mind maps to structure the teaching. It is written in an inductive
manner, which means that you will arrive at the principles yourself. The comments and
explanations throughout will highlight important principles. Therefore, when talking
about concepts, interpretation and implementation, we will use case studies, debates and
arguments to allow you to transfer the theoretical ideas to your own context. Activities
are for your own use; do not submit them to your lecturer. Reference to a “journal”
means your own book (journal) for your own use, notes and preparation.
A vital learning skill is the ability to plot your own progress. This is only possible if you
41
keep a record of your understanding throughout the module. You may then return to
the earlier work and see how your understanding has changed. This makes your study
guide a very important part of your learning strategy. It will become a record of how your
thinking has evolved.
4. CLOSING REMARK
We trust that you will enjoy and do well in your studies. If you experience any problems
42
with your studies, you are welcome to contact me. Please see my contact details in Tutorial
Letter 101.
43 Your lecturer
44
(vii) CUS3701/1
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(viii)
Learning unit 1
Debates on curriculum approaches as an evolving
social construct
CONTENTS
Overview of learning unit 1

1.1 Introduction
1.2 The concept of “curriculum”: design, interpretation, plan and practice
1.2.1 What is the difference between a “curriculum” and a “syllabus”?
1.2.2 Defining a curriculum
1.2.3 What is meant by “curriculum development”?
1.2.4 The nature and extent of curriculum design
1.2.5 Considerations in curricular design for a diverse context – a situational analysis
1.3 Approaches to curriculum studies
1.3.1 Curriculum dimensions
1.3.2 The objectives (instrumental/product) approach – Ralph Tyler (1902–1994)
1.3.3 The process approach – Lawrence Stenhouse (1926–1982)
1.3.4 Paolo Freire (1921–1997) and the pragmatic approach intertwined with a socio-political
purpose
1.3.5 Tyler, Stenhouse, Freire and the interpretation and implementation of a curriculum
1.3.6 The impact of these approaches in terms of curriculum interpretation
Self-assessment
OVERVIEW OF LEARNING UNIT 1

Learning unit 1 will guide your study of the content of chapter 1 in your prescribed
46
book. You will notice that chapter 1 mention quite a number of topics to be discussed in
this study guide. Do not become discouraged – this is an exciting field of study and you
will find relevant information for the situation you work in. Take one step at a time and
make sure that you understand the meaning of all the unfamiliar words you encounter.
You will find activities in each of the learning units. Do them in a journal that you keep
for this purpose. These activities are not for submission, but will be for your own records
of your journey through this module.
As you work through each part of this chapter, you should link the information to the
47
assessment criteria.
You will notice that the learning unit for chapter 1 is quite comprehensive. The reason for
48
this is that this chapter provides you with a solid theoretical grounding for studying the
rest of the study guide. You will find yourself paging back to chapter 1 quite often while
studying the other chapters.
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Learning outcomes
Discuss, compare and evaluate key ideas and debates on curriculum approaches and the
school curriculum as an evolving social construct.
Assessment criteria
On completion of this learning unit, you must be able to

• define applicable terminology
• explain the difference between a curriculum and a syllabus
• identify definitions of “curriculum”
• discuss curriculum design
• distinguish between different approaches to curriculum studies
• demonstrate an understanding of curriculum dimensions
• compare the objectives approach, the process approach and the pragmatic approach
• indicate the influence of these approaches on the interpretation and implementation
of a curriculum
1.1 INTRODUCTION
Read chapter 1 in your text book.
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A THEORETICAL FRAMING OF CURRICULUM DEVELOPMENT. You can also look at the

50
e-resources at the end of this learning unit.
51 In the introduction, you will read that a teacher needs to
• understand the influence of different approaches to curriculum development

• interpret curricula
• choose appropriate teaching strategies
• consider policies in order to be able to effectively interpret the curriculum
• be able to mediate learning
This provides an indication of WHY a teacher needs to know the meaning of the word
52
“curriculum”.
53 You will also read about the views of
• Tyler
• Stenhouse
• Freire
It will be explained in order to encourage you to really understand your role as a teacher
54
regarding the interpretation and implementation of any given curriculum.
2
Activity 1.1
Before reading on, write down your understanding (definition) of the meaning of the
word “curriculum”.
The way in which you define “curriculum” is based on prior knowledge as well as on your
worldview. Definitions reflect certain worldviews. Your personal convictions, background
and attitude are reflected in your definition. As your knowledge of curriculum expands,
you will possibly adapt your personal definition of “curriculum”. Revisit this activity from
time to time.
Activity 1.2
Start a word list. Write down every word that you are not sure of. Find its meaning and
write your own comments regarding the word. Add to this list for the duration of your
course. You can also refer to the glossary at the back of your prescribed text book.
1.2 THE CONCEPT OF “CURRICULUM”: DESIGN,

INTERPRETATION, PLAN AND PRACTICE
Read the introductory paragraph.
55
Mention is made of Grundy (1987), Goodson (1984; 1989) and Goodman (1998). Go to
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the bibliography at the end of the book. Find these authors and look at the dates when
these texts were published. By doing this, you can find the name of the text as well as
where it was published. This is very important in all research as you need to know that
the texts you use are reliable.
If you quote any part of this tutorial letter in an assignment, you should use the correct
57
technique.
58 Example:
Grundy and Goodson view an awareness of the different interpretations of a curriculum

59
as important (Booyse, Du Plessis & Maphalala 2020:1).
1.2.1 What is the difference between a “curriculum” and a “syllabus”?

60 It is important to know the meaning of the words “curriculum” and “syllabus”.
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Activity 1.3
Read section 1.2.1. In your journal, draw the following table:
Syllabus Cirriculum
• Find all the information provided for the word “syllabus” and write this down in the
column on the left.
• Find all the information provided for the word “curriculum” and write this down in
the column on the right.
You will notice that the first two paragraphs describe the meaning of the word “curriculum”
and that the following paragraphs describe a “syllabus”.
• Now draw the same table again.

• Using short sentences, match the information in the two columns.
• This serves as an example. Complete this table by using all the information you included
in the first table.
Syllabus Cirriculum
Greek: short statement Latin: currere, to run

List of content Plan for learning
• Now write a short explanation of the difference between a syllabus and a curriculum.
• Read the syllabus provided for this module. Is there any link between the syllabus
provided and the exercise you just did? Yes or no?
• Write a paragraph in your journal motivating your answer.
1.2.2 Defining a curriculum

In your journal, copy the quote from Stenhouse. You will notice that this is taken from
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a book written in 1975. That is quite some time ago. However, Stenhouse is one of the
most important authors regarding the curriculum and much of what he has written is
still relevant today.
62 Make sure that you understand the definition as well as the meaning of
• intended curriculum
• enacted curriculum
4
Activity 1.4
In your journal, answer the following questions:

(1) How does Eisner (1985) define a curriculum?
(2) How does Fraser (1993) define a curriculum?
(3) What does the older, narrower definition say?
(4) What is the possible negative result of using a narrow definition?
(5) Complete the following: The broader definition is a more …
Examples of the enacted, experienced or lived (these words have more or less the same
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meaning) curriculum are provided.
64 Study the information under the headings
1. official, explicit, intended curriculum

2. enacted curriculum as practice
3. covert curriculum
4. hidden curriculum
5. assessed curriculum
Awareness of these five aspects of a curriculum helps a teacher to consider the influence
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of the messages included in the curriculum.
Scenario 1: Denise Damaso is a Unisa student and a class assistant in a Grade 1 classroom.
Everything learners bring to school is written down in a register and when they go
home at midday, they must ensure that the same number of items is marked off and
returned to them. The teacher explains to Denise that this school rule teaches learners
to take responsibility for their belongings.
What type of curriculum is this?
Activity 1.5
• In your journal, list examples of the experienced, enacted or lived curriculum at the
school where you work. If you do not work at a school, observe as often as possible
the curriculum of a school nearby.
• List three activities for promoting socially acceptable behaviour that can be included
in the covert curriculum in your situation.
1.2.3 What is meant by “curriculum development”?

67You can never sit back and say: “These are my lesson plans for the next 20 years”.
68 Teaching is a dynamic process and needs to be adapted constantly.
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Figure 1.1 in your text book shows how the core activities of curriculum development
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take place. It is a good idea to memorise this figure. Make certain that you understand
the whole cyclic process.
Activity 1.6
Copy figure 1.1 in your journal.

Make use of word bubbles and match each part of the explanation to the relevant word
in the figure.
Example:
Analysis: Analyse the existing setting – problem analysis – context analysis – needs analysis
– analysis of the knowledge base. Evaluate and reflect on your own context.
1.2.4 The nature and extent of curriculum design

A curriculum needs to relate to national goals, qualification aims and developmental
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outcomes. Make sure that you understand the importance of the envisaged
• aims
• outcomes
• culture
• context
• purpose
71 and their influence on the structure of any curriculum.
Activity 1.7
In your journal, complete the following sentences:

(1) Organising principles relate to …
(2) Developers have to decide what …
(3) The selection of key content and concepts for a subject …
(4) Sequencing ensures …
(5) Suggestions about how much time could be allocated to the various parts of the
curriculum help …
1.2.5 Considerations in curricular design for a diverse context – a

situational analysis
In the first paragraph, some of the reasons for doing a situational or context analysis are
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provided.
6
• Can you see what must be considered?
The diversity of values, traditions, cultures, political regimes and educational

73
structures must be considered.
Activity 1.8
Include the following words in your wordlist:
• rationale
• purpose
• content
• skills
• aims
• knowledge
• sequence
• progression
• teaching
• learning
• assessment
• theory
• practice
• priorities
• organise
• logical
74 Think about this:
If all this is taken into account when designing a curriculum, can we use a one-size-fits-all
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curriculum in South Africa?
Read the list of skills expected from a future workforce
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But a teacher should, while preparing learners for the future, never forget the present. The
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curriculum should be suitable for a learner of a particular age and at a particular stage.
1.3 APPROACHES TO CURRICULUM STUDIES
1.3.1 Curriculum dimensions

78 This is about the WHY, WHAT and HOW questions when planning a curriculum.
In the literature on curriculum development, three main sources for selecting and
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prioritising aims and content are mentioned:

• knowledge
• social preparation
• personal development
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It is important to decide what your priorities are when you develop a curriculum (plan)
80
as well as when you teach a curriculum (practice).
81 The four questions, namely
1. Why this curriculum?

2. What will be included in the curriculum?
3. How will the knowledge and skills be organised?
4. How will success be measured?
are discussed extensively. Please make sure that you understand the information regarding
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each question. This is a framework for understanding any given curriculum.
83 1. Why this curriculum?

The rationale and purpose of a curriculum provide the first indicators of what the curriculum
84
is intended to promote.
85 2. What will be included in the curriculum?

86 Notice the words might and might also.
87 This means that two ways of choosing knowledge and skills are discussed.
Table 1.1 shows the difference between school knowledge and everyday knowledge. You
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will notice that words such as structured, systematic, written, evidence, generalised,
concepts and discourse are used. After reading all the information included in this table,
you will be able to motivate why written lesson plans are so important!
89 3. How will the knowledge and skills be organised?

90 The way in which knowledge in a curriculum is organised is called an “organising principle”.
Two organising principles are discussed. The first organising principle is related to the
91
theory of knowledge and is the starting point of the curriculum; the second organising
principle is related to the specific subject.
92 Make sure that you understand the difference between these two principles.
93 4. How will success be measured?

Assessment guidance should be part of the planned curriculum. This provides structured
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guidance for teaching and assessment. A guideline document not only helps the teacher
to plan assessment, but also indicates how content should be unpacked for assessment.
Structured guidance for teaching and assessment helps to create a uniform framework
for all assessment.
Table 1.2 compares a few approaches to curriculum development. An approach is the

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theoretical grounding for assumptions regarding curriculum development. Each author

writes from a particular point of view. When you read a book on curriculum development,
you will be able to classify the content according to the approach the author believes in.
8
You will not always agree with an author but the more you read, the more you will be
able to form your own unique approach.
Activity 1.9
Case study
Mountain Top Primary School is situated in a beautiful environment in the mountains.
The school consists of eight classes, one for each grade. Although the buildings are fairly
old, the school is well equipped and the teachers have all the resources they need. Much
of the teaching and learning is done outdoors with a focus on the local natural resources.
The learners are encouraged to be active in their community and help each other. Social
and spiritual values are emphasised.
The principal is supportive of everything that the teachers plan. Planning means that each
teacher decides on relevant content and adapts the CAPS document according to what
learners are interested in. Planning is seen as a dynamic process and is done individually
with no communication between teachers. Assessment activities are planned by each
teacher for assessment week at the end of each term.
In your journal, answer the following questions:
(1) What approach is followed at this school?
(2) What positive aspects do you find in the school’s way of planning?
(3) Suppose that the principal retires and that you are the new principal. Using the four
questions we ask about a curriculum, what would you change in this school?
There is no model answer for this activity. However, your analysis of the situation should
be done according to the knowledge of curriculum planning you have gained up to now.
1.3.2 The objectives (instrumental/product) approach – Ralph Tyler

(1902–1994)
Read the discussion of Tyler’s objectives/instrumental approach.
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97 Underline the following words as you read:
trichotomy, determine, systematic, objectives, reference points, effective, linear,

98
experts, specialised, purposes, experiences, organise, determine, specify, definable,

predetermined, factual, objectivity
99 Reflection: What do you think is good in this approach? What is not so good?
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1.3.3 The process approach – Lawrence Stenhouse (1926–1982)
Read the discussion of Stenhouse’s process approach.
100
active role, research, evaluate, descriptive, reservations, obligatory, oversimplifies,

102
consequently, multivariate, descriptive, process, learner-centred, participate,

individuality, challenging, empowering, teacher’s right at heart
1.3.4 Paolo Freire (1921–1997) and the pragmatic approach intertwined

with a socio-political purpose
Read the discussion of Freire’s pragmatic approach.
104
political/power relationship, value-neutral, context-free, competitive, dualistic,

106
separate, oppressed, developing consciousness, transform, assists, political, context-

sensitive, dialogue, cooperative, opportunities, achievements, rationale, aims, target
group, useful, aligned, theoretical framework
108 THINK:
109 Did you notice that the three authors agree on some points?
110 Did you notice that they also disagree on others?
• Now read table 1.3 which shows what Tyler wrote in 1949.
• Then read table 1.4 which is based on what Stenhouse wrote in 1975.
• Finally, read table 1.5 which is a summary of what Freire wrote in 1970.
111 Can you see that there is a certain development in ideas over time?
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Activity 1.10
Read table 1.6.

