1
ASSIGNMENT 2
CUS3701
Year Module
2021
Name: Carmon Verrall
Student Number: 53919343
Unique Number: 843465
Due date: 18 June 2021
, 2
Table of Contents
Statement of originality pg. 2
Question 1 pg. 3-4
Question 2 pg. 5
Question 3 . pg. 6-9
Question 4 pg. 10-12
Question 5 pg. 13-17
Bibliography pg. 18
Statement of Originality
STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
I (full names): Carmon Verrall
Student number: 53919343
Module: CUS3701
Unique Number: 843465
Assignment 2
Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2. I declare that this assignment is my own, original work. Where I used someone
else’s work, whether a printed source, the internet or any other source, I give the
proper acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.
Signature Carmon Verrall 9402180268087
Date: 04 June 2021
, 3
Question 1
A curriculum developer should include specific knowledge and skills to prepare
learners more holistically for the 21st century; this discussion focuses on the
knowledge and skills particular for the diverse South African context and provides
examples of each.
First, sense-making to determine a more profound meaning1 is a skill that should be
implemented into the curriculum to ensure that learners encounter different ways of
thinking. Sense-making aims to build on students' current knowledge and
experiences, where educators choose diverse material that is relatable and relevant
to the South African context and history, expanding learners' knowledge to identify
and relate to the material. It is vital to prepare learners for the 21st century.
Second, Social intelligence2 is a skill that encourages learners to engage with the
topic by teaching them the skills and providing them with deep and direct knowledge
and the ability to sense and connect with the material and people, stimulating
reactions and influencing desired interactions. Social intelligence in the South African
context is essential as it provides an opportunity for all students to voice their
opinions by teaching them when to listen and communicate with empathy. The South
African context consists of learners from a vast range of cultures, traditions, values,
and political beliefs, all of which should be considered when structuring a curriculum.
These learners need to engage with the curriculum sensitive to cultural differences to
ensure that all learners are provided with an equal opportunity to engage and
understand the content and establish a deeper meaning. An example of
implementing social intelligence into the learning environment is allowing students to
complete a role play or work in groups to complete a task.
Third, Cognitive load management3, when included in the curriculum, allows learners
to prepare more holistically for the 21st century by teaching learners a variety of
tools and techniques that allow them to apply and maximize their cognitive ability to
discriminate and filter information by evaluating the importance. It is designed to
reduce demands on students' working memory and encourages them to learn more
effectively through engagement and interaction. An example of this is allowing
students to create a study plan in order to manage their time.
Fourth, Cross-cultural competency4 is a skill that a curriculum developer should
incorporate into curriculum design and development. The diverse South African
context consists of a variety of cultures and beliefs. Incorporating cross-cultural
competency allows students to better understand each other by seeing things from
someone else's perspective and encouraging them to better understand and accept
diversity in South Africa. An example of this is allocating students with a task that
allows them to do research on a specific culture that is different to their own, the
research project should require students to analyse all aspects of the chosen culture.
1
Booyse, Du Plessis & Maphalala. 2020:6.
2
Booyse, Du Plessis & Maphalala. 2020:6.
3
Booyse, Du Plessis & Maphalala. 2020:6.
4
Booyse, Du Plessis & Maphalala. 2020:6.
ASSIGNMENT 2
CUS3701
Year Module
2021
Name: Carmon Verrall
Student Number: 53919343
Unique Number: 843465
Due date: 18 June 2021
, 2
Table of Contents
Statement of originality pg. 2
Question 1 pg. 3-4
Question 2 pg. 5
Question 3 . pg. 6-9
Question 4 pg. 10-12
Question 5 pg. 13-17
Bibliography pg. 18
Statement of Originality
STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
I (full names): Carmon Verrall
Student number: 53919343
Module: CUS3701
Unique Number: 843465
Assignment 2
Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2. I declare that this assignment is my own, original work. Where I used someone
else’s work, whether a printed source, the internet or any other source, I give the
proper acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.
Signature Carmon Verrall 9402180268087
Date: 04 June 2021
, 3
Question 1
A curriculum developer should include specific knowledge and skills to prepare
learners more holistically for the 21st century; this discussion focuses on the
knowledge and skills particular for the diverse South African context and provides
examples of each.
First, sense-making to determine a more profound meaning1 is a skill that should be
implemented into the curriculum to ensure that learners encounter different ways of
thinking. Sense-making aims to build on students' current knowledge and
experiences, where educators choose diverse material that is relatable and relevant
to the South African context and history, expanding learners' knowledge to identify
and relate to the material. It is vital to prepare learners for the 21st century.
Second, Social intelligence2 is a skill that encourages learners to engage with the
topic by teaching them the skills and providing them with deep and direct knowledge
and the ability to sense and connect with the material and people, stimulating
reactions and influencing desired interactions. Social intelligence in the South African
context is essential as it provides an opportunity for all students to voice their
opinions by teaching them when to listen and communicate with empathy. The South
African context consists of learners from a vast range of cultures, traditions, values,
and political beliefs, all of which should be considered when structuring a curriculum.
These learners need to engage with the curriculum sensitive to cultural differences to
ensure that all learners are provided with an equal opportunity to engage and
understand the content and establish a deeper meaning. An example of
implementing social intelligence into the learning environment is allowing students to
complete a role play or work in groups to complete a task.
Third, Cognitive load management3, when included in the curriculum, allows learners
to prepare more holistically for the 21st century by teaching learners a variety of
tools and techniques that allow them to apply and maximize their cognitive ability to
discriminate and filter information by evaluating the importance. It is designed to
reduce demands on students' working memory and encourages them to learn more
effectively through engagement and interaction. An example of this is allowing
students to create a study plan in order to manage their time.
Fourth, Cross-cultural competency4 is a skill that a curriculum developer should
incorporate into curriculum design and development. The diverse South African
context consists of a variety of cultures and beliefs. Incorporating cross-cultural
competency allows students to better understand each other by seeing things from
someone else's perspective and encouraging them to better understand and accept
diversity in South Africa. An example of this is allocating students with a task that
allows them to do research on a specific culture that is different to their own, the
research project should require students to analyse all aspects of the chosen culture.
1
Booyse, Du Plessis & Maphalala. 2020:6.
2
Booyse, Du Plessis & Maphalala. 2020:6.
3
Booyse, Du Plessis & Maphalala. 2020:6.
4
Booyse, Du Plessis & Maphalala. 2020:6.
