NAME SURNAME STUDENT NUMBER

PEACE MATIMBA MASIA 240059808

BUHLE GUMEVU 240565037

XOLA MBANGA 230626564

NOKWAZI THOKOZANI XABA 240246160

YONGAMA MDIBI 230082211

SINETHEMBA SYLIVIA NCONGWANE 231003153

AMAHLE ZULU 230905625

BALINDILE NONTOKOZO DLAMINI 240074386

LIKHO SABULALA

FACULTY OF EDUCATION
COURSE: B. ED IN & FET TEACHING
LACTURER: MS. NONKULA AND MS. NKAMISA
MODULE: SOS16W0(SOCIAL SCIENCE

1|P age
TABLE OF CONTENT.

TOPIC: With your understanding discuss various concepts and types of

curriculums and their application in social sciences.

CONTENT PAGE NUMBER

INTRODUCTION 2
BODY 3-5
CONCLUSION 6

2|P age
INTRODUCTION.

A curriculum is what happened or implemented, and curriculum is what the school is

attempting to instruct students or learners, which might include social behaviors as well
as content and thinking skills. Curriculum also consists of the roadmap or guideline of
any given discipline. According to M. Young (2014), curriculum provides a forward-
looking framework for head teachers, their staff, and those training teachers to use in
their work developing the curriculum of individual schools in the context of national
curriculum. Those diverse types of curriculums and its application in the study of social
sciences indicate that teachers should be resourceful and innovative to make learning
more relevant for the benefit of students or learners in the classroom (D. Babatunde,
2016). The curriculum aims for the teachers to follow when instructing children in the
classroom.

3|P age
BODY.

There are distinct types of curriculums used in the study of social sciences. First, there
is the academic or mandated curriculum. This curriculum contains the guides prepared
by the government agency responsible for education and lists of what teachers in
school are supposed to teach. Then there is the hidden curriculum which also plays a
vital role in learning and teaching in social sciences. The hidden curriculum refers to
those unstated norms, values, and beliefs transmitted to students through the
underlying structure of schooling, as opposed to the formally (H. Giroux, 1979). It is
important for educators to be aware of the hidden curriculum and to strive to create a
school environment that promotes positive values and attitudes, and that is inclusive
and equitable for all students. The utmost effects of the hidden curriculum embrace
reproducing the existing class structure, socialization, and familiarizing learners for
transmission and joining the professional world and could be useful for further studies.

According to T. Stern (1998),” The recommended curriculum was identified through

content analysis of curriculum documents and interviews with individuals responsible for
teaching”. All curriculums found in schools are recommended. For basic education,
these is recommended by the Department of Education, for higher Education, By the
commission on higher education [CHED] and for vocational by TESDA.

The Recommended curriculums supply a basic framework for the curriculum. It

recognizes the key learning areas. It specifies the boundaries as well as the destination.
So, it leads the curriculum coordinator in formulating the academic standards to reach
through various teaching- learning programs. The recommended curriculum it also
based on the latest research. In this curriculum teachers are following the policies and
academic standards that presented by the educational stakeholders that emphasized
and identifies the key learning areas and this curriculum can only be suggested by any
professional organization such as Ministry of Education, District education and state
education. In the context of social sciences, this curriculum comprises a structured
content plan that educators employ to impart knowledge on historical events,
geopolitical dynamics, societal norms, and cultural studies. A curriculum in social
sciences has various applications that can benefit students, educators, and society.

4|P age
A curriculum is also a fundamental aspect of education, serving as the blueprint for
what students will learn and taught. We have assessed curriculum is also known as a
tested curriculum. Taught and supported curricula must evaluate to find out if the
teacher has succeeded or not in facilitating learning. In the process of teaching episode,
an assessment is made. It can either be assessment for teaching, assessment as
learning or assessment of learning. If the procedure is to find the improving of learning,
then the assessed curriculum is for teaching or learning. But if it is to find out how
much has being learned as mastered, then it is assessment for learning. Either way,
such curriculum is the assessed curriculum. In recent years, the results of students or
learners’ assessment have been used in a range of ways from helping to learn to
evaluating teachers, schools, and national system (W. Harlen,2016).

