TMN3706
PREVIEW
Social Science in Curriculum
2005
Curriculum 2005 (C2005) marked a
significant shift in South Africa's
educational landscape,
representing a move towards
outcomes-based education (OBE).
Social Science, as a subject,
underwent considerable changes in
its approach, content, and
pedagogy. Here’s an overview of
Social Science in Curriculum 2005:
Overview of Curriculum 2005
• Outcomes-Based
Education (OBE):
Curriculum 2005 was built on
the principles of OBE, which
focused on what learners
should know and be able to
do at the end of their
learning experience. It
emphasized skills,
knowledge, attitudes, and
TMN3706
values.
• Integration: Subjects were
integrated to provide a more
holistic and connected
understanding of knowledge.
This approach aimed to
make learning more relevant
and meaningful.
ASSIGNMENT 2 2024
NATALIE FOXX
, 1.1. Discuss Bloom’s taxonomy of learning in the cognitive domain.
(25)
Level of thinking Type of thinking required The kinds of action that will
demonstrate that the
required level of thinking
has been achieved
Has an awareness of the new
idea or recognises the new
Learner simply recalls or
topic, but is not yet able to use
Remembering recognises information as it is
it. The learner simply recalls
learnt.
or recognises information as it
is learnt.
Understands the gist of the
material. The learner can talk
about and tell most of the
main features, ideas or events,
although he/she may be
unclear about some parts. The
learner may not recognise
Learner can reorganise and
Understanding some of the subtleties in the
interpret information.
material, e.g. the motivation of
the reporter of events in
History, but can often sort
them out when asked direct
questions. The learner can
reorganise and interpret
information.
Understands most of the
explicit ideas and details in the
information, but may not
notice some of the implicit or
between-the-lines information
e.g. how different events in
different places at different
times may influence one
another. The learner can recall
Learner uses information to
Applying and retell quite accurately, and
solve a problem.
is able to include some details,
although he/she may not be
able to explain relationships
between ideas, people, events
or geographic features/sub-
systems. For example, the
learner may not distinguish
between key events e.g. the
link between the First and
PREVIEW
Social Science in Curriculum
2005
Curriculum 2005 (C2005) marked a
significant shift in South Africa's
educational landscape,
representing a move towards
outcomes-based education (OBE).
Social Science, as a subject,
underwent considerable changes in
its approach, content, and
pedagogy. Here’s an overview of
Social Science in Curriculum 2005:
Overview of Curriculum 2005
• Outcomes-Based
Education (OBE):
Curriculum 2005 was built on
the principles of OBE, which
focused on what learners
should know and be able to
do at the end of their
learning experience. It
emphasized skills,
knowledge, attitudes, and
TMN3706
values.
• Integration: Subjects were
integrated to provide a more
holistic and connected
understanding of knowledge.
This approach aimed to
make learning more relevant
and meaningful.
ASSIGNMENT 2 2024
NATALIE FOXX
, 1.1. Discuss Bloom’s taxonomy of learning in the cognitive domain.
(25)
Level of thinking Type of thinking required The kinds of action that will
demonstrate that the
required level of thinking
has been achieved
Has an awareness of the new
idea or recognises the new
Learner simply recalls or
topic, but is not yet able to use
Remembering recognises information as it is
it. The learner simply recalls
learnt.
or recognises information as it
is learnt.
Understands the gist of the
material. The learner can talk
about and tell most of the
main features, ideas or events,
although he/she may be
unclear about some parts. The
learner may not recognise
Learner can reorganise and
Understanding some of the subtleties in the
interpret information.
material, e.g. the motivation of
the reporter of events in
History, but can often sort
them out when asked direct
questions. The learner can
reorganise and interpret
information.
Understands most of the
explicit ideas and details in the
information, but may not
notice some of the implicit or
between-the-lines information
e.g. how different events in
different places at different
times may influence one
another. The learner can recall
Learner uses information to
Applying and retell quite accurately, and
solve a problem.
is able to include some details,
although he/she may not be
able to explain relationships
between ideas, people, events
or geographic features/sub-
systems. For example, the
learner may not distinguish
between key events e.g. the
link between the First and
