CSP4801
Summary Notes
,Curriculum: Introduction and Outcomes
In this Part we will look closely at some of the issues around the concept ‘curriculum’.
The field has been and continues to change. Ideas around curriculum are linked to their
historical contexts. Through time, many different views and philosophies underpinning
definitions of curriculum evolved. For the purposes of this module, we provide you with
an overview of some of the dominant views regarding curriculum, however our focus is
strongly South African. By the end of this unit, you will be able to enter into discussions
about the definitions of curriculum and various perspectives and approaches to
curriculum studies. You will also develop the ability to analyse curriculum theories, the
process of curriculum development and be able to relate curriculum design and
development to practice with contextual input from the other modules of this program.
At times you will be required to post your responses to some of the activities in
discussion forums while for all the other activities you are advised to keep written
notes and responses that form part of your revision and assignment preparation for the
module.
For the purposes of this part of the module, we will focus on the following outcome/s
and assessment criteria.
Outcomes Assessment Criteria
Understand, analyse and interpret
curriculum theories and be able to
apply it to practice with contextual
sensitivity, by:
• Define the construct of curriculum
• Trace the origins of curriculum
Identify the main educational
• Analyse how the four educational
paradigms and perspectives associated
paradigms (behaviourism, cognitivism,
with curriculum design and analyse
socio-constructivism and connectivism)
its pedagogic influence on teaching
influence pedagogic perspectives and
practices (Chapter 1; Chapter 6)
associated typical teaching practices.
• Analyse and discuss the product, process
and praxis approaches to curriculum
Interpreting and evaluating approaches
development
to curriculum development and
• Distinguish between the four major
dominant theories in education
curriculum paradigms (positivist,
(Chapter 1, Chapter 5; Chapter 6)
interpretivist, critical and post-
structuralist)
, • Analyse the advantages and
disadvantages of a national curriculum
• Explain the influence of epistemology
(the nature and theory of knowledge) on
curriculum design
• Evaluate curriculum policy, systems,
implementation and regulation
• Describe the main features of the four
education assumptions (transmission,
transaction, transformation,
transcendence) in curricula
• Discuss curriculum reform in South Africa
both pre and post 1994 and how
curriculum reform is a challenging,
critiqued and contested process.
• Explain the influence of an ideology on
curriculum
Discussing the contextual relevance of • Explain hidden and null curriculum
a curriculum for South Africa by • Analyse the marketised nature of a
considering social, historical and curriculum
philosophical issues (Chapter 2, • Analyse the nature of the post-apartheid
Chapter 3, Chapter 4) curriculum
• Analyse the need for both virtue
education and multicultural integration in
the moral debates around curriculum
• Discuss decolonising the curriculum from
a higher education perspective
• Analyse how the four proposed
decolonisation changes to higher
Analysing curriculum practice and
education may be applicable to school
propose changes where necessary
curricula
(OER in Chapter 5, Chapter 6) • Analyse the evolving nature of curriculum
resources with specific reference to OERs
• Discuss the critical role of curriculum
leadership and the evolution of
curriculum leadership in South Africa (pre
, Critically discussing programme and post 1994) as well as suggest future
design, implementation and trends.
dissemination of curricula • Describe Action Research as a viable
methodology for curriculum leaders
(Chapter 8)
Critically analysing different
• Analyse a curriculum issue in a recent
programmes in real contexts
journal article
(eReserve resource)
• Analyse the differences between various
forms of assessment (assessment of, for
and as learning)
• Discuss the nature of curriculum
Exploring alternative assessment evaluation both as product testing and
methods guiding practice
• Reflect on the changing images of
(Chapter 7, Chapter 9) curriculum evaluation
Interpreting basic research in
• Analyse an article based on a curriculum
curriculum related issues.
studies issue
Chapter 1
In this unit we will explore the challenges related to defining the term curriculum and in
the process also look at different paradigms that gave rise to various curriculum
perspectives. With paradigm we mean a set of beliefs or the way something is
perceived. A paradigm encompasses a broad framework of ideas. For our purposes we
will deal with the four main paradigms, namely, positivist, interpretivist, critical and post-
structuralist. With curriculum perspectives, we mean our orientations and philosophical
views or framework towards a curriculum. We will also investigate how the various
paradigms lead to different ideas about the concept of knowledge. Furthermore, you
will be introduced to current viewpoints on curriculum policy and regulations,
curriculum systems and the implementation of curricula – specifically in the South
African context.
