Unique Code: 756965
1
,Unique Code: 756965
Page
Question 1
1.1 A socio-constructivist’s (Vygotsky) view of the impact of context 3-4
on curriculum implementation. (7) Do you agree with his view? (1)
Motivate your answer. (2)
1.2 The influence of changes in the South African context on 4-6
curriculum by referring briefly to the most important economic,
social and political forces
Question 2
2.1 The reasons for using exemplary lesson materials 6
2.2 What should the teacher keep in mind when choosing lesson 6-7
materials that can lead to effective implementation of the
curriculum?
Question 3
Distinguish between what the impact of Decolonilisation and 7-8
Africanisation would be on curriculum development on the one hand
and curriculum enactment on the other. Discuss your views in a few
paragraphs
Question 4
Read section 4.3 in your textbook. If a curriculum developer wants to 8-10
prepare learners holistically for a diverse school context and embed
African values such as Ubuntu, what values should be taught at
schools particular for the diverse South African context? w this in
consideration, discuss in your OWN words which interpersonal,
intrapersonal, and environmental values should be taught at school.
Question 5 10-14
5.1 Stages of planning for curriculum interpretation and
implementation (process
5.2 Who should be involved?
5.3 Which documents do you need?
5.4 Example of a lesson plan for ONE SUBJECT IN ONE GRADE IN THE
PHASE (product) including an activity.
5.5 your own SWOT analysis of any school
Reference 14
Declaration 14-15
2
, Unique Code: 756965
Lev Vygotsky, an educationist who argued for a socio-constructionist perspective in
education, was a young man during the Russian Revolution (1917–1918), a time of
profound change in hi culture and society. He believed that the lifelong process of
development is dependent on social interaction, and that social learning leads to
cognitive development (Vygotsky, 1978). Traditionally, schools have not promoted
environments in which learners play an active role in their own education as well as
that of their peers.
Vygotsky’s theory, however, requires teachers and learners to play non-traditional
roles as they collaborate with each other, because both are influenced by the
contexts in which they live, teach, and learn. Instead of teachers dictating meaning to
learners for future recitation, they should collaborate with learner to create meaning
in ways that learners can make their own (Hausfather, 1996). Learning becomes a
reciprocal experience for both learners and teachers. This means that a teacher
cannot ignore context when planning and during the process of developing learning
programmes.
According to Vygotsky’s theory, the physical classroom should provide clustered
desks or tables and workspaces for peer learning, collaboration, and small-group
learning. Like the environment, the learning material should be structure to promote
and encourage learner interaction and collaboration. Thus, the classroom becomes a
community of learning.
Vygotsky asserts that cognitive change occurs within the zone of proximal
development, instruction should be designed to reach a developmental level that is
just above the learner’s current developmental level. Vygotsky (1978) argues that the
overall development of the child and a new stage of the development process should
be kept in mind when learning is planned
Appropriation is necessary for cognitive development within the zone of proximal
development. Individuals participating in peer collaboration or guided teaching must
share the same focus to access the zone of proximal development. “Furthermore, it
is essential that the “partners” in this educational environment be on different
developmental levels, and that the higher-level partner be aware of the lower
partner’s level. If this does not occur, or if one partner dominates, the interaction is
less successful. Therefore, joint attention, and a mutual understanding of the
problem-solving process are needed to create a cognitive, social, and emotional
interchange between the “partners” in the educational environment (Driscoll, 1994;
Hausfather, 1996). This requires the teacher to have a good understanding of
contextual influences in terms of planning, instructional design, and assessment in
the teaching-learning environment
Yes, I agree with Vygotsky’s theory. Which state emphasis the fact that development
of the learners is the function of social interaction which then leads to cognitive
development of each leaner. The theory argues that traditionally school has created
environment that allows learners to have play an effectual role in their own very
3
1
,Unique Code: 756965
Page
Question 1
1.1 A socio-constructivist’s (Vygotsky) view of the impact of context 3-4
on curriculum implementation. (7) Do you agree with his view? (1)
Motivate your answer. (2)
1.2 The influence of changes in the South African context on 4-6
curriculum by referring briefly to the most important economic,
social and political forces
Question 2
2.1 The reasons for using exemplary lesson materials 6
2.2 What should the teacher keep in mind when choosing lesson 6-7
materials that can lead to effective implementation of the
curriculum?
Question 3
Distinguish between what the impact of Decolonilisation and 7-8
Africanisation would be on curriculum development on the one hand
and curriculum enactment on the other. Discuss your views in a few
paragraphs
Question 4
Read section 4.3 in your textbook. If a curriculum developer wants to 8-10
prepare learners holistically for a diverse school context and embed
African values such as Ubuntu, what values should be taught at
schools particular for the diverse South African context? w this in
consideration, discuss in your OWN words which interpersonal,
intrapersonal, and environmental values should be taught at school.
Question 5 10-14
5.1 Stages of planning for curriculum interpretation and
implementation (process
5.2 Who should be involved?
5.3 Which documents do you need?
5.4 Example of a lesson plan for ONE SUBJECT IN ONE GRADE IN THE
PHASE (product) including an activity.
5.5 your own SWOT analysis of any school
Reference 14
Declaration 14-15
2
, Unique Code: 756965
Lev Vygotsky, an educationist who argued for a socio-constructionist perspective in
education, was a young man during the Russian Revolution (1917–1918), a time of
profound change in hi culture and society. He believed that the lifelong process of
development is dependent on social interaction, and that social learning leads to
cognitive development (Vygotsky, 1978). Traditionally, schools have not promoted
environments in which learners play an active role in their own education as well as
that of their peers.
Vygotsky’s theory, however, requires teachers and learners to play non-traditional
roles as they collaborate with each other, because both are influenced by the
contexts in which they live, teach, and learn. Instead of teachers dictating meaning to
learners for future recitation, they should collaborate with learner to create meaning
in ways that learners can make their own (Hausfather, 1996). Learning becomes a
reciprocal experience for both learners and teachers. This means that a teacher
cannot ignore context when planning and during the process of developing learning
programmes.
According to Vygotsky’s theory, the physical classroom should provide clustered
desks or tables and workspaces for peer learning, collaboration, and small-group
learning. Like the environment, the learning material should be structure to promote
and encourage learner interaction and collaboration. Thus, the classroom becomes a
community of learning.
Vygotsky asserts that cognitive change occurs within the zone of proximal
development, instruction should be designed to reach a developmental level that is
just above the learner’s current developmental level. Vygotsky (1978) argues that the
overall development of the child and a new stage of the development process should
be kept in mind when learning is planned
Appropriation is necessary for cognitive development within the zone of proximal
development. Individuals participating in peer collaboration or guided teaching must
share the same focus to access the zone of proximal development. “Furthermore, it
is essential that the “partners” in this educational environment be on different
developmental levels, and that the higher-level partner be aware of the lower
partner’s level. If this does not occur, or if one partner dominates, the interaction is
less successful. Therefore, joint attention, and a mutual understanding of the
problem-solving process are needed to create a cognitive, social, and emotional
interchange between the “partners” in the educational environment (Driscoll, 1994;
Hausfather, 1996). This requires the teacher to have a good understanding of
contextual influences in terms of planning, instructional design, and assessment in
the teaching-learning environment
Yes, I agree with Vygotsky’s theory. Which state emphasis the fact that development
of the learners is the function of social interaction which then leads to cognitive
development of each leaner. The theory argues that traditionally school has created
environment that allows learners to have play an effectual role in their own very
3