Draw a table similar to table 1.6.
Ralph Tyler Lawrence Stenhouse Paola Freire
Write down a question you have about the content of every row in the three columns.
Revisit it regularly and write down the answers as you find them while reading.
Activity 1.11
Universal principles
Draw a table in your journal:
Ralph Tyler Lawrence Stenhouse Paola Freire
Clarity of focus Expand opportunities Experiential learning

Define objectives
Individual learning
Where would you place the following?
• the importance of knowledge, skills and values

• evidence of achievement
• what and whether we learn is more important than when we learn it
1.3.5 Tyler, Stenhouse, Freire and the interpretation and implementation

of a curriculum
Teaching implies
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• providing the learner with learning experiences

• guiding, supporting and mediating the learning content by facilitating understanding
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113 Learning implies
• the development of the learner’s knowledge

• the development of the understanding of concepts
• the development of skills
• doing activities
• understanding values
Teaching-learning must be relevant to real-life situations and is based on the interaction

114
between
• the teacher
• the learner
• the context
• content
115 Remember this when you plan lessons!
116
Right in the middle of this diagram is a shared area. This represents the universal principles
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found in the views of Tyler, Stenhouse and Freire, namely:
• experiential learning
• clarity of focus
• expanding opportunities
• defining outcomes, aims or objectives
• the importance of knowledge, skills and values
• evidence of achievement
• individual learning
• what and whether we learn is more important than when we learn it
The experts who planned the transformation of education and training in South Africa
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(1989–1994) were influenced by the approaches of Tyler, Stenhouse and Freire. In the first
version of the new curriculum, namely C2005, these approaches were combined in a way
that did not work. Different aspects of the policy just could not agree with each other.
Think of the teachers trying to make sense of that.
Fortunately, some revisions and amendments were made. In order to understand the
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history of the curriculum, starting with C2005 and ending with the CAPS, you need to
understand the different influences on the planners and planning of the curriculum.
12
1.3.6 The impact of these approaches in terms of curriculum
interpretation
This discussion is very important. Make sure that you understand how these approaches
120
impact on teaching and learning.
1Self-assessment
121
(1) Match an item in column A with the correct description in column B.
A B
Curriculum Another form of implicit learning
Syllabus Instrumental approach
Curriculum design Prescribed curriculum
Curriculum development Pragmatic approach
Curriculum plan Non-official curriculum
Curriculum practice Enacted curriculum
Tyler Theoretical framing of a curriculum
Stenhouse List of content in subject
Freire Collective information on what the learner has

learnt
Intended curriculum Process approach
Enacted curriculum A body of knowledge necessary to achieve certain

outcomes
Covert curriculum Curriculum plan and strategy
Hidden curriculum Plan for learning
Assessed curriculum Focus on improvement and innovation in education
Curriculum approach Teaching that is not spelled out
(2) Read the following case study. Now edit the case study so that the correct words are
used in the context described. Explain your decision.
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The parents at Highveld Primary School requested that all learners should be
trained in self-defence. They believed that this topic should form part of the
syllabus. The teachers agreed to develop content, activities and assessments
that will be added to the curriculum of Life Orientation.
(3) Name five aspects that have to be considered when designing a curriculum. Give an
example of how each of them would influence a curriculum designed for the South
African context.
(4) Read the following curriculum statement and decide on a curricular approach that
would be the best way to design this curriculum. Explain your choice.
The music curriculum at Synergy High School is intended to develop the music
skills of learners and to train learners in a practical and pragmatic way.
The teachers, who are experienced musicians, promote creativity but guide
learners according to their own ideas. Explain why you would use this particular
approach and not any another.
(5a) In question 4 you described a particular approach to curriculum development. To

develop a curriculum according to any approach still requires more focus or clarity.
This is the dimension of the curriculum – the purpose, goal and intended result.
To clarify the purpose, goal and intended result of a curriculum, important questions
must be asked.
Read the two case studies again and then answer the questions for both scenarios.
The parents at Highveld Primary School requested that all learners should be
trained in self-defence. They believed that this topic should form part of the
syllabus from Grade 1. The teachers were committed to develop content,
activities and assessments that will be added to the curriculum of Life Orientation.
Why this curriculum?
What will be included in the curriculum?
How will the knowledge and skills be organised?
How will success be measured?
(5b)
T he music curriculum at Synergy High School is intended to develop learners
holistically and to provide support in a practical and pragmatic way. The teachers,
who are experienced musicians, promote creativity but also train learners in the
skills needed for a career in music.
Why this curriculum?
What will be included in the curriculum?
How will the knowledge and skills be organised?
How will success be measured?
(6) Curriculum approaches influence the curriculum choices made during the development
of a curriculum. When a curriculum is interpreted by teachers, their approach has a
specific impact on their class.
14
Use your knowledge of the objectives approach, the process approach and the
pragmatic approach to decide how you would implement the music curriculum at
Synergy High School.
Use the information on dimensions you described in question 5.
122 Enrichment activities:
123 You can use the following links to learn more about the topics discussed in chapter 1:
124 https://www.youtube.com/watch?v=ojAOcwOshyY (Curriculum differentiation in SA)
125 https://www.youtube.com/watch?v=MzxBQaHRNew
126 https://www.youtube.com/watch?v=zenN0RZvLBk
127
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Learning unit 2
Contribution to the evolving nature and
characteristics of the school curriculum
CONTENTS

2.1 Introduction
2.2 Values guiding the implementation and interpretation of the curriculum
2.3 The impact of context on curriculum interpretation and implementation
2.3.1 A socio-constructivist view of the impact of context on curriculum interpretation
2.3.2 The influence of changes in the South African context on curriculum
2.4 Curriculum, context and the teacher
Self-assessment

In chapter 2 (INFLUENCES ON THE TEACHER’S INTERPRETATION OF A CURRICULUM)
128
in your prescribed book, you will learn about the things that influence the teacher’s
interpretation of a curriculum. This is important as you, the teacher, are the person who
will deliver the curriculum in your classroom. You need to understand
• the importance of context when interpreting and delivering the curriculum

• the socio-constructivist view of the impact of context
• the impact of changes in South Africa on the curriculum
As you read through this chapter, link what you read to the assessment criteria.
129
Learning outcomes
Identify, implement and justify a variety of roles that make a positive contribution to the
evolving nature and characteristics of the school curriculum, focusing on the curriculum
in context – plan and practice, taking the CAPS in consideration.
16
Assessment criteria

• define applicable terminology
• clarify values that guide implementation and interpretation of the curriculum
• discuss and analyse the potential ways of engaging with and improving aspects of
the school curriculum based on a sound understanding of needs, social influences
and the level of readiness of different stakeholders in diverse contexts
• explain a socio-constructivist view of the impact of context on curriculum
interpretation
• interpret the influence of political changes in the South African context on the
curriculum
• deliberate on diverse contexts: Africanisation and decolonisation; infrastructure
and the teacher
2.1 INTRODUCTION
Read the introduction to chapter 2. You can also look at the e-resources at the
end of this learning unit.
130 This paragraph explains that
• context influences everything we do

• the choices that teachers make are influenced by their knowledge and understanding
of the educational situation
• the situation is influenced by a wide range of factors
• teachers need to understand contextual influences
Activity 2.1
Before reading more, write down your understanding (definition) of the meaning of the
word “context”.
2.2 VALUES GUIDING THE IMPLEMENTATION AND

INTERPRETATION OF THE CURRICULUM
It is significant to take note of the Apartheid system and democracy as explained in
131
section 2.2. Values are a critical aspect in education.
132
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Activity 2.2
Reflect on the following: How can African values be incorporated into modern education
systems?
2.3 THE IMPACT OF CONTEXT ON CURRICULUM

INTERPRETATION AND IMPLEMENTATION
It is important to know exactly what “context” means in the educational environment.
133
Make sure that you understand this first paragraph.
2.3.1 A socio-constructivist view of the impact of context on curriculum

interpretation
134 Lev Vygotsky argues for a socio-constructivist perspective in education.
Read the discussion of Vygotsky’s views.
135
You will see that he stresses social interaction and social learning. The classroom is seen
136
as a community of learning. This indicates the importance of context in the teaching-

learning situation.
Remember, this is his point of view. You do not have to agree with or do everything
137
Vygotsky advocates. However, this theory is important for teaching in South Africa.
Activity 2.3
In your journal, complete the following sentences:

(1) According to Vygotsky, … leads to cognitive development.
(2) Vygotsky states that teachers should … with learners.
(3) Vygotsky asserts that cognitive change occurs within the …, … and …
(4) Vygotsky believes that, in order to be able to plan, the teacher needs to have a good
understanding of … and …
2.3.2 The influence of changes in the South African context on

curriculum
138 Figure 2.1 explains the contextual influences on the lived curriculum in the classroom.
139 Can you see how everything that happens in the classroom is influenced by contexts?
18
Activity 2.4
Focus on the organisational context – the structure and culture of the school.
• In your book, list five important aspects of the context you work in.
• Reflect on this. Will these aspects be as important at a school in a different province?
2.3.2.1 The key economic forces that drive the South African education system
You must ensure that you understand the importance of globalisation and global
140
expectations in terms of skills and ways of thinking. South Africa needs to be able
to compete internationally; in order to do this, we need trained and capable citizens.
Read the needs to be addressed on page 30.
141
142 Focus on the third statement:

• Close the gap between what schools deliver and what success in the workplace requires.
Are you teaching learners to be hard working and dedicated? Are you setting an example
143
for them?
2.3.2.2 Influences from South Africa’s social context

Tolerance and understanding for people who are different as well as a more spiritual
144
existence need to be encouraged.
2.3.2.3 Influences from South Africa’s political context

Political changes mean changes in the education system. However, schools cannot be
145
used to promote a specific political agenda. A culture of tolerance should be fostered.
Activity 2.5
Tolerance may be achieved through
• teaching learners the skills and attitudes that will enable them to participate critically
• eliminatingtolerance
promoting of differences
• fostering respect
prejudices
•
List five possible ways of including the above in your teaching methods.
2.3.2.4 The influence of diverse contexts: Africanisation and decolonisation

Africanisation and decolonisation are not similar concepts. If we think about Africanisation
146
and decolonisation, we think about transformation and the diverse African context.
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Decolonisation is the undoing of colonialism, i.e. where a nation establishes and maintains
its domination over dependent territories; while Africanisation is generally seen as a
renewed focus on Africa – reclaiming what has been taken from Africa – and the emergence
of a new sense of pride.
Read this article:
147
Decolonisation debate is a chance to rethink the role of universities https://

148
theconversation.com/decolonisation-debate-is-a-chance-to-rethink-the-role-of-
universities-63840
Activity 2.6
Read through this part.

In your journal, draw a table. Write short statements explaining the two concepts. The
first statement serves as an example.
Africanisation Decolonisation
Renewed focus on Africa The undoing of colonialism
2.3.2.5 The influence of the educational system, infrastructure and policies on the
interpretation and implementation of the curriculum
This is a short explanation of the changes in our education system since 1994. Take note
149
of the purpose of the National Qualifications Framework (NQF) – lifelong learning is

important.
2.4 CURRICULUM, CONTEXT AND THE TEACHER

150 Freire: Education is a dialogic process and is both formative and transformative.
Society influences the type of curriculum to be chosen but the curriculum also influences
151
society.
Figure 2.2 shows how contexts influence your approach to and interpretation of the
152
curriculum.
Reflection: Is your personal view aligned with the formal organisational view? Or do you
153
disagree with it?
20
2Self-assessment
You should be able to do the following:

(1) Indicate if the terminology or concepts in column A match the description or
statements in column B.
Terminology/ Description X 
concept
Context Political, social and economic cultures

that influence curriculum planning and
practice
Social influence of Develop and assess entrepreneurial abili-

South African context ties so that learners can start their own
businesses
Political aspects that The curriculum should encourage

influence curriculum learners to break free from prejudice and
in South Africa stereotyping
NQF A policy that holds that achievement

standards should be uniform and
transparent
Discovery learning Reciprocal teaching
Teaching strategies Learners learn best when allowed to

to enable learning discover knowledge on their own
that suits the needs
of learners
(2) How does Vygotsky interpret the impact of context in the teaching-learning situation?
Do you agree with his view? Motivate your answer.
(3) Name the content or aspects of the content in the current South African school
curriculum that was included to address the political, economic and social challenges
of the country.
(4) To provide in the specific needs of learners, the teacher needs to adapt the planned
curriculum accordingly.
(5) Give your own example of a situation where the teacher has to mediate between
the planned curriculum and the curriculum that the learners learn in class. Why is it
important in this specific instance?
155 You can use the following link to learn more about the topics discussed in chapter 2:
https://www.researchgate.net/publication/272571996_THE_CURRICULUM_IN_AN_
156
AFRICAN_CONTEXT
ht tp://w w w.answers.com/Q /How_does _societ y_inf luence_curriculum _

157
development?#slide=1
21 CUS3701/1
Learning unit 3
Strategies for engaging with the school curriculum
and policy
CONTENTS

3.1 Introduction
3.2 Curriculum as policy
3.2.1 The question of centralisation and decentralisation
3.2.2 A brief history of curriculum policy changes and review in South Africa
3.2.3 Reasons for curriculum changes and reviews
3.2.4 The role of the teacher in curriculum change
3.3 From the National Curriculum Statement (NCS) to the Curriculum and Assessment Policy
Statements (CAPS)
3.3.1 The characteristics of the Curriculum Assessment Policy Statements
3.3.2 Making sense of policy documents
3.3.3 From learning outcome and assessment standard (the National Curriculum Statement) to
topic and skill focus (the Curriculum Assessment Policy Statements)
3.3.4 Monitoring CAPS readiness and progress
3.4 South African policy pertaining to teachers
3.4.1 Understanding the National Qualifications Framework and its sub-frameworks
3.4.2 The Higher Education Qualifications Sub-Framework (HEQSF) and teacher qualifications
3.4.3 Teacher registration: the role of the South African Council for Educators (SACE)
3.4.4 The National Policy Framework for Teacher Education and Development in South Africa
3.4.5 The Norms and Standards for Educators (NSE)
3.4.6 Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ)
3.4.7 The Integrated Quality Management System Policy (IQMS)
3.4.8 Assessment policy
3.4.9 Language policy
3.4.10 Education White Paper No 6: Special Needs Education (inclusive education and barriers
to learning, including African values)
3.4.11 HIV and AIDS policy
3.4.12 Manifesto on Values, Education and Democracy
Self-assessment
22
In chapter 3 (CONSIDERING POLICY IN CURRICULUM INTERPRETATION AND
158
IMPLEMENTATION) in your prescribed book, curriculum design is discussed with reference

to the South African situation. In this learning unit, you will be introduced to the NQF, its
sub-frameworks and key aspects of educational policy that might influence curriculum
interpretation and implementation.
Learning outcomes
Identify and justify varied strategies for engaging with the school curriculum and policy
in ways that are appropriate for different purposes and contexts.
Assessment criteria

