, HED4802 ASSIGNMENT 2 2026
DUE DATE: 22 JUNE 2026
Question 1: (2 Answers Provided)
Reflection on Curriculum Experiences and Their Influence on My Teaching Practice
Schooling Context
I attended school during a period characterised by significant educational transformation in
South Africa. My schooling largely took place under the implementation of the National
Curriculum Statement (NCS) and later the Curriculum and Assessment Policy Statement
(CAPS), both of which emerged as part of broader post-apartheid educational reforms
aimed at addressing inequalities created by the apartheid education system. These reforms
sought to promote equity, social justice, inclusivity and democratic values within the
education system (Department of Basic Education, 2011).
The main curriculum I experienced was CAPS, which was characterised by clearly specified
content, structured pacing, prescribed assessment requirements and greater accountability
regarding curriculum coverage. One change I vividly remember was the transition towards
more standardised assessment practices and the increased emphasis on ensuring that
teachers adhered closely to annual teaching plans. This shift reflected the state's attempt to
improve educational quality and learner performance after concerns regarding the
implementation challenges associated with Outcomes-Based Education (Jansen, 1999).
Explicit Curriculum
In my schooling experience, subjects such as Mathematics, English Home Language, Life
Orientation and Natural Sciences were strongly emphasised because they were viewed as
essential for academic progression and future employment opportunities. Teaching
predominantly involved direct instruction, note-taking, textbook-based activities and
DUE DATE: 22 JUNE 2026
Question 1: (2 Answers Provided)
Reflection on Curriculum Experiences and Their Influence on My Teaching Practice
Schooling Context
I attended school during a period characterised by significant educational transformation in
South Africa. My schooling largely took place under the implementation of the National
Curriculum Statement (NCS) and later the Curriculum and Assessment Policy Statement
(CAPS), both of which emerged as part of broader post-apartheid educational reforms
aimed at addressing inequalities created by the apartheid education system. These reforms
sought to promote equity, social justice, inclusivity and democratic values within the
education system (Department of Basic Education, 2011).
The main curriculum I experienced was CAPS, which was characterised by clearly specified
content, structured pacing, prescribed assessment requirements and greater accountability
regarding curriculum coverage. One change I vividly remember was the transition towards
more standardised assessment practices and the increased emphasis on ensuring that
teachers adhered closely to annual teaching plans. This shift reflected the state's attempt to
improve educational quality and learner performance after concerns regarding the
implementation challenges associated with Outcomes-Based Education (Jansen, 1999).
Explicit Curriculum
In my schooling experience, subjects such as Mathematics, English Home Language, Life
Orientation and Natural Sciences were strongly emphasised because they were viewed as
essential for academic progression and future employment opportunities. Teaching
predominantly involved direct instruction, note-taking, textbook-based activities and
