, HED4802 ASSIGNMENT 2
DUE DATE: JUNE 2026
Question 1:
Reflective Writing on Curriculum Development and My Educational Experience
1. Schooling Context
I attended school during a period when South Africa had already transitioned from the
Outcomes-Based Education (OBE) system to the National Curriculum Statement (NCS),
and later to the Curriculum and Assessment Policy Statement (CAPS). The main
curriculum I experienced was CAPS, which was introduced to improve clarity,
consistency, and quality in teaching and learning (Department of Basic Education,
2011). This curriculum was characterised by structured content, clear assessment
guidelines, and detailed learning outcomes for each subject.
One significant change I remember in the education system was the increased emphasis
on standardised assessment and accountability. Teachers were expected to follow
annual teaching plans closely, ensuring that all learners received the same curriculum
content. This change aimed to improve educational standards and address inequalities
that had existed in the South African education system since apartheid (Jansen, 1999).
2. Explicit Curriculum
In my schooling, the subjects that were most emphasised included Mathematics, English,
Life Sciences, Physical Sciences, and Accounting. These subjects were often regarded as
important for future employment and higher education opportunities. The curriculum
focused on developing knowledge, skills, and values that would prepare learners for
participation in society and the economy (Department of Basic Education, 2011).
I was mainly taught through teacher-centred instruction, where educators explained
concepts while learners listened, took notes, and completed exercises. Although some
group work and practical activities were included, much of the learning process relied
on textbooks, worksheets, and classroom discussions. Assessment usually took the form
of tests, examinations, assignments, projects, and oral presentations. The emphasis on
examinations often created pressure to perform well academically.
This approach to teaching and learning made me feel motivated to achieve good results,
but at times it also created anxiety because academic success was strongly linked to
examination performance. I learned the importance of discipline, hard work, and
preparation. However, I sometimes felt that creativity and individual learning styles
received less attention than academic achievement.
DUE DATE: JUNE 2026
Question 1:
Reflective Writing on Curriculum Development and My Educational Experience
1. Schooling Context
I attended school during a period when South Africa had already transitioned from the
Outcomes-Based Education (OBE) system to the National Curriculum Statement (NCS),
and later to the Curriculum and Assessment Policy Statement (CAPS). The main
curriculum I experienced was CAPS, which was introduced to improve clarity,
consistency, and quality in teaching and learning (Department of Basic Education,
2011). This curriculum was characterised by structured content, clear assessment
guidelines, and detailed learning outcomes for each subject.
One significant change I remember in the education system was the increased emphasis
on standardised assessment and accountability. Teachers were expected to follow
annual teaching plans closely, ensuring that all learners received the same curriculum
content. This change aimed to improve educational standards and address inequalities
that had existed in the South African education system since apartheid (Jansen, 1999).
2. Explicit Curriculum
In my schooling, the subjects that were most emphasised included Mathematics, English,
Life Sciences, Physical Sciences, and Accounting. These subjects were often regarded as
important for future employment and higher education opportunities. The curriculum
focused on developing knowledge, skills, and values that would prepare learners for
participation in society and the economy (Department of Basic Education, 2011).
I was mainly taught through teacher-centred instruction, where educators explained
concepts while learners listened, took notes, and completed exercises. Although some
group work and practical activities were included, much of the learning process relied
on textbooks, worksheets, and classroom discussions. Assessment usually took the form
of tests, examinations, assignments, projects, and oral presentations. The emphasis on
examinations often created pressure to perform well academically.
This approach to teaching and learning made me feel motivated to achieve good results,
but at times it also created anxiety because academic success was strongly linked to
examination performance. I learned the importance of discipline, hard work, and
preparation. However, I sometimes felt that creativity and individual learning styles
received less attention than academic achievement.