• explain centralisation and decentralisation
• discuss curriculum change and review in South Africa
• interpret the role of the teacher in curriculum change
• analyse the process of change from the NCS to the CAPS
• judge the value of South African policy pertaining to teachers
• define the applicable terminology
3.1 INTRODUCTION
Read the introduction to chapter 3.
159
This paragraph explains that the discussion in chapter 2 will be continued in chapter 3
160
with special reference to the South African situation regarding
• curriculum changes
• the influence of educational policy on curriculum interpretation and implementation
This means that teachers need to take many factors into consideration when implementing
161
the curriculum. In other words, teachers must have
• a sound knowledge of relevant policy documents

• the ability to interpret and plan according to these documents
• the ability to select and prepare suitable textual and visual resources for learning
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3.2 CURRICULUM AS POLICY
3.2.1 The question of centralisation and decentralisation
Governments have to make choices to guarantee the sustainable quality and social
162
relevance of education.
163 Can you see that this is a political choice?
164 However, the choices cannot be made without the input of schools and teachers.
Read through the questions regarding expected competencies, social support

for innovations, learning time and educational arrangements in section 3.2.1.
Activity 3.1
Think of the situation at your school after the recent policy changes.
In your journal, write a short answer to each of these questions in 3.2.1.
3.2.2 A brief history of curriculum policy changes and review in South

Africa
165 Change in South Africa has been stimulated by the major political changes of the 1990s.
166 The vision of lifelong learning emerged from that.
Activity 3.2
Copy the table in your journal. As you read, write short notes in column 3.
1997 C2005
2000 Review
2000 Norms and standards
2002 NCS
2009 Panel
2011 Review
2012 CAPS
2006 Policy framework
2009 Two departments
24
3.2.3 Reasons for curriculum changes and reviews
Read section 3.2.3 and THINK about more reasons for curriculum changes. Do
you think the changes improved the CAPS?
3.2.4 The role of the teacher in curriculum change

Changing a policy affects the lives, relationships and working patterns of teachers.
175
167 It also affects the educational experience of the learners.
168 Reflect: Do you welcome change or does it make your life difficult?
169 Teachers should play a major role in curriculum change.
170 Reflect: How would you like to be involved in changes at school level?
3.3 FROM THE NATIONAL CURRICULUM STATEMENT (NCS)

TO THE CURRICULUM AND ASSESSMENT POLICY
STATEMENTS (CAPS)
171 Figure 3.1 explains the process of change from the NCS to the CAPS.
The CAPS is an adjustment regarding what to teach. Remember that outcome-

172
based education (OBE) is an approach – how we teach – and not a curriculum.
3.3.1 The characteristics of the Curriculum Assessment Policy Statements

173 Tables 3.1 to 3.4 give you a summary of the core characteristics of the CAPS.
3.3.2 Making sense of policy documents

You must familiarise yourself with the documentation mentioned. This does not mean
174
you must memorise it but make sure that you know what the documents are about.
The Minimum Requirements for Teacher Education Qualifications (MRTEQ), for

175
example, states how a programme for training teachers must be designed. Obviously,
you will not use this document when planning lessons, but it provides you with relevant
and valuable information regarding being a teacher.
3.3.2.1 A closer understanding of the National Protocol for Assessment Grades R-12
3.3.2.2 A closer understanding of the National Policy pertaining to the Programme and
Promotion Requirements of the National Curriculum Statement Grades R-12
176 The discussion in 3.3.2.1 and 3.3.2.2 is very important for you as a teacher.
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While reading through the information, keep the Protocol and the National Policy open
177
and refer to these documents.
3.3.3 From learning outcome and assessment standard (the National

Curriculum Statement) to topic and skill focus (the Curriculum
Assessment Policy Statements)
After reading this information, you will be able to determine if you plan and teach according
178
to the CAPS or if you are still stuck in the NCS mode.
Look at figure 3.3 – much information is needed in a lesson plan but it is worth the effort.
179
It will be your paper trail of the work you did or failed to do. Remember that you need
to state the following clearly:
• what you will teach

• what your learners will do
3.3.4 Monitoring CAPS readiness and progress

The questionnaire is a handy tool. Use it to monitor yourself and your school. If you apply
180
this in your own situation, you will begin to understand the changes much sooner. Do not
use yes/no answers – write down your thoughts and revisit the questionnaire regularly.
3.4 SOUTH AFRICAN POLICY PERTAINING TO TEACHERS
3.4.1 Understanding the National Qualifications Framework and its

sub-frameworks
Make a note of the three sub-frameworks and their quality councils. You must be able
181
to define these frameworks.
3.4.2 The Higher Education Qualifications Sub-Framework (HEQSF) and

teacher qualifications
The HEQSF is a qualification sub-framework that sets out level descriptors, the main
182
qualification types and their descriptors, and standards for specific qualifications.
Activity 3.3
Google the NQF and browse through the information. Use the following link:
http://www.saqa.org.za/list.php?e=NQF
This module is on NQF Level 7.
Download NQF Level 7 and test yourself against the standards expected at this level.
26
3.4.3 Teacher registration: the role of the South African Council for
Educators (SACE)
Registration at SACE is a prerequisite for being a teacher. This is a positive aspect as it
183
protects the professional status of our work.
3.4.4 The National Policy Framework for Teacher Education and

Development in South Africa
Policy makers in government have a clear vision of the kind of teachers that they want.
184
You need to know what government expects of you as a qualified teacher.
3.4.5 The Norms and Standards for Educators (NSE)
Read the explanation of the roles of the teacher.
185
186 These roles are still very relevant and are included in the MRTEQ document.
3.4.6 Policy on Minimum Requirements for Teacher Education

Qualifications (MRTEQ)
MRTEQ states the kind of knowledge and competencies that must be included in teacher
187
training programmes.
Activity 3.4
Google the MRTEQ using the following link and scan through the information. Make sure
that you know what “subject knowledge” means.
http://www.bridge.org.za/wp-content/uploads/2015/07/Teacher-Development-Resource-
Standards-Pack-20150723.pdf
Read the list on page 66.
These are competencies you need as a beginner teacher.

In your journal, write a paragraph explaining how you will build on these
beginner competencies as part of your lifelong learning.
3.4.7 The Integrated Quality Management System Policy (IQMS)

The IQMS is the tool used for the appraisal of teachers. It is in your own interest to know
188
exactly how this is done.
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The first four performance standards in the IQMS instrument address the way in which
189
the CAPS should be implemented.
The other standards indicate how the implementation of the CAPS should be managed.
190
In order to implement the CAPS, you have to be familiar with the following policies:
3.4.8 Assessment policy
3.4.9 Language policy
3.4.10 Education White Paper No 6: Special Needs Education (inclusive

education and barriers to learning, including African values)
3.4.11 HIV and AIDS policy
3.4.12 Manifesto on Values, Education and Democracy

There is just one way of getting to know and understand these policies:
191
• apply them in all teaching and learning
3Self-assessment
You should be able to do the following:

(1) Write a short paragraph and explain in your own words what the centralisation
and decentralisation of education mean. Also indicate how these two approaches
influenced curriculum development in South Africa.
(2) Draw a timeline to illustrate important dates and aspects of the process of curriculum
change and review in South Africa.
(3) Write one sentence to explain how you see your own role as a teacher in curriculum
change.
(4) Fill in the column below to indicate the most important changes of the 2003 NCS to
the CAPS curriculum.
NCS CAPS
Content
Assessment
Teaching and learning

approach
(5) How does the South African policy pertaining to teachers influence your own teaching
practice? Is this a positive or negative influence?
(6) Write the policy name next to the acronym and then write a short description of
what the aim of each policy is.
28
Acronym Policy Aim
NCS
CAPS
NQF
IQMS
MRTEQ
y Do you know where to find these policies?

192 Use the links below to access these policies.
193 NCS: h
ttp://www.education.gov.za/Curriculum/NationalCurriculumStatements
GradesR-12.aspx
194 CAPS: h
ttp://www.education.gov.za/Curriculum/CurriculumAssessmentPolicy
Statements(CAPS).aspx
195 NQF: http://www.saqa.org.za/list.php?e=NQF
196 IQMS: h
ttp://www.education.gov.za/LinkClick.aspx?fileticket=JJr4X%2BgtLX0%
3D&tabid=447
197 MRTEQ: h
ttp://www.che.ac.za/media_and_publications/documents-interest/
joint-dhet-che-communiqu-implementation-new-policy-teacher
198
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Learning unit 4
The development of the school curriculum in ways
that are informed by contextual realities, the nature
of multi-cultural schools and classrooms, historical
legacies and social diversity, including ubuntu
principles
CONTENTS

4.1 Introduction
4.2 Key players in curriculum implementation and innovation at school level
4.3 Curriculum implementation in the South African context
4.3.1 Embedding African values and ubuntu in the curriculum
4.3.2 The relationship between whole-school development planning and curriculum
interpretation and implementation
4.3.3 Stages of planning for curriculum interpretation and implementation
4.4 In-service teacher learning: what and how
4.4.1 The teacher, resources and lesson materials
4.4.2 Exemplary lesson material and teacher development
4.5 How the different ways of how learning takes place affect curriculum interpretation and
implementation
4.5.1 Emphasising the setting of objectives
4.5.2 Approaching learning as a process
4.6 Teaching strategies and tools to enhance implementation
4.6.1 Cooperative learning through mediation
4.6.2 Enhancing critical thinking
4.6.3 Cognitively guided instruction (CGI)
4.6.4 Scaffolding
4.6.5 Simulation as discovery learning in action
4.6.6 Problem solving as teaching strategy
4.6.7 Discussion as a teaching strategy
4.6.8 M-learning as a teaching strategy
4.6.9 Blended learning
4.7 Towards effective assessment of the intended curriculum
4.7.1 The focus on formative classroom assessment
4.7.2 Towards effective questioning and feedback
4.11 Concluding remarks
Self-assessment
30
In chapter 4 (PUTTING THE CURRICULUM PLAN INTO TEACHING PRACTICE: FROM
199
THE INTENDED TO THE ENACTED AND ASSESSED) in your prescribed book, guidance
regarding putting the theory into practice is provided. The practical competencies required
of the teacher are discussed. This is about how to apply the information presented in
chapters 1, 2 and 3.
Learning outcomes
• Use innovative ways to contribute to the development of the school curriculum in

ways that are informed by contextual realities, the nature of multi-cultural schools
and classrooms, historical legacies and social diversity, including Ubuntu principles.
• Practice effective questioning, assessment and feedback of the intended curriculum.
Assessment criteria

• define the applicable terminology
• explain the implementation of the curriculum
• analyse the curriculum implementation in the South African context (Afican values
and Ubuntu)
• critically evaluate in-service teacher training
• investigate how the different ways in which learning takes place affect curriculum
• interpretation and implementation
• evaluate constructive feedback
• create teaching strategies and tools to enhance implementation
• interpret ways of effective assessment of the intended curriculum
• motivate the use of taxonomies in assessment
• construct a viable teaching-learning environment
4.1 INTRODUCTION
Read the introduction to chapter 4.
This introduction explains how the theoretical information presented in chapters 1, 2 and
200
3 must be used in the teaching-learning situation in your classroom.
201 The practical competencies required of the teacher include the ability to
• consider a range of possibilities of action in an authentic context

• make considered decisions about which option to follow
• perform the chosen action
202 How to do this is the focus of this learning unit.
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4.2 KEY PLAYERS IN CURRICULUM IMPLEMENTATION AND
INNOVATION AT SCHOOL LEVEL
Read sections 4.2.1 to 4.2.4 in your textbook.
Activity 4.1
In your journal, write a paragraph or two explaining how you will build relationships with
parents and organise extra-curricular activities.
4.3 CURRICULUM IMPLEMENTATION IN THE SOUTH AFRICAN

CONTEXT
Curriculum is the core business of the school. Every school is different – this implies that
203
planning must be done for a particular school in a particular context. However, the process
of planning should follow the steps discussed below. Make sure that you understand the
way planning should take place in this step-by-step way.
4.3.1 Embedding African values and ubuntu in the curriculum

Please look at this insipiring video: Teaching for Change: An African Philosophical Approach
204
by Prof Yusef Wagid https://www.youtube.com/watch?v=BELOUHNpg0I

205 Morality and to act human are qualities we owe each other.
Reflection: Refer to figure 4.1 and reflect on this statement: We need to think of ways to
206
bring moral values back into our schools.
4.3.2 The relationship between whole-school development planning

and curriculum interpretation and implementation
4.3.3 Stages of planning for curriculum interpretation and

implementation
4.3.3.1 Strategic planning in a school
4.3.3.2 Phase planning
4.3.3.3 Across-grade/year planning
4.3.3.2 Lesson plans

Reflection: Start a SWOT analysis of your school. How do you feel about the situation?
207
Is there anything you can do to improve matters?
32
Activity 4.2
“Changes are needed in three dimensions.”

Read the three statements. Ask older, experienced teachers the following questions in
order to interpret and implement the CAPS:
• Do they use new/different teaching materials?

• Did they change their way of teaching in order to implement the curriculum?
• Did they change their view about the teaching profession?
• Are they willing to learn new ways of doing things?
4.4 IN-SERVICE TEACHER LEARNING: WHAT AND HOW
4.4.1 The teacher, resources and lesson materials

Teachers often complain, “Our school has no computer, no laboratory, no textbooks, no
208
library”.
Yes, this is not as it should be, but this should not stop you from teaching. Be creative.
209
On the other hand, it is not always easy to plan lessons even if you have computers,
laboratories, textbooks and a library at your school. Media makes lessons more interesting
and can improve the quality of learning, but it is additional and not the main source.
Read through section 4.4.1 with this in mind.
4.4.2 Exemplary lesson material and teacher development

Exemplary lesson materials are freely available. You can find lesson plans online and in
210
the CAPS. In addition, bookstores offer many interesting possibilities and salespeople
are eager to sell their product.
211 Exemplary lesson materials can be used, BUT they must be
• suitable for South Africa

• suitable for the area where you live
• suitable for your context
• of good quality
We have seen exemplary lesson materials teeming with spelling mistakes, ridiculous
212
illustrations, inappropriate language and information that would not work in South Africa.
For example, snowmen are built in Tzaneen; the word “fall” is used instead of “autumn”,
and in one “science” lesson about wild animals, the lions have smiley faces.
213 Exemplary lesson material that is chosen with care can be of great help to the teacher.
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Read section 4.4.2 and make sure that you understand the use and limitations
of exemplary lessons.
4.5 HOW THE DIFFERENT WAYS OF HOW LEARNING TAKES

PLACE AFFECT CURRICULUM INTERPRETATION AND
IMPLEMENTATION
214 This is the practical application of the theories discussed in chapter 1.
4.5.1 Emphasising the setting of objectives

Objectives refer to what learners can demonstrate and we can also link it with behaviourism.
215
With a holistic view of curriculum development, context must always be taken into
consideration.
4.5.2 Approaching learning as a process

The discussions of social cognition and how learning takes place, active learning,
216
discovery learning and learning as building knowledge are extremely important.

