CUS3701 MEMO REVIEW: The assignment provided includes four main questions related
to curriculum development, teaching strategies, questioning and feedback, and curriculum planning.
Here's a summary and some guidelines on how to approach each question:
Question 1: Curriculum Approaches and CAPS
1.1 Table of Curriculum Implications
You need to categorize the given implications under the correct curriculum approach (behavioural,
experiential, technological, naturalistic, humanistic, and OBE). Here is a possible categorization:
Approach Curriculum Implication
1. Teachers must perceive learners as cognitively functioning individuals within a
Behavioral
social context.
3. Self-directed, unstructured, and personalized instruction programs that are “self-
Experiential
paced” are used.
4. The same curriculum elements of the academic, experience-based, and
Technological
technological approaches can be used.
6. Informal and hidden curriculum is also important, not only the formal and planned
Naturalistic
curriculum.
Humanistic 9. Needs assessment is the point of commencement.
OBE 2. Assessment is continuous, based on a variety of techniques.
Reflective 5. Teachers become reflective practitioners with seven roles to fulfill.
Cooperative 8. There is stress on teachers and their cooperative curriculum decisions.
7. There is ongoing give and take within specific interest groups and viewpoints,
Negotiated
negotiation, and curriculum consensus.
Teacher Input 10. Permission is given for more teacher input in curriculum decisions.
1.2 Short Essay on CAPS and Curriculum Approach
For this part, you need to write an essay on the curriculum approach that aligns with the Curriculum
and Assessment Policy Statement (CAPS) used in South African classrooms.
Identify the Approach: The CAPS aligns closely with the Behavioral approach.
o Motivation: CAPS focuses on specific outcomes and competencies that learners
must achieve, which is a characteristic of the behavioral approach.
Assumptions of the Behavioral Approach:
o Learning is a change in behavior due to the acquisition of new knowledge.
to curriculum development, teaching strategies, questioning and feedback, and curriculum planning.
Here's a summary and some guidelines on how to approach each question:
Question 1: Curriculum Approaches and CAPS
1.1 Table of Curriculum Implications
You need to categorize the given implications under the correct curriculum approach (behavioural,
experiential, technological, naturalistic, humanistic, and OBE). Here is a possible categorization:
Approach Curriculum Implication
1. Teachers must perceive learners as cognitively functioning individuals within a
Behavioral
social context.
3. Self-directed, unstructured, and personalized instruction programs that are “self-
Experiential
paced” are used.
4. The same curriculum elements of the academic, experience-based, and
Technological
technological approaches can be used.
6. Informal and hidden curriculum is also important, not only the formal and planned
Naturalistic
curriculum.
Humanistic 9. Needs assessment is the point of commencement.
OBE 2. Assessment is continuous, based on a variety of techniques.
Reflective 5. Teachers become reflective practitioners with seven roles to fulfill.
Cooperative 8. There is stress on teachers and their cooperative curriculum decisions.
7. There is ongoing give and take within specific interest groups and viewpoints,
Negotiated
negotiation, and curriculum consensus.
Teacher Input 10. Permission is given for more teacher input in curriculum decisions.
1.2 Short Essay on CAPS and Curriculum Approach
For this part, you need to write an essay on the curriculum approach that aligns with the Curriculum
and Assessment Policy Statement (CAPS) used in South African classrooms.
Identify the Approach: The CAPS aligns closely with the Behavioral approach.
o Motivation: CAPS focuses on specific outcomes and competencies that learners
must achieve, which is a characteristic of the behavioral approach.
Assumptions of the Behavioral Approach:
o Learning is a change in behavior due to the acquisition of new knowledge.
