, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
Question 1:
Reflective Writing on Curriculum History and Personal Educational Experience
(TWO ANSWERS PROVIDED)
1. Schooling Context
I attended school during a period of significant curriculum transformation in South Africa, where
the education system was shifting from Outcomes-Based Education (OBE) towards the Revised
National Curriculum Statement (RNCS) and later the Curriculum and Assessment Policy Statement
(CAPS). This transition reflected broader post-apartheid reforms aimed at promoting equity, access,
and learner-centred education (Department of Education, 2002). The main curriculum I experienced
was therefore characterised by continuous change, uncertainty in teaching approaches, and a gradual
shift from content-heavy rote learning to more outcomes-based and skills-oriented education.
This curriculum was characterised by an emphasis on standardised assessment, structured learning
outcomes, and increasing accountability for both teachers and learners. One major change I
remember in the education system was the shift from purely exam-focused learning to continuous
assessment (CASS), where assignments, projects, and classwork contributed significantly to final
marks. This change aimed to support deeper learning but often created pressure due to the increased
workload and expectations placed on learners.
2. Explicit Curriculum
In my schooling, the subjects that were most emphasised included Mathematics, English, and
Natural Sciences, as these were considered gateway subjects for further education and career
opportunities. I was mainly taught through teacher-centred instruction, where the educator delivered
content, and learners were expected to listen, take notes, and reproduce information during
assessments. Although some group work and practical activities were introduced later, these were
limited and often structured around completing tasks rather than exploratory learning.
Assessment usually took the form of written tests, examinations, and memorisation-based tasks.
Even though continuous assessment was introduced, final examinations still carried the most weight,
reinforcing a high-stakes testing culture. This approach to teaching and learning made me feel that
success depended largely on memorisation and repetition rather than creativity or critical thinking.
At times, it created anxiety, as performance was heavily measured through numerical results rather
than holistic understanding.
From a theoretical perspective, this reflects what Freire (1970) describes as the “banking model” of
education, where learners are passive recipients of knowledge rather than active constructors of
meaning.
Question 1:
Reflective Writing on Curriculum History and Personal Educational Experience
(TWO ANSWERS PROVIDED)
1. Schooling Context
I attended school during a period of significant curriculum transformation in South Africa, where
the education system was shifting from Outcomes-Based Education (OBE) towards the Revised
National Curriculum Statement (RNCS) and later the Curriculum and Assessment Policy Statement
(CAPS). This transition reflected broader post-apartheid reforms aimed at promoting equity, access,
and learner-centred education (Department of Education, 2002). The main curriculum I experienced
was therefore characterised by continuous change, uncertainty in teaching approaches, and a gradual
shift from content-heavy rote learning to more outcomes-based and skills-oriented education.
This curriculum was characterised by an emphasis on standardised assessment, structured learning
outcomes, and increasing accountability for both teachers and learners. One major change I
remember in the education system was the shift from purely exam-focused learning to continuous
assessment (CASS), where assignments, projects, and classwork contributed significantly to final
marks. This change aimed to support deeper learning but often created pressure due to the increased
workload and expectations placed on learners.
2. Explicit Curriculum
In my schooling, the subjects that were most emphasised included Mathematics, English, and
Natural Sciences, as these were considered gateway subjects for further education and career
opportunities. I was mainly taught through teacher-centred instruction, where the educator delivered
content, and learners were expected to listen, take notes, and reproduce information during
assessments. Although some group work and practical activities were introduced later, these were
limited and often structured around completing tasks rather than exploratory learning.
Assessment usually took the form of written tests, examinations, and memorisation-based tasks.
Even though continuous assessment was introduced, final examinations still carried the most weight,
reinforcing a high-stakes testing culture. This approach to teaching and learning made me feel that
success depended largely on memorisation and repetition rather than creativity or critical thinking.
At times, it created anxiety, as performance was heavily measured through numerical results rather
than holistic understanding.
From a theoretical perspective, this reflects what Freire (1970) describes as the “banking model” of
education, where learners are passive recipients of knowledge rather than active constructors of
meaning.