Identify key words as you read.
217 Reflection: Which of these make the most sense to you?
4.6 TEACHING STRATEGIES AND TOOLS TO ENHANCE

IMPLEMENTATION
All teaching needs to be planned well. One very important aspect is the use of a variety
218
of teaching strategies. A teacher should be able to adapt teaching not only to the context,
but also to the needs of learners. The following teaching strategies are discussed:
4.6.1 Cooperative learning through mediation
4.6.2 Enhancing critical thinking
4.6.3 Cognitively guided instruction (CGI)
4.6.4 Scaffolding
4.6.5 Simulation as discovery learning in action
4.6.6 Problem solving as teaching strategy
34
4.6.7 Discussion as a teaching strategy
4.6.8 M-learning as a teaching strategy
4.6.9 Blended learning

Keep in mind that these are teaching strategies or methods for helping learners in your
219
class to learn. You will, for instance, find comprehensive explanations on the internet
regarding problem solving. However, this information is usually not applicable when
you use problem solving as a teaching strategy according to which learners need to learn
from solving problems. Simulation is simple and fun to use in a classroom. For instance,
role play (going shopping, handling a bully, opening a bank account) is easy to organise.
On the internet, simulation is described as fairly complicated and expensive. Read all
information critically and make sure that examples are suitable for the context you teach in.
Activity 4.3
Write a summary of each of the teaching strategies. Indicate when you would use each
of them, discuss advantages and disadvantages and give examples.
4.7 TOWARDS EFFECTIVE ASSESSMENT OF THE INTENDED

CURRICULUM
The success or lack of success in curriculum implementation has to be measured in some
220
way. This discussion of the assessment of the curriculum emphasises the use of assessment
for improving the implementation of the curriculum as well as the curriculum itself. This
means that assessment must entail more than gathering information on the learners’
mastery of the outcomes because assessment results must also be used to adapt planning.
221 All assessment must be valid, reliable and fair.
4.7.1 The focus on formative classroom assessment
4.7.1.1 Diagnostic assessment – a starting point for further planning
4.7.1.2 Assessment for diagnostic and formative purposes
4.7.1.3 The link between objectives/outcomes and assessment criteria in assessment

practice
Remember that the focus of the above is on assessment as part of implementing the
222
curriculum.
35 CUS3701/1
4.7.2 Towards effective questioning and feedback
Questions should be clear and learners must know what is expected of them. Feedback
223
to learners is very important to improve their work.
Read section 4.7.2 intensively in your text book.
4.7.2.1 Using a taxonomy to formulate questions
Activity 4.4
Using the knowledge you have gained and referring to table 4.4, classify each of the
assessment criteria in this learning guide according to the correct cognitive category.
Read the discussion and then go to table 4.4 to see how questions can be
formulated by making use of the taxonomy.
However, these examples should be adapted to the context. This is why it is important
224
to be able to apply all features of effective questioning as discussed in 4.7.2.2, namely:
• contextualised action words

• clear and accessible language
• comprehensive instructions
4.7.2.2 Detect, think and learn through feedback
Activity 4.5
Work through the following scenario and make notes as you read:
Together, Mrs Price and Mr Fortijn worked out a Natural Sciences activity for their learners:
Make a model of a cross-section of a hibiscus flower, using paper, plasticine and wire.
Label the parts: be sure to include the stamen, the stigma, etcetera.
The activity went on to list a number of other things the learners had to include. The
learners completed their models and the two teachers separately evaluated their learners’
models, awarding grades ranging from A to E. There was very little difference in the
performance of the two classes. In both classes, most learners received a C or D, while
there were one or two good performers (graded A or B) in each class.
The following term, the same classes were asked to make plasticine models showing a
cross-section of the heart, labelling certain identified parts. Although this activity dealt with
a different topic (the heart as opposed to a flower), it required similar skills of the learners.
But for some reason, the learners in Mrs Price’s class worked quickly and confidently, with
good results (a number of learners got As and Bs), while the performance of the learners
in the other class had not improved (the majority still got Cs and Ds).
36
The two teachers were puzzled. “How is it that one class has developed so well, while the
other has not, despite the fact that we are teaching them in the same way?” they wondered.
An analysis of the situations in the classrooms revealed the following:
Mr Fortijn marked the work and returned it. The learners each received a grade. One or
two also had short, written comments on their scripts. Mr Fortijn did not allow the learners
to look at and discuss one another’s work, because he felt that this would waste time.
Mrs Price, on the other hand, put all the learners’ work on display and invited them to
look at all the models carefully. She reminded the learners of the assessment criteria she
had used to award their grades. (She had given these to the learners before they did the
activity and their work was compared to the criteria as they were working. Their progress
was checked and improvements were made along the way.)
The criteria were as follows:
• The model is an accurate representation of a cross-section of a hibiscus flower.

• The model demonstrates the correct structure of the flower.
• The parts of the flower are labelled correctly.
Mrs Price then initiated a discussion in which the learners were asked to identify models
that satisfied the first assessment criterion. To begin the discussion, she asked questions
like: “Are there any other models that fulfil this indicator better? Why do you say so?” She also
asked if anyone could see a way in which he or she could improve his or her own model.
Mrs Price furthermore explained how she had awarded grades. She said that, in order to
receive an A, the learner had to have met all the assessment criteria. After a full period
of discussion, she returned the work with grades awarded and said that anyone who felt
puzzled by the grade he or she had received should speak to her after the lesson.
The only difference between these two teachers was in their manner of assessing. But it
had a significant impact on their learners’ learning and thinking processes. While Mrs Price
integrated her assessment into her teaching and encouraged the learners to think critically
about the task, the expectations, and their responses, Mr Fortijn perceived assessment
only as a means to check what the learners had already learnt. Because Mrs Price used
assessment as a teaching opportunity, her learners began to understand where they had
gone wrong and what they could do about it. In other words, Mrs Price demonstrated a
mediating assessment practice.
• Mrs Price and her learners started with the assessment criteria that were going to be
used to evaluate the work. This means that the learners started with a clear picture
of what was required; it gave their learning direction. Therefore, it was a criterion-
referenced assessment.
• The learners were involved in the assessment process. They helped each other to
understand the problems they experienced and discussed what they could do about
them.
• Assessment was part of everyday class work and/or homework. In other words, it was
continuous. The learners tried things out, checked how they worked, and improved
on them. Mrs Price did not teach first and then stop teaching in order to assess. This
indicates that it was formative assessment.
• As her learners developed the skills to evaluate their own and later each other’s work
in a fair and reliable way, they began to take some of the burden of assessment off
Mrs Price’s shoulders. She could begin to delegate the “marking” of certain activities
to groups of learners (although she still guided the marking).
• Did you also notice how Mrs Price integrated teaching and assessment throughout
her lesson? Note how she discussed with the learners the way in which she awarded
37 CUS3701/1
grades and invited them to discuss their marks with her if they did not agree with
her assessment.
Mr Fortijn’s mode of assessment was clearly summative. Although his choice of media was
practical work (a model), he still awarded grades by marking the work and returning it
without any discussion, and gave no further opportunity for the learners to engage with
the task or their responses. This indicates a more competitive and formal assessment.
The fact that Mr Fortijn would not allow any further debate about the marks also implies
that it was a final product.
To encourage more interaction and promote learning through this project, Mr Fortijn could
profit by taking note of findings from research done by Black, Harrison, Lee, Marshall and
Wiliam (2003). Teachers first used mediated practices to support revision and develop
more effective reviewing strategies in their attempt to use summative assessment for a
formative purpose as well. As a second innovation to enable them to come to a better
understanding of the use of formative assessment, the teachers in the research project
done by Black et al (2003) started to involve learners in the assessment process. They then
experienced a change in their role: to that of mediator, supporter, and guide in formative
assessment practices. It was significant that, as soon as the learners had to set questions
and think about what makes a good question, they also realised what they needed to gain
a deeper understanding of the subject material. Regarding how an assessment process
can be changed from a grading exercise to a reviewing, self-reflecting and mediating
process with critical thinking in mind, this exercise had an impact on the understanding
of both teachers and learners. The teachers gained a much better understanding of how
to involve learners in “revision”, and the learners did not merely passively revise some
subject content that they already knew. By answering the questions set by other learners,
they gained a new understanding of good questions and how to use them to improve
their knowledge and understanding of the subject content.
Overall marks are often deceptive. Besides, the emphasis on marks can lead to
225
unhealthy competition among learners.
Activity 4.6
Write honest and helpful feedback for the activity in this learning unit that you struggled
the most with.
4.11 CONCLUDING REMARKS

You have come to the end of the study guide. Work through the concluding remarks
226
which offer helpful information.
38
4Self-assessment
(1) Describe the stages of planning for curriculum interpretation and implementation.
Indicate who is involved in each stage (whole-school planning).
(2) The teacher has to make important decisions when implementing the planned
curriculum in the classroom. Name four aspects that every teacher should consider
when making these decisions.
(3) Give examples of specific challenges that teachers are confronted with when
implementing the curriculum in South Africa. How would you address these challenges?
(4) With reference to section 4.4, write your own interpretation of in-service teacher
learning under the following headings:
y resources and learning materials

y changing views and attitudes about the profession and the role of teachers and
learners
(5) A teacher’s personal approach to learning and teaching influences what will be done
in the classroom every day.
Discuss how you would approach the following aspects to encourage effective teach-
ing and learning from the process viewpoint.
y constructive feedback
y teaching strategies and tools
y effective assessment of the intended curriculum
(6) How would the use of taxonomies help you in your teaching practice?
The internet is a very valuable resource for teachers. You can use the following link
228
to learn more about the topics discussed:
• https://www.slideshare.net/revolc07/blooms-taxonomy-powerpoint
Remember to use the internet for your teaching practice as well. Open education resources
229
(OER) are available to assist you with your preparation and teaching.
• http://www.oerafrica.org/findoer
• http://www.tessafrica.net/
• https://www.siyavula.com/
• http://www.teachertube.com/
• http://www.africanstorybook.org/
• http://hippocampus.org/
230
39 CUS3701/1
REFERENCE LIST
Black, HRRISON, Lee, Marshall & Wiliam 2003

Booyse, C, Du Plessis, E & Maphalala. 2020. Curriculum studies in context (Unisa Edition).
Van Schaik. Available from: https://store.it.si/za/home
Eisner 1985
Fraser 1993
Goodman 1998
Goodson 1984; 1989
Grundy 1987
Lawrence Stenhouse, 1926–1982; 1975
Msila, V & Gumbo, MT. 2016. Africanising the Curriculum: Indigenous Perspectives and
Theories. African Media. https://books.google.co.za/books/about/Africanising_the_
Curriculum.html?id=H2ADDAAAQBAJ&redir_esc=y
Paolo Freire 1921–1997; 1970
Ralph Tyler 1902–1994; 1949
South Africa 1989–1994
231
40
MULTILINGUAL GLOSSARY
CHAPTER 1
ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO
approach benadering indlela mokgwaphihlelelo

a way of doing or ’n manier waarop iets Indlela yokwenza into tsela ya go dira goba go
thinking about gedoen word of hoe noma yokucabanga nagana ka selo
something daar oor ’n saak gedink ngento ethile
word
assessed curriculum geassesseerde ikharikhulamu ehloliwe lenaneothuto leo le

kurrikulum lekotšwego
knowledge and skills ulwazi kanye namakhono
that are measured to kennis en vaardighede okuhlolwa ukuze tsebo le mabokgoni tšeo
determine achieve wat gemeet word om kuqagulwe okuzuziwe, di lekotšwego go laetša
ment, objectives or prestasie te bepaal en izinhloso noma katlego,
learning outcomes of die doelwitte of leer imiphumela yokufunda
maikemišetšo goba
met uitkomste bereik is okukwazwe ukuthi
dipoelo tša goithuta
kuhlangatshezwane nayo
tšeo di fihleletetšwego
covert curriculum koverte kurrikulum ikharikhulamu ecashile/ lenaneothuto leo le

eyimfihlo sego nyanyeng
teaching that is not onderrig wat nie uit
spelt out, but de- gespel word nie, maar ukufundisa thuto yeo e sa
liberate on the part met voorbedagte rade okungaphinyiselwe hlalošwago ka botlalo,
of the educator or deur die opvoeder ngaphandle, kodwa eupša e no itlela
school, for example of skool toegepas okwenziwa ngumfundisi, kgopolong ya morutiši
‘play’ in early child word, byvoorbeeld noma isikole ngenhloso, goba sekolong, mohlala
hood schooling is ‘spel’ in vroeë- isibonelo ‘ukudlala’ ‘thaloko’ nakong ya
used as deliberate kinderontwikkeling okwenzeka kwimfundo thuto ya bana ba
curriculum strategy word doelbewus as yodado kusetshenziswa bannyane sekolong
to develop attitudes kurrikulumstrategie njengeqhinga e šomišwa bjalo ka
and skills gebruik om houdings lekharikhulamu maano a lenaneothuto
en vaardighede te okuqondwe ngalo leo le tlago kgopolong
ontwikkel ukuthuthukisa imiqondo go godiša maikutlo le
kanye namakhono mabokgoni
curriculum kurrikulum ikharikhulamu lenaneothuto

