HED4802 Assignment 2 2025
Unique Number:
Due date: 2025
QUESTION 1 (3 ANSWERS PROVIDED)
CURRICULUM DESIGN AND IMPLEMENTATION THROUGH FOUR KNOWLEDGE
PARADIGMS
Introduction
Curriculum design and implementation are not neutral activities. They are shaped by
underlying beliefs and values about knowledge, learning, and society. Different paradigms—
positivism, interpretivism, critical theory, and post-structuralism—offer unique perspectives
on what should be taught in schools, how it should be taught, and how learning should be
assessed. Each paradigm influences curriculum aims, knowledge selection, teaching
strategies, and assessment in distinct ways, often reflecting broader social and political
ideologies (Du Preez & Reddy, 2014:14).
Positivist Paradigm
The positivist paradigm treats knowledge as fixed, objective, and measurable. This
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1 (3 ANSWERS PROVIDED)
CURRICULUM DESIGN AND IMPLEMENTATION THROUGH FOUR
KNOWLEDGE PARADIGMS
Introduction
Curriculum design and implementation are not neutral activities. They are shaped by
underlying beliefs and values about knowledge, learning, and society. Different
paradigms—positivism, interpretivism, critical theory, and post-structuralism—offer
unique perspectives on what should be taught in schools, how it should be taught,
and how learning should be assessed. Each paradigm influences curriculum aims,
knowledge selection, teaching strategies, and assessment in distinct ways, often
reflecting broader social and political ideologies (Du Preez & Reddy, 2014:14).
Positivist Paradigm
The positivist paradigm treats knowledge as fixed, objective, and measurable. This
paradigm assumes that there is one correct version of truth that can be discovered
through scientific inquiry. Curriculum shaped by positivism focuses on pre-
determined content, usually arranged in a logical sequence. This is seen in
traditional school subjects such as mathematics and science, where facts and rules
are taught as universal truths (Du Preez & Reddy, 2014:15).
The aim of education in a positivist curriculum is to transfer knowledge from teacher
to learner. Teaching is mostly teacher-centred, using direct instruction, and students
are expected to absorb information passively. Assessment is standardised and
objective, typically using tests and exams to measure knowledge retention. This kind
of curriculum tends to favour order, discipline, and control, and it supports a
transmission model of learning.
Interpretivist Paradigm
Interpretivism sees knowledge as constructed through human interaction and lived
experience. Unlike positivism, it does not seek one universal truth, but values the
meanings people attach to their experiences. In an interpretivist curriculum,
Unique Number:
Due date: 2025
QUESTION 1 (3 ANSWERS PROVIDED)
CURRICULUM DESIGN AND IMPLEMENTATION THROUGH FOUR KNOWLEDGE
PARADIGMS
Introduction
Curriculum design and implementation are not neutral activities. They are shaped by
underlying beliefs and values about knowledge, learning, and society. Different paradigms—
positivism, interpretivism, critical theory, and post-structuralism—offer unique perspectives
on what should be taught in schools, how it should be taught, and how learning should be
assessed. Each paradigm influences curriculum aims, knowledge selection, teaching
strategies, and assessment in distinct ways, often reflecting broader social and political
ideologies (Du Preez & Reddy, 2014:14).
Positivist Paradigm
The positivist paradigm treats knowledge as fixed, objective, and measurable. This
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1 (3 ANSWERS PROVIDED)
CURRICULUM DESIGN AND IMPLEMENTATION THROUGH FOUR
KNOWLEDGE PARADIGMS
Introduction
Curriculum design and implementation are not neutral activities. They are shaped by
underlying beliefs and values about knowledge, learning, and society. Different
paradigms—positivism, interpretivism, critical theory, and post-structuralism—offer
unique perspectives on what should be taught in schools, how it should be taught,
and how learning should be assessed. Each paradigm influences curriculum aims,
knowledge selection, teaching strategies, and assessment in distinct ways, often
reflecting broader social and political ideologies (Du Preez & Reddy, 2014:14).
Positivist Paradigm
The positivist paradigm treats knowledge as fixed, objective, and measurable. This
paradigm assumes that there is one correct version of truth that can be discovered
through scientific inquiry. Curriculum shaped by positivism focuses on pre-
determined content, usually arranged in a logical sequence. This is seen in
traditional school subjects such as mathematics and science, where facts and rules
are taught as universal truths (Du Preez & Reddy, 2014:15).
The aim of education in a positivist curriculum is to transfer knowledge from teacher
to learner. Teaching is mostly teacher-centred, using direct instruction, and students
are expected to absorb information passively. Assessment is standardised and
objective, typically using tests and exams to measure knowledge retention. This kind
of curriculum tends to favour order, discipline, and control, and it supports a
transmission model of learning.
Interpretivist Paradigm
Interpretivism sees knowledge as constructed through human interaction and lived
experience. Unlike positivism, it does not seek one universal truth, but values the
meanings people attach to their experiences. In an interpretivist curriculum,
