ASSIGNMENT 2:
CURRICULUM DEVELOPMENT
ACADEMIC ESSAY
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
INSTRUCTIONAL METHODS ED4 – METH1 FP
AT
CORNERSTONE INSTITUTE
BY
SHANNON JADE SCHOFIELD
(50393)
24 MARCH 2022
, TABLE OF CONTENTS
1. INTRODUCTION……………………………………………………………………………………2
2. MONTESSORI APPROACH………………………………………………………………………2
3. WALDORF APPROACH…………………………………………………………………………..3
4. GREEN SCHOOL APPROACH…………………………………………………………………..4
5. CONCLUSION: CAPS APPROACH………..………………………………….………………...6
REFERENCES
1
, 1. INTRODUCTION
A curriculum can be defined as a structured framework that is based on a specific set of values,
beliefs, and assumptions about how teaching and learning takes place as well as what content
should be covered and assessed (Caldwell, 2022: 5). This essay presents three alternative
curricula approaches to education that have successfully been implemented around the world,
Montessori, Waldorf, and Green School education, including a discussion on the similarities and
differences between these approaches and the current South African Curriculum and
Assessment Policy Statement (CAPS). Attention will be paid to specific areas of each
curriculum such as the aims, principles, methods of instruction, teachers' role, and assessment.
2. MONTESSORI APPROACH
The Montessori approach was designed by Maria Montessori in the early 1900s in Italy.
Montessori believed that children have an innate desire to learn and construct their own
knowledge as they interact with the world around them (Aljabreen, 2020: 339). Montessori aims
to support the holistic development of the whole child including their rational and spiritual side
through real-life practical activities and sensory exploration (Aljabreen, 2020: 340). Of key
importance to this approach is that learning is guided not by a teacher or textbook but by the
learner and their interests, content is introduced on an individual basis when a learner is ready
to progress thus allowing learners the freedom to meet developmental goals at their own pace
(Caldwell, 2022: 6).
Montessori adopts a mixed-aged approach to the classroom and learners are situated into four
developmental planes, each being three years in length from birth to eighteen years (Caldwell,
2022: 7). In the early years, the curriculum is based on the detailed presentation of specific
Montessori materials that provide hands-on learning experiences that develop core skills such
as numeracy, geography, language, reading, and writing with an emphasis on using natural
materials and engaging with real-world objects (Aljabreen, 2020: 341). These specialised
materials are designed in a way that promotes the development of abstract ideas and critical
thinking through concrete manipulation of objects, they also have features that allow learners to
identify and self-correct their mistakes (Aljabreen, 2020: 341). Learners often autonomously
engage in these activities called ‘work’ for long periods uninterrupted by the teacher or peers,
encouraging the development of self-correction and self-reflection (Caldwell, 2022: 8).
2
CURRICULUM DEVELOPMENT
ACADEMIC ESSAY
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
INSTRUCTIONAL METHODS ED4 – METH1 FP
AT
CORNERSTONE INSTITUTE
BY
SHANNON JADE SCHOFIELD
(50393)
24 MARCH 2022
, TABLE OF CONTENTS
1. INTRODUCTION……………………………………………………………………………………2
2. MONTESSORI APPROACH………………………………………………………………………2
3. WALDORF APPROACH…………………………………………………………………………..3
4. GREEN SCHOOL APPROACH…………………………………………………………………..4
5. CONCLUSION: CAPS APPROACH………..………………………………….………………...6
REFERENCES
1
, 1. INTRODUCTION
A curriculum can be defined as a structured framework that is based on a specific set of values,
beliefs, and assumptions about how teaching and learning takes place as well as what content
should be covered and assessed (Caldwell, 2022: 5). This essay presents three alternative
curricula approaches to education that have successfully been implemented around the world,
Montessori, Waldorf, and Green School education, including a discussion on the similarities and
differences between these approaches and the current South African Curriculum and
Assessment Policy Statement (CAPS). Attention will be paid to specific areas of each
curriculum such as the aims, principles, methods of instruction, teachers' role, and assessment.
2. MONTESSORI APPROACH
The Montessori approach was designed by Maria Montessori in the early 1900s in Italy.
Montessori believed that children have an innate desire to learn and construct their own
knowledge as they interact with the world around them (Aljabreen, 2020: 339). Montessori aims
to support the holistic development of the whole child including their rational and spiritual side
through real-life practical activities and sensory exploration (Aljabreen, 2020: 340). Of key
importance to this approach is that learning is guided not by a teacher or textbook but by the
learner and their interests, content is introduced on an individual basis when a learner is ready
to progress thus allowing learners the freedom to meet developmental goals at their own pace
(Caldwell, 2022: 6).
Montessori adopts a mixed-aged approach to the classroom and learners are situated into four
developmental planes, each being three years in length from birth to eighteen years (Caldwell,
2022: 7). In the early years, the curriculum is based on the detailed presentation of specific
Montessori materials that provide hands-on learning experiences that develop core skills such
as numeracy, geography, language, reading, and writing with an emphasis on using natural
materials and engaging with real-world objects (Aljabreen, 2020: 341). These specialised
materials are designed in a way that promotes the development of abstract ideas and critical
thinking through concrete manipulation of objects, they also have features that allow learners to
identify and self-correct their mistakes (Aljabreen, 2020: 341). Learners often autonomously
engage in these activities called ‘work’ for long periods uninterrupted by the teacher or peers,
encouraging the development of self-correction and self-reflection (Caldwell, 2022: 8).
2