Taught curriculum, from what has been written or planned as it was mentioned in the
assessed curriculum that it must be assessed, the curriculum must be implemented or
taught. The teacher and the learners will put life to the written curriculum. The skill of
the teacher to facilitate learning based on the written curriculum with the aid of
instructional material and facilities will be necessary. The taught curriculum will depend
on the teaching style of the teacher and the learning style of the learners.

According to M. Park (2013),” specific issues to be considered for teacher training and
support evolved from their analysis of teachers’ perceptions of the curriculum reform
and the implementation: first teachers are insufficiently provided with professional
development programmers that support curriculum implementation. Supported
curriculum is described as support materials that the teacher needs to make learning
and teaching meaningfully. This includes print materials like books, charts, posters,
worksheets, or non-print materials like power point presentations, movies, slides,
models, realis, mock-ups, and other electronic illustrations. Supported curriculum also
includes facilities learning occurs outside or inside the four-walled building.

The supported curriculum includes the playground, science laboratory, audio-visual

rooms, zoo, museum, market, or plaza. These are the places where authentic learning
through direct experiences occurs. The purpose of this curriculum is to evaluate the
effectiveness of anti-service training program and understand teachers’ receptivity to
curriculum change in physical education (A. Ha,2004).

5|P age
Informal curriculum pertains to the assortment of unintended and serendipitous
learning experiences that occur beyond the conventional classroom boundaries. Such
instances emerge through social interaction, cultural events, and the consumption of
various media, shaping students' understanding and perspectives on societal constructs
without a predefined framework or syllabus. These organic learning moments can
significantly influence one's grasp of social science by offering practical, real-world
contexts which cannot be replicated through formal education alone. This type of
curriculum underscores the importance of experiential learning, molding students into
well-rounded individuals with nuanced views of the human experience.

The curriculums students learn in school, as evaluated through formative and

summative assessment, is known as the learned curriculum and is often seen as the
foundational basis. Student proficiency on assessment aligned to the standards
indicates successful implementation of both written and taught curriculum. Besides that,
it is also to denote all the changes in values, perceptions, and behavior that occur
because of school experiences. As such, it includes what the students understand,
learn, and retains from both the intentional curriculum and the hidden curriculum.

The learned curriculum assists teachers to know if the student learned. The positive
outcome of teaching is an indicator of learning. These are measured by tools in
assessment. Which can indicate cognitive, affective, and psychomotor outcomes.
Learning curriculum will also demonstrate higher order and critical thinking and lifelong
skills.

A curriculum in social sciences has various applications that can benefit students,
educators, and society. It fosters the growth of critical thinking and analytical abilities,
deepens comprehension of societal matters. Planned curriculum, this refers to the
formal, written document that outlines the content, objectives, and methods of
instruction. It is the intentional design of what will be taught and how it will be
assessed.

6|P age
CONCLUSION.

A Curriculum can be both written and unwritten and curriculum is what the school is
attempting to instruct students or learners. All these types of curriculums aim the
teachers to follow when teaching in classrooms. Although all these types of curriculums
are important, curriculum leaders should focus on the learned curriculum, emphasizing
the importance of implementing the written curriculum and helping teachers close the
gap between the taught and the learned curriculum.

7|P age
REFERENCES.

Mandarah; MA. Afshar; L. Yazdani; S. (2017) ‘Journal of medical education’, Hidden

curriculum: An analytical definition, 16 (4).

Babatunde DA; Titus EO; Addu AB. (2016) ‘International journal of Education science,
14 (1-2), 1-6.

Giroux, HA. (1978) ‘The clearing House’, Developing educational programs: Overcoming
the hidden curriculum, 52(4),148-151.

Stern DA. (1998) ‘Practicing what we preach? An analysis of the curriculum of values in
medical education,’ The American journal of medicine, 104(6),569-575.

Harlen W. (2016)’ Assessment and then the curriculum’, The sage handbook of
curriculum, pedagogy and assessment, 2, 693-709.

Ha A; Lee J; Chan D; Sum R. (2004)’ Sport, Education and society, 9(3), 421-438.

Park M; Sung Y-K. (2013)’Asia pacific journal of Education, 33(1), 15-33.

Young M; Lambert D; Roberts C; Roberts M. (2014) ‘Knowledge and the future school:
curriculum and social justice'.

8|P age