has its origins in the het sy oorsprong in die leli yigama elisuselwe tlhago ya lereo le e tšwa
Latin currere, which Latyn currere, wat ‘hard egameni lesiLathini go lentšu la Selathini
means ‘run’ and with loop’ beteken en ook elithi currere, nelisho currere, leo le hlalošago
further reference to verwys na die hardloop-/ ‘ukugijima’ kanti uma go ‘kitima’ gomme ge
the running chariot koetsbaan. Dit word linwetshwa lingasho go šupša go ya pele le
tracks or a course. gesien as ’n bedoeling, ukugijima/imigudu ra tsela ya (mehlala ya)
plan, voorskrif of idee okugijinywa kuyo noma go kitima/kariki goba
It is seen as an inten-
van wat mens wil hê in indawo yokugijima. tshepelo.
tion, plan or prescrip-
skole moet gebeur, maar
tion, an idea of what Ibonakala njengenhloso, E bjalo ka maikemišetšo,
dit word ook gesien as
one would like to uhlelo, noma umyalo maano goba taelo,
die bestaande stand van
happen in schools, wokumele kwenziwe kakanyo yeo motho
sake in skole – dit wat in
but it is also seen as ngaleyo ndlela ebekiwe, a ratago gore e
werklikheid gebeur
the existing state umbono walokho direge dikolong,
of affairs in schools, umuntu afuna ukukubona eupša e bonwa gape
what does in fact kwenzeka ezikoleni, bjalo ka seemo sa
happen kanti futhi kubonakala ditaba dikolong, seo
njengesimo sangempela gabotsebotse se
esikhona nokwenzeka diregago
ezikoleni
41 CUS3701/1
curriculum design kurrikulumontwerp Isakhiwo noma idizayini moakanyetšo wa

yekharikhulamu lenaneothuto
the aims, outcomes, die doelstellings, uitkom
culture, context and ste, kultuur, konteks en Izinhloso, imiphumela, maikemišetšo, dipoelo,
the purpose for the doel van die kurrikulum usiko, izimo izinto setšo, kamano le morero
curriculum influence beïnvloed die struktuur ezenzeka ngaphansi tša lenaneothuto di
the structure of the van die kurrikulum in sy kwazo, kanye huetša popego ya
curriculum as a whole geheel nenhloso yezinguquko lenaneothuto ka botlalo
zekharikhulamu,
nokunomthelela
kwisakhiwo sonke
sekharikhulamu
curriculum kurrikulum- ukuthuthukiswa tlhabollo ya

development ontwikkeling kwekharikhulamu lenaneothuto
planned, purpose- ’n beplande, doelgerigte, Lokhu kungachazwa tshepetšo ye
ful, progressive, and progressiewe en siste- njengohlelo oluhleliwe, e hlamilwego,
systematic process in matiese proses wat olunenhloso, ikemišeditšwego,
order to create posi- gevolg word om posi olunengqubekela- tšwelago pele gape e
tive improvements tiewe verbeterings in die phambili kanye nenqubo beakantšwego gore go
in the educational onderwysstelsel teweeg ehleliwe, ukuze lwakhe hlolwe dikaonafatšo tša
system te bring intuthuko enhle kwinqubo maleba peakanyong ya
yemfundo thuto
curriculum-in-use kurrikulum-in-gebruik ikharikhulamu lenaneothuto la

esetshenziswayo semmušo
the curriculum as ap- die kurrikulum soos dit
plied in the classroom in die klaskamer toege- ikharikhulamu lenaneothuto bjalo
and affected by pas word en geraak njengalokhu ka ge le šomišwa
resources and materi- word deur die hulp isetshenziswa ekilasini phapošing ya borutelo
als to support the bronne en materiaal futhi njengalokhu ithintwa le go huetšwa ke
learning process; dis- om die leerproses te yizinsiza yizinto ukweseka dithuši, ditlakelo go
ruption or continuity; ondersteun; ontwrigting uhlelo lokufunda; thekga tshepedišo ya
and the quality and of deurlopendheid; en ukuphazamiseka noma go ithuta; tšhitišo goba
morale of teachers die gehalte en moraal ukuqhubeka; kanti tšwelelo; gammogo le
van die onderwysers nezingabunjalo kanye boleng le boitshwaro le
nomoya wothisha mafolofolo a barutiši
diverse context diverse kontekste izizinda kamano ye e fapanego

ezehlukahlukene
accommodating ’n situasie waar daar vir go amogela dikemo tša
more than one meer as een kulturele ezengamela izimo ditšo tša go feta se tee
cultural context konteks voorsiening zamasiko ehlukahlukene
gemaak word
enacted curriculum uitgevoerde ikharikhulamu lenaneothuto leo le

kurrikulum ephasisiwe lego tirišong
the curriculum as it
is experienced or the die kurrikulum soos dit ikharikhulamu lenaneothuto bjalo ka
‘nonofficial, implicit ervaar word of die ‘nie- njengalokhu ge le lemogwa goba
curriculum’ as imple- amptelike, implisiete isetshenziswa noma lenaneothuto leo le
mented by an educa- kurrikulum’ soos deur ‘ikharikhulamu sego la semmušo,
tor and reflecting die opvoeder geïmple engekho emthethweni le le sa hlagišwego
what is actually menteer en wat weer- nengacacisiwe’ thwi, bjalo ka ge le
taught and learnt spieël wat werklik onder njengalokhu isuke phethagatšwa ke
rig en geleer word yenziwa nguthisha morutiši le go bontšha
kanti isuke iveza lokho seo gabotsebotse se
okusuke kufundwa futhi rutwago le go ithuta
kufundiswa ngempela
42
experiental learning ervaringsleer ukufundela ukuthola go ithuta ka go

amava itemogela
learning is based leer gebaseer op erva
on or involving ring of wat ervaring ukufunda okugxile go ithuta go go
experience behels kwisipiliyoni noma theilwego go goba
ukufunda okufaka go go akaretšago
phakathi isipiliyoni boitemogelo
hidden curriculum verskuilde kurrikulum ikharikhulamu efihliwe lenaneothuto leo le

utegilego
learning that is hid- leer wat weggesteek ukufunda okufihliwe
den from the educa- word vir die opvoeders kubafundisi (kothisha) go ithuta go go sego
tors and learners; en leerders; ’n ander kanye nabafundi; enye nyanyeng go barutiši le
another form of vorm van implisiete leer, indlela yokufunda baithuti; mokgwa wo
implicit learning, wat die opvoeders nie engacacisiwe yabekwa mongwe wa go ithuta
which the educators beplan het nie en heel obala, othisha abasuke wo o sa hlagišwego
did not intend and waarskynlik nie eers bengaqondile ukukuveza thwi, woo barutiši
are probably not even bewus is van nie kodwa uthole ukuthi nabo ba sa o rerago gape
aware of basuke bengazi ngisho mogongwe ba se o
nokwazi ngakho lemogego
intended curriculum voorgeskrewe ikharikhulamu ehlosiwe lenaneothuto leo le

kurrikulum ikemišeditšwego
prescribed curriculum lena yikharikhulamu
serving as blueprint voorgeskrewe kurri okuyiyona esuke lenaneothuto leo le
for teaching kulum wat as bloudruk inqunwe ukuthi ifundwe kgethetšwego leo le
vir onderrig dien esikoleni nethathwa šomago bjalo ka leano
nanjengohlelo leo le hlalošago thuto ka
lokufundisa botlalo
learner-centred leerdergesentreerde ikharikhulamu egxile lenaneothuto leo le

curriculum kurrikulum kubafundi šetšago moithuti
a curriculum char- ’n kurrikulum gekenmerk ikharikhulamu lenaneothuto leo le
acterised by par- deur deelname, affek enokubamba iqhaza, bontšhago ka go tšea
ticipation, affective tiewe onderrig en ebhekela imizwa karolo, go ruta ka go
teaching and prob- probleemstelling in die nezinzwa kanye nokufaka naganela baithuti
lem posing in the klaskamer izikinga ekilasini le dipotšišo tša go
classroom hlohla monagano ka
phapošing ya borutelo
objectives doelwitte (uitkomste) umphumela dipoelo

(outcomes)
wat ons wil hê leerders yilokho esifuna ukuthi seo re ratago baithuti go
what we want learn- moet kan demonstreer abafundi babonise ukuthi se bontšha mafelelong
ers to demonstrate aan die einde van ’n bayakwazi ukukwenza a maitemogelo a
at the end of a wesentlike leerervaring ngemuva kwesipiliyoni bohlokwa a go ithuta
significant learning sokufunda esibalulekile
experience
pragmatic approach pragmatiese inqubo yokwenza mokgwaphihlelelo wa

benadering ebambekayo kgonthe
a philosophy of
‘doing what works ’n filosofie van om ‘te ifilisofi “yokwenza Filosofi ya “go dira
best‘ doen wat die beste werk‘ ngokulandela lokho seo se šomago
okusebenza kahle bokaonekaone”
nakangcono kakhulu”
43 CUS3701/1
syllabus leerplan isilabhasi thalathalo ya thuto ye

e itšeng
has a Greek origin Griekse oorsprong en yigama elisuselwe olimini
and means ‘a concise beteken ‘na bondige IwesiGriki kanti lisho thalathalo ya thuto
statement’ or ‘table stelling ‘of ’n table van ‘isitatimende esifushane’ ye e itšeng e na le
of the topics of a dis- die diskoersonderwerpe‘ noma ‘ithebula lezihloko tlhago ya Segerika
course’ or the ‘list of of die ‘lys van inhoud zokuduna’ noma ‘uhla gomme e hlaloša gore
contents of a subject’ van ’n vak‘ lwalokho okuqukethwe ke ‘setatamente se
yisifundo’ sekopana’ goba ‘tlhopho
ya dihlogo tša kgang
ye e ngwadilwego ka
sehlogo se se itšeng’
goba lenaneo la diteng
tša thuto’
44
CHAPTER 2
africanisation afrikanisering Indlela yobu-Afrika afrikafatšo

it is the process of de- die proses waardeur Lena yinqubo nenkambiso ke tshepetšo ya go
fining or interpreting Afrika-identiteit en yokuchaza noma hlaloša goba go
African identity and -kultuur gedefinieer of ukuqondisisa izinto hlatholla boitšhupo
culture – a learning geïnterpreteer word – ’n ngendlela nosiko lobu- le setšo sa Afrika –
process and a way of leerproses en ’n leefwyse Afrika – le yinqubo tshepetšo ya go ithuta le
life for Africans vir Afrikane yokufunda kanye mokgwa wa bophelo wa
nokuphila kwama-Afrika Maafrika
conscientisation gewentensbewustheid ukuqwashiwa/ukuvusa/ kgodišo ya temogo

ukwazisa
developing an aware- die kweek van ’n be tšweletšo ya temošo ya
ness of social and wustheid van sosiale en ukusungula ukwazi ditaba tša setšhaba le
political issues that politieke kwessies wat nokuqwasha ngezindaba dipolotiki tšeo di nago
has the power to die vermoë het om die ezithinta ezenhlalo le maatla a go fetola/
transform reality werklikheid te ontvorm nezepolitiki nezinamandla mpshafatša kemo go ya
okushintsha isimo ka mo e lego ka gona
esikhona
context konteks isimo kamano

the circumstances, die omstandighede, Izimo, umlando, isizinda- mabaka, bokamorago,
background, environ- omgewing, raamwerk ndawo, uhlaka, isizinda tikologo, sebopego sa
ment, framework, of situasie waarbinne ’n noma isimo esikhungethe motheo, lefelo, goba
setting, or situation gebeurtenis of voor isehlakalo noma maemo a tiragalo goba
surrounding an event val plaasvind, of die okwenzekayo tlhago
or occurrence agtergrond waarteen dit
plaasvind
cognitive kognitiewe ukuthuthuka kgolo ya bokgoni

development ontwikkeling ngomqondo bja go nagana le go
kwešiša
is the construction of die konstruksie van Lesi yisimo lapho
thought processes, denkprosesse, inslui- kwakheka khona inqubo ke peakanyo ya
including remember- tende die proses van yomqondo nokucabanga, ditshepetšo tša
ing, problem solving, onthou, probleemoplos okubandakanya mogopolo, go akaretša
and decision-making, sing en besluitneming, ukukhumbula, tharollo ya bothata le go
from childhood vanaf die kinderjare ukusombulula izinkinga tšea diphetho, go tloga
through adolescence en adolessensie tot kanye nokuthatha bjaneng go feta boswa
to adulthood volwassenheid izinqumo, ukusukela go ya bogolong
esigabeni sobungane
ukufikela esigabeni
sobujongosi kuze kufike
esigabeni sokuba umuntu
omdala
45 CUS3701/1
decolonisation dekolonisering ukuqeda inqubo phetšišo ya koloni

nenkambiso yobukoloni
is the undoing of die proses waardeur ke go dira gore naga ye
colonialism, where kolonialisme (waar ’n Lokhu kuchaza ukuqeda e nago le maatla e se
a nation establishes nasie sy heerskappy inqubo yobukoloni sa laola yeo e se nago
and maintains its oor afhanklike gebiede yokubuswa kwezwe le maatla, fao naga e
domination over de- vestig en handhaaf) ngabaphangi bakwelinye hlomago le go tšwetša
pendent territories ongedaan gemaak word izwe, lapho isizwe pele pušo ya yona go
sisungula inqubo dinagaselete tšeo e di
yokubhozomela elinye laolago
izwe nemihlaba yezinye
izizwe ezaphangwa
ngababusi bakwelinye
izwe
indigenous knowl- inheemse kennisselsels inqubo yolwazi lomdabu tsebo le bokgoni tše
edge system (IKS) (IKS) (IKS) tšweleditšwego ke
setšhaba
informal traditional informele tradisionele ulwazi olungabhaliwe
knowledge that is kennis wat kultuurspesi phansi ezincwadini kanti tsebo ye e sego ya
culturally specific fiek is en van geslag tot ulwazi lwasemandulo semmušo ya dilo tša
and has been passed geslag oorgedra is noluqondene ngqo kgale ye e lego ya
down from one gen- nosiko kanti lwedluliselwe setšo se itšeng gomme
eration to the next lusuka esizukulwaneni e fetišitšwe go tloga
esithile lwaya molokong o tee go ya
kwesinye isizukulwane go wo o latelago
ngokomlando
ongabhaliwe
lived curriculum geleefde kurrikulum ikharikhulamu lenaneothuto ka

ezwakalayo boitemogelo
how the curriculum is hoe die kurrikulum
experienced ervaar word indlela ikharikhulamu efika mokgwa woo ka
ngakhona kwabayenzayo ona lenaneothuto le
itemogelwago
paradigm shift paradigmaskuif Izinguquko kwizinqubo phetogo ye bohlokwa

nezinkambiso
a time when the ’n beduidende verande nako ge tsela ya tlwaelo
usual and accepted ring in die gewone Lesi yisikhathi lapho yeo e amogetšwego ya
way of doing or think- en aanvaarde manier indlela esivamise ukwenza go dira goba go nagana
ing about something waarop iets gedoen izinto ngayo futhi ka selo e fetoga ka
changes completely word of waarop daar oor nesicabanga nokubona gohlegohle
’n saak gedink word ngayo izinto iguquka
ngokuphelele
socio-construction- sosio-konstruktivis uhlelo olugxile tlhagišo ya tebelelo

ist perspective tiese perspektief emqondweni wabantu go ya ka modumedi
wa gore tlholego ya
development is die perspektief dat ont Intuthuko encike
tsebo e huetšwa ke
dependent on social wikkeling van sosiale ekuxhumananeni
tsenelelano le batho
interaction, and that interaksie afhanklik is kwabantu, nokuthi
ba bangwe e ya ka
social learning actu- en dat sosiale leer in ukufunda kwabanye
tsenelelano le setšhaba,
ally leads to cognitive werklikheid tot kogni abantu kuholela
le gore go ithuta go
development tiewe ontwikkeling ekuthuthukeni
tšwa setšhabeng
aanleiding gee ngokomqondo
gabotsebotse go iša go
kgodišo ya bokgoni bja
go nagana le go kwešiša
46
zone of proximal sone van proksimale indawo yokusondelana sekgala sa gare seo
development ontwikkeling nentuthuko se tsebja le seo se ka
fihlelelwago
difference between die verskil tussen die umehluko okhona
the learner’s actual leerder se werklike phakathi kwezinga phapano gare ga boemo
developmental level ontwikkeling en hulle lokuthuthuka bja mannete bja tšwelo
and their potential potensiële vlak kwangempela komfundi pele ya moithuti le
level kanye nezinga umfundi boemo bja bokgoni bja
akwazi ukuthi afinyelele gagwe
kulo ngokwekhono lakhe
47 CUS3701/1
CHAPTER 3
barriers to learning leerstruikelblokke of imigoqwane evimba mapheko a go ithuta