By the end of this unit, you will be able to define curriculum and discuss some of the
paradigms associated with curriculum studies. You will also be able to discuss the nature
Summary Notes
,Curriculum: Introduction and Outcomes
In this Part we will look closely at some of the issues around the concept ‘curriculum’.
The field has been and continues to change. Ideas around curriculum are linked to their
historical contexts. Through time, many different views and philosophies underpinning
definitions of curriculum evolved. For the purposes of this module, we provide you with
an overview of some of the dominant views regarding curriculum, however our focus is
strongly South African. By the end of this unit, you will be able to enter into discussions
about the definitions of curriculum and various perspectives and approaches to
curriculum studies. You will also develop the ability to analyse curriculum theories, the
process of curriculum development and be able to relate curriculum design and
development to practice with contextual input from the other modules of this program.
At times you will be required to post your responses to some of the activities in
discussion forums while for all the other activities you are advised to keep written
notes and responses that form part of your revision and assignment preparation for the
module.
For the purposes of this part of the module, we will focus on the following outcome/s
and assessment criteria.
Outcomes Assessment Criteria
Understand, analyse and interpret
curriculum theories and be able to
apply it to practice with contextual
sensitivity, by:
• Define the construct of curriculum
• Trace the origins of curriculum
Identify the main educational
• Analyse how the four educational
paradigms and perspectives associated
paradigms (behaviourism, cognitivism,
with curriculum design and analyse
socio-constructivism and connectivism)
its pedagogic influence on teaching
influence pedagogic perspectives and
practices (Chapter 1; Chapter 6)
associated typical teaching practices.
• Analyse and discuss the product, process
and praxis approaches to curriculum
Interpreting and evaluating approaches
development
to curriculum development and
• Distinguish between the four major
dominant theories in education
curriculum paradigms (positivist,
(Chapter 1, Chapter 5; Chapter 6)
interpretivist, critical and post-
structuralist)
, • Analyse the advantages and
disadvantages of a national curriculum
• Explain the influence of epistemology
(the nature and theory of knowledge) on
curriculum design
• Evaluate curriculum policy, systems,
implementation and regulation
• Describe the main features of the four
education assumptions (transmission,
transaction, transformation,
transcendence) in curricula
• Discuss curriculum reform in South Africa
both pre and post 1994 and how
curriculum reform is a challenging,
critiqued and contested process.
• Explain the influence of an ideology on
curriculum
Discussing the contextual relevance of • Explain hidden and null curriculum
a curriculum for South Africa by • Analyse the marketised nature of a
considering social, historical and curriculum
philosophical issues (Chapter 2, • Analyse the nature of the post-apartheid
Chapter 3, Chapter 4) curriculum
• Analyse the need for both virtue
education and multicultural integration in
the moral debates around curriculum
• Discuss decolonising the curriculum from
a higher education perspective
• Analyse how the four proposed
decolonisation changes to higher
Analysing curriculum practice and
education may be applicable to school
propose changes where necessary
curricula
(OER in Chapter 5, Chapter 6) • Analyse the evolving nature of curriculum
resources with specific reference to OERs
• Discuss the critical role of curriculum
leadership and the evolution of
curriculum leadership in South Africa (pre
, Critically discussing programme and post 1994) as well as suggest future
design, implementation and trends.
dissemination of curricula • Describe Action Research as a viable
methodology for curriculum leaders
(Chapter 8)
Critically analysing different
• Analyse a curriculum issue in a recent
programmes in real contexts
journal article
(eReserve resource)
• Analyse the differences between various
forms of assessment (assessment of, for
and as learning)
• Discuss the nature of curriculum
Exploring alternative assessment evaluation both as product testing and
methods guiding practice
• Reflect on the changing images of
(Chapter 7, Chapter 9) curriculum evaluation
Interpreting basic research in
• Analyse an article based on a curriculum
curriculum related issues.
studies issue
Chapter 1
In this unit we will explore the challenges related to defining the term curriculum and in
the process also look at different paradigms that gave rise to various curriculum
perspectives. With paradigm we mean a set of beliefs or the way something is
perceived. A paradigm encompasses a broad framework of ideas. For our purposes we
will deal with the four main paradigms, namely, positivist, interpretivist, critical and post-
structuralist. With curriculum perspectives, we mean our orientations and philosophical
views or framework towards a curriculum. We will also investigate how the various
paradigms lead to different ideas about the concept of knowledge. Furthermore, you
will be introduced to current viewpoints on curriculum policy and regulations,
curriculum systems and the implementation of curricula – specifically in the South
African context.
By the end of this unit, you will be able to define curriculum and discuss some of the
paradigms associated with curriculum studies. You will also be able to discuss the nature
