, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1
1. Explain the Social Sciences curriculum in terms of the following perspectives.
1.1.1. The nature and the role of the concept of curriculum in Social Sciences
The concept of curriculum in the Social Sciences is multifaceted, extending far beyond a simple
syllabus or list of topics. Its nature is dynamic, contested, and plays a crucial role in shaping the
educational experience for learners. Drawing from the study guide, we can understand its nature and
role through several key dimensions.
The Nature of the Curriculum in Social Sciences
A Multidimensional Concept: The curriculum is not a single, fixed entity. The study guide
defines it as having multiple dimensions (TMN3706, Study Guide, p. 14). The "curriculum as
product/plan" represents the formal, national-level framework found in documents like the
CAPS (Curriculum and Assessment Policy Statement), which outlines what should be taught,
how, and when. The "curriculum as practised" refers to what actually happens in the classroom
as teachers interpret and implement the formal plan. The "curriculum as experienced" is what
each individual learner internalizes and takes away from the learning process. Finally, the
"hidden curriculum" refers to the unplanned and often implicit lessons learned about values,
attitudes, and social norms through the structure and culture of the school (TMN3706, Study
Guide, p. 14).
A Reflection of Societal Choices and Power: The study guide highlights the work of Basil
Bernstein, who argued that what a society selects to include in its public educational
knowledge "reflects both the distribution of power and the principles of social control"
(TMN3706, Study Guide, p. 15). Therefore, the Social Sciences curriculum is inherently
political. It is a selection of knowledge that is deemed important for citizens to know. This
selection process inevitably involves choices about what is included and, just as importantly,
what is left out (the "null curriculum"), often reflecting the perspectives of those in power
(TMN3706, Study Guide, p. 14).
A Subject of Change and Contestation: Because it is a product of societal and political forces,
the curriculum is not static. It is constantly evolving in response to changing social needs,
historical events, and new understandings of what constitutes valuable knowledge. The study
guide notes that it is "subject to change and contestation - knowledge is foregrounded but since
not everything can be addressed choices are necessarily made" (TMN3706, Study Guide, p.
15).
, The Role of the Curriculum in Social Sciences
Providing a Guiding Framework: The primary role of the formal curriculum (as a product) is to
provide a structured plan for teachers, schools, and the education system. It outlines the
specific aims, content, and assessment guidelines that ensure consistency and a shared
educational goal across the country. The CAPS document, for instance, states that the Social
Sciences curriculum "aims to provide opportunities for learners to look at their own worlds
with fresh, critical eyes and perhaps more importantly, it aims to introduce learners to a world
beyond their everyday realities" (TMN3706, Study Guide, p. 20).
Empowering Teachers as Curriculum Developers: While teachers are expected to implement
the formal curriculum, the study guide emphasizes their crucial role as curriculum developers
and designers, not just managers or implementers (TMN3706, Study Guide, p. 23). The teacher
makes daily professional decisions about what to prioritize, which resources to use, and how to
adapt the curriculum to fit the unique needs of their learners and their specific context. This
role involves "curriculum design, curriculum dissemination, curriculum implementation and
curriculum evaluation" at the classroom level (TMN3706, Study Guide, p. 24).
Integrating Disciplines: The Social Sciences curriculum plays the specific role of integrating
the disciplines of Geography and History (TMN3706, Study Guide, p. 21). It positions
Geography as the study of the human and physical environment, focusing on the concept of
space, and History as the study of change and development over time. The curriculum
encourages teachers to find conceptual overlaps between the two, helping learners see the
interconnectedness of these fields in understanding their world (TMN3706, Study Guide, p.
21).
Developing Holistic Learners: The curriculum is designed to achieve more than just the
transmission of facts. In the Geography component, it aims to develop learners who are curious,
have a sound general knowledge, understand the interaction between society and the
environment, and can think independently (TMN3706, Study Guide, pp. 50-53). Similarly, the
History component aims to develop learners who can find, select, evaluate, and debate
information about the past from multiple perspectives, ultimately fostering critical and active
citizenship (TMN3706, Study Guide, pp. 61-63).
In summary, the nature of the Social Sciences curriculum is a complex, dynamic, and value-laden
construct that serves a critical role in shaping both the content and the process of education. It acts as
a formal guide while simultaneously providing a space for professional teacher agency and aiming
for the holistic development of learners into informed and engaged citizens.