–versperrings ukufunda
difficulties blocking mathata ao a thibelago
access to learning moeilikhede wat toe- ubunzima obukhona phihlelelo ya go
and development, gang tot leer en ontwik obuvimbela ukuthi ithuta le tšwelo pele, a
located either in keling blokkeer wat in kube nokufunda hwetšwago peakanyong
the education sys- die onderwysstelsel, kanye nentuthuko, ya thuto, sekolong goba
tem, the school or the skool of die leerder kuyenzeka uthole ukuthi go moithuti
learner gesetel is isohlelweni lwemfundo
olusetshenziswayo,
esikolweni noma
kumfundi uqobo
CAPS KABV (CAPS) I-CAPS CAPS

Curriculum and Kurrikulum- en asses- isifinyezo esisho setatemente sa
Assessment Policy seringsbeleidsverkla- ukuthi: Isitatimende Molaotshepetšo wa
Statement. ring. Dit stipuleer die Esiyinqubomgomo Lenaneothuto le Tekolo.
doelstelling, omvang, Yekharikhulamu
It stipulates the aim, E šupa maikemišetšo,
inhoud en assesserings Nokuhlola.
scope, content and morero, diteng le kelo
proses ten opsigte van
assessment for each Lesi sitatimende sichaza tša thuto ye nngwe le
elke vak wat in die NKV
subject listed in the inhloso, ubukhulu ye nngwe ye e lego
Graad R–12 gelys is
NCS Grades R–12 nokunaba, okuqukethwe/ lenaneong la NCS
indikimba kanye nohlelo Dikreiting tša R–12
lokuhlolwa kwesinye
nesinye isifundo
esichazwe kwi-NCS
ukusukela kumabanga-
R – 12
centralisation sentralisasie uhlelo lapho imisebenzi kgobokanyo ya

yenziwa wuhlaka diphetho
at government level op regeringsvlak bevat
olulodwa, kanti lolu hlelo
a defined curriculum ’n omskrewe kurrikulum kgatong ya mmušo
ezingeni likahulumeni
contains detailed uitvoerige regulasies vir lenaneothuto leo le
luchaza ikharikhulamu
regulations for objec- doelwitte en inhoud, hlalošitšwego le na
njengohlelo oluqukethe
tives and content, skooltyd, die seletlering le melao ya dinepo le
imitheshwana yenqubo
school time, selection van opvoedkundige diteng, nako ya sekolo,
enemininingwane
of educational mate- materiaal, onderwys kgetho ya ditlakelo
yezinhloso kanye
rials, teaching stand- standaarde en tša thuto, maemo a
nendikimba yesifundo,
ards and assessment assessering go ruta le tekolo tše di
isikhathi sokufunda
hlalošitšwego ka botlalo
esikoleni, ukukhethwa
kwezisetshenziswa
zokufunda, amazinga
okufundisa kanye nohlolo
decentralisation desentralisasie uhlelo lapho imisebenzi phatlalatšo ya taolo

yenziwa yizinhlaka
a more flexible cur- ’n meer buigsame kurri lenaneothuto leo le
ezehlukene
riculum, requires the kulum, vereis die direkte fetolegago, le nyaka
direct involvement betrokkenheid en mede- Lolu wuhlelo gore sekolo le barutiši
and co-ownership of eienaarskap van skole en lwekharikhulamu eguquka mmogo ba tšee karolo
schools and teachers onderwysers kalula, kanti ludinga thwii le gore bobedi ba
ukwenziwa mathupha be beng ba sekolo
kanye nobunikazi
obuhlanganyelwe
bezikole kanye
nabafundisi.
48
diverse learners diverse leerders abafundi abehlukene baithuti ba dinyakwa

tše fapanego
learners with differ- leerders met verskil abafundi abanezindlela
ent language usage, lende taalgebruik, ezahlukene zokusebenzisa baithuti ba tšhomišo
learning styles, types leerstyle, soorte intel, ulimi, izitayela zokufunda, ya polelo, mokgwa wa
of intelligence, levels ontwikkelingsvlakke en izinhlobo zokuhlakanipha, go ithuta, mehuta ya
of development and ekonomiese, sosiale en amazinga okuthuthuka, bohlale, boemo bja
economic, social and kulturele agtergronde imilando yezomnotho, tšwelo pele, metheo
cultural backgrounds yenhlalo kanye ya ikonomi, ditšhaba le
neyazamasiko ditšo tše fapanego
inclusive education inklusiewe onderwys imfundo efaka wonke thuto ye e akaretšago

in South Africa in Suid-Afrika umuntu eNingisimu tšohle ka Afrika Borwa
Afrika
the practice and die praktyk en proses tlwaelo le tshepedišo ya
process of creating om ondersteunende isenzo kanye nohlelo go hlola
supportive class- klaskamers en skole lokwakha amakilasi
diphapoši ya borutelo le
rooms and schools te skep om die uiteen asekelanayo kanye
dikolo tše di thekgago
that involve and meet lopende behoeftes van nezikole ezifaka
tšeo di akaretšago le go
the diverse needs of alle leerders te betrek en zihlangabezane nezidingo
fihlelela dinyakwa tše di
all learners te bevredig ezahlukene zabo bonke
fapanego tša baithuti ka
abafundi
moka
Language of Learn- Taal van Onderrig en Ulimi lokufunda Leleme la Go Ithuta le

ing and Teaching Leer (TVOL) nokufundisa (LoLT) go Ruta
(LoLT)
die taal wat in die klas ulimi olusetshenziselwa leleme leo le šomišwago
the language used for kamer vir onderrig en ukufunda nokufundisa go ruta le go ithuta ka
teaching and learning leer gebruik word ekilasini phapošing ya borutelo
in the classroom
learning leergebrek izihibe kwezokufunda tšhitišo ya go ithuta

impairment
verwys na ’n aantal Lokhu kuchaza inani e šupa bothata bjo bo
refers to a number of versteurings wat die lezihibe ezingaphazamisa šitišago mošomo wa
disorders which may verwerwing, organi uhlelo lokutholakala tlwaelo wo o ka amago
affect the acquisi- sering, behoud, begrip kwemfundo, ukuhleleka, phihlelelo, peakanyo,
tion, organisation, of gebruik van verbale of ukugcineka kwemfundo, tshwaro, kwešišo goba
retention, under- nie-verbale inligting kan ukuqondisisa noma tirišo ya tshedimošo ye
standing or use of beïnvloed ikhono lokusetshenziswa bolelwago ka molomo
verbal or nonverbal kolwazi olukhulunywayo goba ye e sego ya
information noma olungakhulunyiwe molomo
learning mediator leertussenganger umlamuleli wokufunda mmoelanyi go tša

thuto
a mediator is some- ’n tussenganger is umlamuleli umuntu ohlela
body who facilitates iemand wat ’n dialoog izingxoxo, lokho okwenza mmoelanyi ke motho
a dialogue, which fasiliteer, wat dit moont kube lula ukuthi imibono yo a kgontšhago
makes it possible for lik maak dat ’n idee of noma imizwa ixoxeke lula poledišano, ye e dirago
an idea or feeling to gevoel gekommunikeer gore kgopolo goba
be communicated word maikutlo a fetišitšwe go
batho ba bangwe
learning leerprogram uhlelo lokufunda lenaneo la go ithuta

programme
’n faselange proses van uhlelo olude ngesigaba thepedišo ya sebaka se
a phase-long process beplanning, bestuur esithile nokungelokuhlela, itšego sa go logo maano,
for planning, manag- en organisering van ukuphatha kanye go laola le go beakanya
ing and organising klaskamerpraktyk nokuhlelisisa ukufunda mošomo wa phapošing
classroom practice ekilasini ya borutelo
49 CUS3701/1
norm norm Injwayelo/imvamisa tlwaelo

is derived from the is afgelei van die word Leli gama lisuselwa tlhalošo ye e tšwa go
word ‘normal’ and ‘normaal’ en verwys na egameni elithi lereo la Seisemane
refers to behaviour gedrag wat algemeen “ngokujwayelekile/ la “normal” gomme
that is generally aanvaar word in ’n ngokuvamile” kanti e šupa boitshwaro
accepted in a society samelewing lichaza ukuziphatha bjo ka kakaretšo
okwamukelekayo bo amegelwago
emphakathini/esizweni setšhabeng
outcomes- uitkomsgebaseerde Uhlelo lwemfundo thuto ye e theilwego

based education onderwys (UGO) olugxile kwimiphumela go dipoelo (OBE)
(OBE) (OBE)
’n benadering tot onder- ke mokgwa wa go
is an approach to wys en impakte op Le yindlela yokufundisa ruta wo o huetšago
teaching and impacts onderwysstrategieë wat ethinta amasu okufundisa, maano a go ruta ao
on teaching strate- verwys na die voor le ndlela ichaza indlela a šupago tsela ye e
gies that refer to the keurmetodologie wat engcono yokufundisa šomišwago go hlagiša
preferred methodol- gebruik word om die esetshenziswa ukuchaza le go phethagatša
ogy used to unpack kurrikulum uit te lê en te nokusebenzisa lenaneothuto – ga se
and implement the implementeer – dit is nie ikharikhulamu – akuyona lenaneothuto
curriculum – it is not a ’n kurrikulum nie ikharikhulamu
curriculum
qualification kwalifikasie Isitifiketi semfundo/ boithutelo

ikhwalifikheshini
is the formal recogni- die formele erkenning ke temogo ya semmušo
tion and certification en sertifisering van Lesi yisibonakaliso le tiišo ya go fihlelela
of learning achieve- leerprestasie wat deur ’n esisemthethweni futhi bokgoni bjo bo filwego
ment awarded by an geakkrediteerde instel yisitifiketi esikhombisa ke institušene ye e
accredited institution ling toegeken word ukuphumelela dumeletšwego
emfundweni, kanti
lesi sitifiketi sikhishwa
yiziko lemfundo
elinegunya lokufundisa
nelisemthethweni
SKVAs VKWHs ama-SKVA diSKVA

skills, knowledge, vaardighede, kennis, lesi yifinyezo esimele mabokgoni, tsebo,
values and attitudes waardes en houdings ukuthi: skills, knowledge, mekgwa ya boitshwaro
values and attitudes – le maitshwaro
nokusho: amakhono,
ulwazi, amagugu kanye
nemiqondo
standard standaard Izinga boemo

refers to the quality verwys na die gehalte Lokhu kuchaza uhlelo e šupa tshepetšo ya tiišo
assurance process versekeringsproses oluqinisekisa izinga ya boleng
lemfundo
special needs spesialebehoefte- imfundo eqondene thuto ya dihlokwa tše

education onderwys nezidingo ezithile itšego
ezikhethekile
the special educa- die spesiale onderwys dipeakanyo tša thuto
tional arrangements reëlings wat vir kinders Lezi yizinhlelo zezidingo tše di itšeng tše di lego
which are in place met gestremdhede geld zabafundi ezithile gona tša bana bao ba
for children with ezikhethekile, lezi zinhlelo golofetšego
disabilities zinikezwa abafundi
abanokukhubazeka
okuthile
50
transformation transformasie in uguquko kwezemfundo phetogo thutong

in education onderwys
ukusebenzisa go šomiša mekgwa ye
using different teach- die gebruik van verskil izindlela zokufundisa e fapanego ya go ruta
ing practices to foster lende onderrigstrategieë ezahlukene ukukhuthaza go hlohleletša badudi
critical citizens by om kritiese burgers te izakhamizi ukuthi bao ba kgonago go
implementing equity bevorder deur gelykheid zilingane, kulungiswe swaya diphošo ka go
and redress, non-dis- en regstelling, nie- okwakungalungile phethagatša tekatekano
crimination, access, diskriminasie, toegang, phambilini, le ditokišo, go se tlhaole,
justice and democ- geregtigheid en kungacwaswanwa, phihlelelo, toka le
racy in schools demokrasie in skole te wonke umuntu afinyelele temokerasi dikolong
implementeer kwimfundo, kube
nobulungiswa
kanye nentando yeningi
ezikoleni
work-integrated werkgeïntegreerde ukufunda okuxubene go ithuta go go

learning leer nokusebenza kuphinde tsenelelanago le
kwaziwe ngokuthi isipili- mošomo gape e tsebja
also known as field staan ook bekend as
yoni sasemsebenzi; lapha bjalo ka maitemogelo
experience; students veldervaring; studente
abafundi benza imiseben- lefapheng le itšeng;
engage in activities raak betrokke by aktiwi
zi eyakhiwe ngokuqondile baithuti ba swarana le
that are specifically teite wat spesiaal geskep
ukuze yelule ukuqonda ditiro tšeo gabotsebotse
created to deepen is om hul begrip van die
kwabo kwalowo mkhakha di hlolešwego go tiiša
their understanding bepaalde studieveld te
abawenzayo noma kwešišo ya bona ya
of the field of study verdiep
abawufundelayo lekala la go ithuta
51 CUS3701/1
CHAPTER 4
active learning aktiewe leer uhlelo lokufunda ngoku- go ithuta ka go dira

