HED4802
Assignment 2
Memo | Due
20 June 2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
,Exam (elaborations)
HED4802 Assignment 2 Memo | Due 20 June
2025
Course
Curriculum Studies (HED4802)
Institution
University Of South Africa (Unisa)
Book
Curriculum Studies in South Africa
HED4802 Assignment 2 Memo | Due 20 June 2025. 2 Essays provided.
Question 1 [50 marks +- 500 words] Curriculum design and implementation
are influenced by different paradigms of knowledge and learning. Using the
four paradigms of: positivism, interpretivism, critical theory, and post-
structuralism, critically evaluate how each paradigm shapes curriculum aims,
knowledge selection, teaching strategies, and assessment approaches in
schools. Provide examples to support your discussion.
To critically evaluate how each paradigm—positivism, interpretivism, critical theory, and post-
structuralism—shapes curriculum aims, knowledge selection, teaching strategies, and assessment
approaches in schools, I will analyze each paradigm individually and provide examples.
Positivism
Curriculum Aims: Positivism, rooted in the natural sciences, views knowledge as objective,
empirical, and quantifiable. In curriculum design, this translates to aims focused on transmitting
a fixed body of knowledge, developing specific skills, and preparing students for standardized
roles in society. The emphasis is on efficiency, order, and measurable outcomes.
Knowledge Selection: Knowledge selected under a positivist paradigm is typically
decontextualized, broken down into discrete subjects, and presented as universal truths. It
prioritizes factual information, scientific principles, and established theories. Subjects like
mathematics, sciences, and often, grammar-focused language arts, lend themselves well to this
approach. The curriculum is often standardized and uniform across schools.
Teaching Strategies: Teaching strategies are largely teacher-centered and didactic. Lectures,
rote learning, drills, and textbooks are common. The teacher's role is to deliver information
clearly and efficiently, while students are expected to passively receive and absorb it. Emphasis
is placed on direct instruction and repetitive practice.
, Assessment Approaches: Assessment is predominantly summative, quantitative, and
standardized. Multiple-choice tests, true/false questions, and standardized exams are common.
The goal is to objectively measure students' acquisition of predetermined knowledge and skills.
Grades are often based on correct answers, reflecting a belief in a single, correct understanding.
Examples:
A science curriculum focused on memorizing the periodic table elements and their
properties, with experiments designed to verify known scientific laws.
Mathematics lessons emphasizing algorithms and formulas for solving problems, with
assessments focused on getting the correct numerical answers.
Standardized national examinations that rank students based on their performance across
a range of subjects.
Interpretivism
Curriculum Aims: Interpretivism recognizes that knowledge is socially constructed and
subjective, emphasizing understanding, meaning-making, and individual perspectives.
Curriculum aims under this paradigm focus on developing students' abilities to interpret, analyze,
and construct their own understandings of the world. It promotes critical thinking, empathy, and
a deeper appreciation for diverse viewpoints.
Knowledge Selection: Knowledge is not seen as a fixed entity but as something that is
negotiated and interpreted. The curriculum incorporates diverse narratives, experiences, and
cultural perspectives. Subjects like literature, history, and social studies are particularly suited to
this approach, where understanding different interpretations of events or texts is crucial. Content
is often presented in a contextualized manner, encouraging students to explore meanings.
Teaching Strategies: Teaching strategies are student-centered and emphasize active learning,
dialogue, and collaboration. Discussions, debates, role-playing, and project-based learning are
common. The teacher acts as a facilitator, guiding students in their explorations and encouraging
them to articulate their own understandings.
Assessment Approaches: Assessment is more formative and qualitative, focusing on
understanding students' thought processes and their ability to construct meaning. Essays,
presentations, portfolios, and self-reflection are common assessment methods. The emphasis is
on demonstrating understanding, critical analysis, and the ability to articulate personal
interpretations rather than simply recalling facts.
Examples:
A history class where students analyze primary sources from different perspectives to
understand the complexities of a historical event, rather than just memorizing dates and
facts.
Literature discussions where students explore various interpretations of a novel, drawing
on their own experiences and cultural backgrounds.