Question 1
1. Explain the Social Sciences curriculum in terms of the following perspectives.
1.1.1. The nature and the role of the concept of curriculum in Social Sciences
The concept of curriculum in the Social Sciences is multifaceted, extending far beyond a simple
syllabus or list of topics. Its nature is dynamic, contested, and plays a crucial role in shaping the
educational experience for learners. Drawing from the study guide, we can understand its nature and
role through several key dimensions.
The Nature of the Curriculum in Social Sciences
A Multidimensional Concept: The curriculum is not a single, fixed entity. The study guide
defines it as having multiple dimensions (TMN3706, Study Guide, p. 14). The "curriculum as
product/plan" represents the formal, national-level framework found in documents like the
CAPS (Curriculum and Assessment Policy Statement), which outlines what should be taught,
how, and when. The "curriculum as practised" refers to what actually happens in the classroom
as teachers interpret and implement the formal plan. The "curriculum as experienced" is what
each individual learner internalizes and takes away from the learning process. Finally, the
"hidden curriculum" refers to the unplanned and often implicit lessons learned about values,
attitudes, and social norms through the structure and culture of the school (TMN3706, Study
Guide, p. 14).
A Reflection of Societal Choices and Power: The study guide highlights the work of Basil
Bernstein, who argued that what a society selects to include in its public educational
knowledge "reflects both the distribution of power and the principles of social control"
(TMN3706, Study Guide, p. 15). Therefore, the Social Sciences curriculum is inherently
political. It is a selection of knowledge that is deemed important for citizens to know. This
selection process inevitably involves choices about what is included and, just as importantly,
what is left out (the "null curriculum"), often reflecting the perspectives of those in power
(TMN3706, Study Guide, p. 14).
A Subject of Change and Contestation: Because it is a product of societal and political forces,
the curriculum is not static. It is constantly evolving in response to changing social needs,
historical events, and new understandings of what constitutes valuable knowledge. The study
guide notes that it is "subject to change and contestation - knowledge is foregrounded but since
not everything can be addressed choices are necessarily made" (TMN3706, Study Guide, p.
15).
, The Role of the Curriculum in Social Sciences
Providing a Guiding Framework: The primary role of the formal curriculum (as a product) is to
provide a structured plan for teachers, schools, and the education system. It outlines the
specific aims, content, and assessment guidelines that ensure consistency and a shared
educational goal across the country. The CAPS document, for instance, states that the Social
Sciences curriculum "aims to provide opportunities for learners to look at their own worlds
with fresh, critical eyes and perhaps more importantly, it aims to introduce learners to a world
beyond their everyday realities" (TMN3706, Study Guide, p. 20).
Empowering Teachers as Curriculum Developers: While teachers are expected to implement
the formal curriculum, the study guide emphasizes their crucial role as curriculum developers
and designers, not just managers or implementers (TMN3706, Study Guide, p. 23). The teacher
makes daily professional decisions about what to prioritize, which resources to use, and how to
adapt the curriculum to fit the unique needs of their learners and their specific context. This
role involves "curriculum design, curriculum dissemination, curriculum implementation and
curriculum evaluation" at the classroom level (TMN3706, Study Guide, p. 24).
Integrating Disciplines: The Social Sciences curriculum plays the specific role of integrating
the disciplines of Geography and History (TMN3706, Study Guide, p. 21). It positions
Geography as the study of the human and physical environment, focusing on the concept of
space, and History as the study of change and development over time. The curriculum
encourages teachers to find conceptual overlaps between the two, helping learners see the
interconnectedness of these fields in understanding their world (TMN3706, Study Guide, p.
21).
Developing Holistic Learners: The curriculum is designed to achieve more than just the
transmission of facts. In the Geography component, it aims to develop learners who are curious,
have a sound general knowledge, understand the interaction between society and the
environment, and can think independently (TMN3706, Study Guide, pp. 50-53). Similarly, the
History component aims to develop learners who can find, select, evaluate, and debate
information about the past from multiple perspectives, ultimately fostering critical and active
citizenship (TMN3706, Study Guide, pp. 61-63).
In summary, the nature of the Social Sciences curriculum is a complex, dynamic, and value-laden
construct that serves a critical role in shaping both the content and the process of education. It acts as
a formal guide while simultaneously providing a space for professional teacher agency and aiming
for the holistic development of learners into informed and engaged citizens.