bamba iqhaza
knowledge must be kennis moet deur mid tsebo e swanetše go
discovered and con- del van die leerder se lapha ulwazi kufanele utollwa le go beakanywa
structed through the aktiwiteite ontdek en lutholakale futhi lwakheke ka mokgwa wa ditiro tša
learner’s activities gekonstrueer word ngendlela ngemisebenzi baithuti
yomfundi yokubamba
kwimfundo
affective domain affektiewe domein Isimo semizwa/somoya mokgwa wa tlhagišo

ya maikutlo
describes emotional emosionele reaksies en lokhu kuchaza isimo
reactions and the die vermoë om, byvoor semizwa esivelayo e hlaloša tlhagišo ya
ability to experience, beeld, empatie of geluk kanye nekhono maikutlo le bokgoni
for instance, empathy te ervaar lokutholakala kolwazi bja go lemoga, go fa
or joy oluthile, njengesibonelo, mohlala, temogo ya ka
ukuzwelana noma moo batho ba bangwe
injabulo ba ikwago ka gona goba
lethabo
analyse ontleed ukuhlaziya sekaseka

break information verdeel inligting in ver lokhu kuchaza go hlahlamolla
down into its parts skeie dele en dink oor ukwehlukanisa ulwazi tshedimošo ka
and think about how die verwantskap wat die ngezingxenye ebese dikarolwana gomme
the parts relate to its dele met die algehele ucabanga amasu o nagane ka moo
overall structure struktuur het okuhlobanisa lezo dikarolwana di
zingxenye ukuthi zakhe nyalelanago le
isakhiwo solwazi olulodwa sebopego sa yona ka
oluphelele botlalo
apply toepas ukusebenzisa imfundo diriša

use a learned gebruik ’n aangeleerde ukusebenzisa ingqubo go diriša tshepetšo yeo e
procedure in either prosedure in óf ’n oyifundile esimeni ithutilwego kemong ye
a familiar or a new bekende óf ’n nuwe osejwayele noma esimeni e tlwaetšwego goba ye
situation situasie esisha mpsha
behaviourism behavioriste Indlela yokuziphatha temogo ya boitshwaro

gaining knowl- fokus op die verkryging ukuthola ulwazi noma bja motho
edge or an ability van kennis of kundigheid ukubonisa ikhono go hwetša tsebo goba
through the use of deur ervaring, geken lokusebenzisa ulwazi, bokgoni ka go šomiša
experience,with eq- merk deur billikheid, ngendlela elinganayo, maitemogelo, ka go se
uity, access, flexibility buigsaamheid en kwali- yokutholakala, ngendlela hlaole, phihlelelo, go ka
and quality, aimed teit en gemik op eguqu-guqukayo kanye fetolwafetolwa le boleng
at changing the way gedragsverandering by neqophelo, enenhloso , tše di ikemišeditšego
in which learners die leerder yokuguqula indlela go fetola tsela ye
behave abafundi abaziphatha baithuti ba naganago ka
ngayo yona
52
Bloom’s taxonomy Bloom se taksonomie uhlelo lukaBloom peakanyo go ya ka

a taxonomy for the ’n taksonomie vir die lokuhlela izinto magoro ya Bloom
cognitive domain, kognitiewe domein wat uhlelo lokwenyukela peakanyo go ya ka
making teachers onderwysers daarvan esizindeni sokuhlakanipha magoro ya legoro la
aware to also work on bewus maak dat hulle esiphezulu, nokwenza tsebo le bokgoni bja
higher cognitive lev- ook op hoër kognitiewe ukuthi othisha bazi ukuthi kgodišo ya mabokgoni a
els (e.g. synthesising vlakke moet werk kufanele balenyuse izinga go šomiša tlhaloganyo,
and evaluating), and (bv. sintetiserend en lokufundisa ngezinye go dira gore barutiši
not always only focus evaluerend), en om nie izikhathi libe phezulu ba lemoge gore gape
on lower cognitive net altyd op die laer emazingeni okuhlakanipha ba lebelele boemo
levels (e.g. recalling of kognitiewe vlakke te (isib. bakwazi ukugaya bja tsebo le kgodiša
information) fokus nie (bv. herroep kanye nokubuyekeza ya bohlale (mohlala
van inligting) into abayifundisayo), go tliša mmogo le go
hhayi nje ukuthi othisha lekanyetša), le gore ka
behlale bazi ukuthi mehla go se šetšwe fela
kufanele abantwana boemo bja fase bja tsebo
ababafundisayo le bohlale (mohl go
babafunze ulwazi gopola tshedimošo)
ngoba basemazingeni
aphansi okucabanga
(isib. akufuneki ukuthi
othisha kuhlale kuba
yibona abaveza ulwazi
– mabayekele abafundi
kebazicabangele
ngokwabo)
blended learning vermengde leer uhlelo lwemfundo thuto ka go tswakanya

a formal education ’n formele onderwys oluxubiwe/ lenaneo la thuto ya
program in which a program wat behels oluhla-nganisiwe semmušo leo go lona
student learns at least dat studente minstens uhlelo lwemfundo baithuti ba ithutago
in part through de- gedeeltelik deur die ehlelekile, lapho umfundi bonnyane ka tlhagišo
livery of content and aanbieding van inhoud afunda okungenani ya diteng le thuto ka
instruction via digital en onderrig met behulp ngokwethulwa mokgwa wa titšithale le
and online media van digitale en aan kwengqikithi inthanete ka taolo ye e
with some element of lyn media leer, met ’n yesifundo kanye lego ya baithuti go nako,
student control over element van studente nokuthunyelwa kolwazi lefelo, tselatatelo, goba
time, place, path, or beheer oor tyd, plek, ngobuchwepheshe lebelo
pace roete of pas bekhomphyutha
nangezindlela ze-
inthanethi kanti
nokubheka inqubo
yomfundi ukulawula
isikhathi, indawo
yomsebenzi, umgudu
wemfundo noma ijubane/
isivinini elisetshenziswayo
ekwenzeni okuthile
cognitive domain kognitiewe domein isizinda sokuhlakanipha legoro la tšhomišo ya

intellectual (minds- intellektuele (verstand imiphumela yokuphusa/ tlhaloganyo
on) outcomes gerigte) uitkomste yokuhlakanipha dipoelo tša tšhomišo ya
(komqondo) tlhaloganyo (menagano
e dule e šoma)
53 CUS3701/1
cognitively guided kognitiewe-begeleide umyalelo ogxile go ruta ka go šetša

instruction onderrig ekwakheni ingqondo mokgwa wa go nagana
theory on the impor- teorie oor die belang le yithiyori eveza tharollong ya bothata
tance of language rikheid van taal en luister ukubaluleka kolimi kanye teori ka ga bohlokwa
and listening in in onderrig as ’n sosiale nokulalela ekufundiseni, bja polelo le go
teaching as a social konstruk njengendlela yokwakha theeletša ge go rutwa
construct umuntu bjalo ka kgopolo yeo e
hlamilwego ke setšhaba
cohesion kohesie ukunamathelana tshwaragano

the act or state of die handeling of toe lesi yisenzo noma tiro goba boemo bja
cohering, uniting, or stand van saamkleef, isimo sokuhambisana, go swaragana, go ba
sticking together verenig of bymekaar bly ukubumbanisa noma seboka, goba go ba selo
ukuhlanganisa ndawonye setee
ulwazi
collaboration medewerking/ ukusebenzisana tirišano

to work jointly with samewerking ukusebenzisana go šoma le batho ba
others or together om met ander saam te ndawonye kanye nabanye bangwe goba mmogo
especially in an intel- werk, veral in ’n intellek ikakhulukazi kwimizamo gagolo morerong wo o
lectual endeavor tuele onderneming yokwakha ukuhlakanipha sepelelanago le bokgoni
ngokwengqondo bja go nagana le go
kwešiša dilo
conceptual konseptuele kennis ulwazi lokwakha kwešišo ya mekgwa

knowledge in die onderwys word umqondo Kwezemfundo, ya ditshepedišo le
in education, this is dit dikwels as ’n groep lokhu kuvamise dikgopolo
often generalised as spesifieke strategieë en ukuthathwa njengeqembu ka go thuto, se gantši
a group of specific vaardighede saamgevat lamasu kanye namakhono se akaretšwa bjalo ka
strategies and skills athile sehlopha sa maano le
mabokgoni tše di itšeng
cooperative learning medewerkende leer uhlelo lokufunda go ithuta le le

is an educational ’n opvoedkundige bena- ngokubambisana sehlopha
approach which aims dering wat daarop gemik lolu wuhlelo lwemfundo ke mokgwa wa thuto
to organise class- is om klaskameraktiwi- oluqonde ukuhlela wo o ikemišeditšego go
room activities into teite in akademiese en imisebenzi yasegumbini/ beakanya mešongwana
academic and social sosiale leerervarings te yase-kilasini lokufunda ya ka phapošing
learning experiences organiseer lapho abafundi ya borutelo ka
bafunda khona izifundo maitemogelo a go ithuta
nokwengqondo lefelong la thuto le go
kanye nokuphilisana ithuta setšhabeng
njengabantu
create (synthesise) skep (sintetiseer) ukwakha (ukuhlela hlola (go bopa ka go

accomplish creative voer skeppende take nokuhlanganisa kopanya dilo)
tasks; generate, plan uit; genereer, beplan en imiqondo) go kgona mešongwana
and produce produseer ukwakha imisebenzi ya boitšhimolloši;
ekhombisa ubuciko; hlagiša, beakanya le go
eyakhayo, ehlelayo futhi tšweletša
nokukhiqiza
diagnostic diagnostiese ukuhlola ulwazi nekhono teko ya thekolo

assessment assessering lomfundi e ela tsebo le mabokgoni
measures a learner’s assessering wat ’n leer lolu hlelo lukala ulwazi tša bjale tša moithuti
current knowledge der se huidige kennis en nekhono lomfundi
and skills vaardighede meet lwangaleso sikhathi
54
discovery learning ontdekkingsleer uhlelo lokuzifundela go ithuta ka go

discovering for om self te ontdek (leer nokuzivumbulule-la nyakišiša
oneself (learning by deur te doen) ulwazi go nyakišiša ka bowena (
doing) lapha umfundi go ithuta ka go dira)
uyazitholela ulwazi yena
ngokwakhe (ukufunda
ngokwenza)
discussion bespreking ukufunda ngokubamba therišano

exchange knowledge die uitruil van kennis en izingxoxo go fana tsebo le go
and understanding begrip Ukuphakelana ngolwazi kwešišana
kanye nokuqondisisana
e-learning e-leer uhlelo lokufunda thuto ya inthaneteng

electronic learn- elektroniese leer; die nge-inthanethi dithuto tša go hwetšwa
ing; using devices gebruik van toestelle lokhu ukufunda inthaneteng, go
such as a computer/ soos rekenaars, slim ngobuchwepheshe šomišwa ditlakelo tše
smartphone, i-pad, to fone of tablette om ’n be-inthanethi, bjalo ka khomphutha/
deliver part, or all of a gedeelte van of ’n hele njengokusebenzisa sellathekeng se bohlale,
learning course leerprogram aan te bied ikhomphyutha/i-smatifoni, i-pad, go hwetša karolo
ii-pad ukuze umfundi goba ka moka dithuto
athumele ingxenye tše di ithutwago
yolwazi noma sonke
isifundo esifundwayo
evaluate evalueer ukuhlola ngokulinganisa khumano ya mohola

includes checking, behels om na te gaan, te ulwazi e akaretša go lekola, go
critiquing and giving beoordeel en menings lokhu kubandakanya swaya diphošo le go fa
opinions te gee ukubukisisa, ukugxeka dikgopolo tša gago
kanye nokunikeza
imiqondo ehlukene
exemplary lesson voorbeeld- izinto ezisetshenziswayo ditlakelo tša thuto ye e

materials lessteunmateriaal zezifundo zesibonelo lego mohlala
are learning support leerondersteunings- lezi yizinto ke ditlakelo tša go thuša
materials that provide materiaal wat voorstelle ezisetshenziswayo go ithuta tšeo di fago
suggestions for bied oor hoe om ’n ukusukela ukufunda dikeletšo go hlabolla
developing a leaming leerprogram wat leerder- ezinikeza imiqondo lenaneo la thuto leo
programme which is gesentreerd en aktiwi yeziphakamiso zokufunda le nepišitšwego go
learner-centered and teitsgebaseerd is, te ukwakha uhlelo moithuti le go thewa go
activity-based ontwikkel lokufunda ngendlela mahlahla a moithuti
egxile kubafundi kanye
nemisebenzini eyenziwayo
flipped classrooms omkeer-klaskamers inqubo yemfundo diphapoši ya borutelo

the ability to view video’s en ander gevor- eguqu-guqukayo tšeo di fetotšwego
videos and other derde leerinhoud kan leli yikhono lokubukela bokgoni bja go boga
advanced learning onafhanklik buite die amavidiyo kanye nezinye divedio le diteng tše
content indepen- klaskamer besigtig word izinhlelo zokufundisa dingwe tša thuto tšeo
dently outside the ingqikithi yezifundo di tšweleditšwego pele
classroom ngokuziqalela ezitholakala ka noši o le ka ntle ga
ngaphandle kwegumbi phapoši ya borutelo
lokufunda
55 CUS3701/1
formative formatiewe assessering ukuhlola okuqhubekayo tekolo ka mekgwa ye e

assessment ’n deurlopende proses lolu wuhlelo lokuhlola fapanego
a continuous process, waartydens inligting oluqhubekela phambili, tshepetšo ye e
one in which informa- oor leer opgeroep en lapho ulwazi olufundwayo tšwelelago, yeo ka yona
tion about learning dan gebruik word om luvuselelwa ngenhloso tshedimošo ka go ithuta
is evoked and then onderrig- en leer yokuguqula uhlelo e tšweletšwago gomme
used to modify aktiwiteite te wysig lwemisebenzi yokufundisa ya dirišwa go fetola
teaching and learning nokufunda mekgwa ya go ruta le go
activities ithuta
intelligence intelligensie ubuhlakani bohlale

the ability to under- die vermoë om te ver ikhono lokukwazi bokgoni bja go kwešiša,
stand, learn and think staan, te leer en logies ukuqonda, ukufunda go ithuta le go nagana
logically te dink kanye nokucabanga ka tlhatlologanyo
ngendlela eqondile
learning resources leerhulpmiddels imithombo yosizo dithuši tša go ithuta

carriers of the cur- draers van die kurri yokufunda dithuši tša lenaneothuto
riculum by means kulum deur middel van lezi yizinto eziqhuba ka mokgwa wa ditlakelo
of exemplary lesson lessteunmateriaal nokuqukatha tša thuto ye e lego
material ikharikhulamu ngendlela mohlala
yokusebenzisa izinto
zokufunda eziyisibonelo
mediation in bemiddeling in indima yokuhlela tsenogare thutong