Assignment 2
Memo | Due
20 June 2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
,Exam (elaborations)
HED4802 Assignment 2 Memo | Due 20 June
2025
Course
Curriculum Studies (HED4802)
Institution
University Of South Africa (Unisa)
Book
Curriculum Studies in South Africa
HED4802 Assignment 2 Memo | Due 20 June 2025. 2 Essays provided.
Question 1 [50 marks +- 500 words] Curriculum design and implementation
are influenced by different paradigms of knowledge and learning. Using the
four paradigms of: positivism, interpretivism, critical theory, and post-
structuralism, critically evaluate how each paradigm shapes curriculum aims,
knowledge selection, teaching strategies, and assessment approaches in
schools. Provide examples to support your discussion.
To critically evaluate how each paradigm—positivism, interpretivism, critical theory, and post-
structuralism—shapes curriculum aims, knowledge selection, teaching strategies, and assessment
approaches in schools, I will analyze each paradigm individually and provide examples.
Positivism
Curriculum Aims: Positivism, rooted in the natural sciences, views knowledge as objective,
empirical, and quantifiable. In curriculum design, this translates to aims focused on transmitting
a fixed body of knowledge, developing specific skills, and preparing students for standardized
roles in society. The emphasis is on efficiency, order, and measurable outcomes.
Knowledge Selection: Knowledge selected under a positivist paradigm is typically
decontextualized, broken down into discrete subjects, and presented as universal truths. It
prioritizes factual information, scientific principles, and established theories. Subjects like
mathematics, sciences, and often, grammar-focused language arts, lend themselves well to this
approach. The curriculum is often standardized and uniform across schools.
Teaching Strategies: Teaching strategies are largely teacher-centered and didactic. Lectures,
rote learning, drills, and textbooks are common. The teacher's role is to deliver information
clearly and efficiently, while students are expected to passively receive and absorb it. Emphasis
is placed on direct instruction and repetitive practice.
, Assessment Approaches: Assessment is predominantly summative, quantitative, and
standardized. Multiple-choice tests, true/false questions, and standardized exams are common.
The goal is to objectively measure students' acquisition of predetermined knowledge and skills.
Grades are often based on correct answers, reflecting a belief in a single, correct understanding.
Examples:
A science curriculum focused on memorizing the periodic table elements and their
properties, with experiments designed to verify known scientific laws.
Mathematics lessons emphasizing algorithms and formulas for solving problems, with
assessments focused on getting the correct numerical answers.
Standardized national examinations that rank students based on their performance across
a range of subjects.
Interpretivism
Curriculum Aims: Interpretivism recognizes that knowledge is socially constructed and
subjective, emphasizing understanding, meaning-making, and individual perspectives.
Curriculum aims under this paradigm focus on developing students' abilities to interpret, analyze,
and construct their own understandings of the world. It promotes critical thinking, empathy, and
a deeper appreciation for diverse viewpoints.
Knowledge Selection: Knowledge is not seen as a fixed entity but as something that is
negotiated and interpreted. The curriculum incorporates diverse narratives, experiences, and
cultural perspectives. Subjects like literature, history, and social studies are particularly suited to
this approach, where understanding different interpretations of events or texts is crucial. Content
is often presented in a contextualized manner, encouraging students to explore meanings.
Teaching Strategies: Teaching strategies are student-centered and emphasize active learning,
dialogue, and collaboration. Discussions, debates, role-playing, and project-based learning are
common. The teacher acts as a facilitator, guiding students in their explorations and encouraging
them to articulate their own understandings.
Assessment Approaches: Assessment is more formative and qualitative, focusing on
understanding students' thought processes and their ability to construct meaning. Essays,
presentations, portfolios, and self-reflection are common assessment methods. The emphasis is
on demonstrating understanding, critical analysis, and the ability to articulate personal
interpretations rather than simply recalling facts.
Examples:
A history class where students analyze primary sources from different perspectives to
understand the complexities of a historical event, rather than just memorizing dates and
facts.
Literature discussions where students explore various interpretations of a novel, drawing
on their own experiences and cultural backgrounds.