education onderwys kwezemfundo go kgonagatša
to facilitate interac- om interaksie te fasiliteer lokhu kuchaza ukuhlela tsenelelano ka go rarolla
tions by solving and deur probleme en izindlela zokuxhumana le go thibela bothata
preventing prob- konflik op te los en te nokwabelana le dithulano e ka ba
lems and conflicts voorkom deur óf formele ngolwazi ngendlela ka go fa dipeakanyo
either by offering strukture te bied wat yokuxazulula kanye tšeo di tšweletšago
formal structures that onderhandelings- en nokuvimbela izinkinga ditshepetšo tša
develop negotiation skoolkonflikoplossings nokungqubuzana ditherišano le tharollo
and school conflicts prosesse ontwikkel, óf kwemibono, lokhu tša dithulano dikolong
resolution processes verskeie protagoniste kungenziwa ngokunikeza goba ka go hloma
or by preparing sev- voor te berei wat hierdie izinhlaka ezihlelekile batho ba bohlokwa bao
eral protagonists that konsepte en bevoegd eziqondene nokusungula bophelong bja bona bja
in their daily life will hede van vakleerling izingxoxo kanye nezinhlelo letšatši ka letšatši ba tla
apply and use these skap in die kognitiewe ezimayelana nokuxazulula dirišago le go šomiša
concepts and compe- en sosiale domein in noma ukulungisa dikakanyo le mabokgoni
tences of apprentice- hulle daaglikse lewe sal izingcweti ezimbalwa a borutwatiro
ship in the cognitive toepas en gebruik ezizosebenzisa ulwazi, maikemišetšong a thuto
and social domain amakhono nemiqondo le setšhabeng
ethize nsuku zonke kanti
zisebenzise amagama
kanye nolwazi lomsebenzi
ekwakhiweni kolwazi
ngokomqondo kanye
nakwimpilisano yabantu
emphakathini
metacognition metakognisie indlela yokwakha ulwazi go inaganišiša

reflection on your besinning oor dit wat jy nekhono ngokomqondo naganišišo ka go ithuta
own learning geleer het lapha umfundi ubheka ga gago
ulwazi azifundele lona
ngokwakhe
56
micro learning mikroleer uhlelo lokufunda go ithuta ka bonnyane

a theory of instruc- ’n teorie van onderrig emkhakheni omncane teori ya mokgwa wa go
tional design that ontwerp wat aan die le yithiyori yokuhlela ruta ye e šišinyago gore
suggests that people hand doen dat mense nokuhleleka kwemfundo batho ba ithuta bokaone
learn more effec- meer effektief leer as ephakamisa ukuthi ge tshedimošo e fiwa ka
tively if information inligting aangebied word abantu bafunda kahle bonnyane bjo bo lego
is delivered in small in klein eenhede wat kakhulu uma ngabe ulwazi bonolo go kwešišwa le
units that are easy to maklik is om te verstaan lwethulwa ngemikhakha go dirišwa
understand and apply en toe te pas emincane ngezingxenye
ezincane, kanti kulula
ukuzwisisa kanye
nokusebenzisa lolu lwazi
organising principle organiseringsbeginsel umgomo wokuhlela mokgwa wa peakanyo

way in which manier waarop kennis Indlela ulwazi (lok- tsela yeo ka yona tsebo
knowledge (content) (inhoud) in ’n kurrikulum ho okuqukethwe) (diteng) e beakanywago
is organised in a georganiseer word kuhlelwa ngakhona lenaneong la thuto
curriculum kwikharikhulamu
pedagogy pedagogie iphedagogi borutiši

the science of die wetenskap van isayensi yokufundisa saense ya go ruta
teaching onderrig
problem solving probleemoplossing ukuxazulula inkinga go rarolla bothata

developing new die ontwikkeling van Lolu wuhlelo lokwakha go tšweletša tsebo ye
knowledge through kennis deur probleme ulwazi olusha mpsha ka tsela ya go
solving problems op te los ngokuxazulula izinkinga rarolla bothata
progression progressie Ukuqhubekela phambili tšweletšopele

increasing conceptual toenemende konsep- Ukungezela izinga go godiša tharano ya
complexity tuele kompleksiteit elinzima lemiqondo dikgopolo
yamagama
psychomotor psigomotoriese isimo sokusebenza tikologo ye amago

domain domein kwengqondo kanye tshepelo ya mmele le
includes physical sluit fisiese beweging, nezitho zomzimba tiro ya monagano
movement, coordina- koördinasie en die lokhu kubandakanya e akaretša tshepelo ya
tion and the use of gebruik van die moto indlela yokunyakaza mmele, tswalanyo le
the motor skills riese vaardighede in komzimba, tirišo ya bokgoni bja
ukusebenzisana megalatšhikatšhutišo
kwezitho zomzimba
kanye nengqondo kanye
nokusebenzisa ingqondo
ukukhombisa ikhono
lokuhlanganisa izinto
ukwenza umsebenzi
rationale grondrede imiqondo yokuqonda tlhathollo ya sephetho

principles or reasons beginsels of redes wat imigomo noma izizathu se fihleletšwego
that explain why a verduidelik hoekom ezichaza ukuthi kungani melao goba mabaka ao a
specific decision or ’n bepaalde besluit of isizathu noma isinyathelo hlalošago lebaka la gore
action is taken optrede geneem is esithile sithathiwe gobaneng sephetho
goba tiro ye e itšegi e
tšerwe
57 CUS3701/1
reciprocity wederkerigheid isenaniselo go fana

of mutal benefit to all van wederkerige voor- kushiwo into esiza fao ka moka ba ba
concerned deel vir almal wat nxazombili; into ebasiza amegago ba holwago
betrokke is bonke abathintekayo
reciprocal teaching wederkerige onderrig uhlelo lokufundisa go rutana

allows for the cre- onderrig wat voorsiening ngokwabelana ngolwazi go dumelela tlholego
ation of a dialogue maak vir die skep van ’n lolu hlelo luphawuleka ya poledišano gare ga
between learners and dialoog tussen leerders ngezingxoxo phakathi baithuti le barutiši
teachers en onderwysers kwabafundi kanye
nothisha
remember onthou (kennis/basiese ulwazi olukhunjulwayo/ gopola (tsebo/ tsebo ya

(knowledge/ konseptuele kennis) ulwazi lokuqala into motheo ya tlhamo ya
basic concep- herken en herroep ter- ngokomqondo dikgopolo)
tual knowledge) saaklike inligting uit die Lapha umfundi wazi izinto go lemoga le go gopola
recognise and recall langtermyngeheue ngokukhumbula ulwazi tshedimošo ya maleba
relevant informa- lwakudala go tšwa kgopolong ya
tion from long-term pakatelele
memory
reflection besinning/bepeinsing ukubuyekeza okuthile/ boitekolo

to give careful om versigtig oor iets na ukuzinuka amakhwapha go naganišiša ka selo,
thought to some- te dink, om gebruik te ukucabangisisa into ethile, o šomiša mmotlolo wo
thing, to use a partic- maak van ’n bepaalde ukusebenzisa indlela ethile o goba tshepedišo ye e
ular model or process model of proses om jou noma uhlelo oluthile itšeng go nagana ka ga,
to think about, recon- optrede, gedagtes, idees ukucabanga, ukubhekisa go akanya gape ditiro,
sider one’s actions, of besluite te oordink en izenzo zakho, imicabango dikgopolo, dikakanyo
thoughts, ideas or te oorweeg yakho, amacebo noma goba diphetho tša gago
decisions izinqumo zakho
sequencing bepaling van volgorde ukulandelana kwezinto go latelanya

conceptual order and konseptuele orde en ngokohlelo tatelano le tšweletšopele
progression progressie Ukuhleleka ya dikgopolo
kahle komqondo
ngokulandelelana
kwezinto kanye
nokuqhubeka
scaffolding stellasie-effek izikhumo magato ka tatelano a

activities the teacher aktiwiteite wat die imisebenzi eyenziwayo go thuša go fihlelela
constructs to help onderwyser opstel om neyenziwa nguthisha kwešišo
learners to learn leerders te help leer ukusiza abafundi ukuthi ditiro tšeo morutiši a
bafunde di bopago go thuša
moithuti go ithuta
shared learning gedeelde leer ukufunda go fana sebaka

providing opportu- die voorsiening van ngokunikezana thutong
nities for learners’ geleenthede vir leerders amathuba go fa dibaka tša gore
participation in the se deelname aan die ukunikeza amathuba baithuti ba tšee karolo
learning process leerproses kubafundi okuthi badlale tshepetšong ya go ithuta
indima/babambe iqhaza
kwinqubo yokufunda
simulation simulasie ukulingisa ketšišo

real circumstances werklike omstandighede Izimo zangempela dikemo tša mannete di
are imitated in the word in die klaskamer zilingiswa ngaphakathi ekišwa ka phapošing ya
classroom nageboots emagumbini okufunda borutelo
58
summative sommerende ukuhlola okufinyeziwe tekolothumo

assessment assessering lokhu ukuhlolwa tekolo mafelelong a
assessment at the assessering na afloop okwenziwa ekupheleni paka ye e itšego ya thuto
conclusion of a van ’n spesifieke onder kwesikhathi sokufundisa go šupa ka moo thuto
specific instructional rigperiode om te bepaal esinqunyiwe ukuthola e bilego le khuetšo ka
period to establish hoe doeltreffend die ukuthi ngabe lokho gona
how effective the onderrig was okufundisiwe kusebenze
teaching was kanjani ukusiza lowo
obefundiswa
understand verstaan (begrip) ukuqondisisa kwešiša

(comprehension) demonstreer ’n basiese (ukuzwisisa) (tlhaloganyo)
create meaning from begrip van inligting, Lapha kwakhiwa ulwazi Go tšweletša tlhathollo
educational material konsepte en idees ngokusebenzisa iziset- go tšwa setlakelong sa
such as reading and shenziswa zokufunda thuto go swana le go
explanations ezinjengokufunda okub- bala le ditlhathollo
haliwe nokuchaza
validity geldigheid ukuba bokgonthe

the extent to which die mate waarin ’n ngokwamukelekile bogolo bjoo
an assessment task assesseringstaak dit nokufanele mošongwana wa
assesses what it is assesseer wat dit bedoel Indlela nezinga umsebenzi tekolo o lekolago seo
intended to assess or is om te assesseer of wokuhlola wenzeka ngayo, go ikemišeditšwego go
measure meet nokuthi ngabe uhlolo lekola goba go ela
luhlose ukuhlola ini noma
lukala ini
whole school heleskoolbeplanning ukuhlelela isikole go loga leano

planning betrek alle rolspelers sonkana tlhabollong ya sekolo
involves all stakehold- om die aktiwiteite en kufaka phakathi bonke ka moka
ers to consider the ac- belangstellings van die ababambiqhaza ukubheka e akeretša ka moka
tivities and interests skool in oorweging te kanye imisebenzi yesikole bao ba nago le
of the school, and to neem en om te besluit kanye nezinto ezingasiza kgahlego go nagana
decide on the goals oor die doelwitte van isikole kanye nokuthatha ditiro le dikgahlego
for the school over die skool oor ’n sekere isinqumo ngezinhloso tša sekolo, le go tšea
a certain period of tydperk ten einde te zesikole ngemuva sephetho ka ga dinepo
time, making sure the verseker dat die skool kwesikhathi esithile, ukuze tša sekolo pakeng ya
school is ready for the gereed is vir die leerder kuqinisekiswe ukuthi nako ye e itšeng, ka go
learner. isikole simlindele umfundi netefatša gore sekolo se
ikemišeditše moithuti
Source: Adapted from: Gravett, S., de Beer, JJ. & Du Plessis, E.C. 2015. Becoming a teacher.
232
Cape Town: Pearson.
59 CUS3701/1
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should play if he/she is able to put his/her knowledge into practice.

14 Title: Curriculum studies in context (Unisa Edition)

21 Recommended Book (not compulsory)

Title: Africanising the Curriculum: Indigenous Perspectives and Theories

Authors: Msila, V & Gumbo, MT.

Publisher: African Media

ht tps: // b o o k s .g o o g l e .co. za / b o o k s /a b o ut /Af ri ca nising _ th e _Cu r ri cu lu m .

Africanising the curriculum: An exploratory study

32 #Sciencemustfall and Africanising the curriculum: findings from an online interaction

3. STRUCTURE OF THE MODULE

aside time to talk to other students, for example, on myUnisa.

Overview of learning unit 1

OVERVIEW OF LEARNING UNIT 1

On completion of this learning unit, you must be able to

Read chapter 1 in your text book.

A THEORETICAL FRAMING OF CURRICULUM DEVELOPMENT. You can also look at the

e-resources at the end of this learning unit.

51 In the introduction, you will read that a teacher needs to

• understand the influence of different approaches to curriculum development

53 You will also read about the views of

regarding the interpretation and implementation of any given curriculum.

1.2 THE CONCEPT OF “CURRICULUM”: DESIGN,

Read the introductory paragraph.

Grundy and Goodson view an awareness of the different interpretations of a curriculum

as important (Booyse, Du Plessis & Maphalala 2020:1).

1.2.1 What is the difference between a “curriculum” and a “syllabus”?

Read section 1.2.1. In your journal, draw the following table:

• Now draw the same table again.

Greek: short statement Latin: currere, to run

1.2.2 Defining a curriculum

In your journal, answer the following questions:

meaning) curriculum are provided.

64 Study the information under the headings

1. official, explicit, intended curriculum

of the messages included in the curriculum.

1.2.3 What is meant by “curriculum development”?

68 Teaching is a dynamic process and needs to be adapted constantly.

Copy figure 1.1 in your journal.

1.2.4 The nature and extent of curriculum design

71 and their influence on the structure of any curriculum.

In your journal, complete the following sentences:

1.2.5 Considerations in curricular design for a diverse context – a

The diversity of values, traditions, cultures, political regimes and educational

structures must be considered.

Include the following words in your wordlist:

74 Think about this:

curriculum in South Africa?

Read the list of skills expected from a future workforce

1.3 APPROACHES TO CURRICULUM STUDIES

1.3.1 Curriculum dimensions

prioritising aims and content are mentioned:

as well as when you teach a curriculum (practice).

81 The four questions, namely

1. Why this curriculum?

each question. This is a framework for understanding any given curriculum.

83 1. Why this curriculum?

85 2. What will be included in the curriculum?

89 3. How will the knowledge and skills be organised?

93 4. How will success be measured?

Table 1.2 compares a few approaches to curriculum development. An approach is the

(5a) In question 4 you described a particular approach to curriculum development. To