CUS3701 ASSESSMENT 02/2025
CUS3701 Assignment 1
(COMPLETE
ANSWERS)
Semester 1 2025 - ; 100%
correct solutions and
explanations.
Page 1 of 32
, CUS3701 ASSESSMENT 02/2025
CUS3701 Assignment 1 (COMPLETE ANSWERS)
Semester 1 2025 - ; 100% correct solutions and
explanations.
QUESTION 1: Curriculum approaches
Total Marks: 15
Task description: Different approaches to curriculum are crucial for sound
curriculum implementation for several reasons. These approaches allow
teachers to cater to learners' diverse learning needs, provide flexibility and
adaptability in teaching methods and content delivery, and provide a
comprehensive approach to education. Referring to the learner-centred
approach of Lawrence Stenhouse and the behavioural approach of John
Bobbitt, analyse and compare their ideas in terms of:
1.1 The theoretical foundations of the approaches. (5)
1.2 The practical implications for teachers. (5)
1.3 The practical implications for learners. (5)
NB:
(i) Work copied directly from the handbook without citations will be
penalized.
(ii) You are encouraged to write in your own words to show your
understanding of the approaches to the curriculum.
(iii) You are also encouraged to use other sources and cite these
to give credit to the original authors.
(iv) Proofread your work for clarity, coherence, and
grammatical accuracy.
(v) Length: ONE-TWO PAGES.
Comparison of the Learner-Centred Approach (Lawrence Stenhouse)
and the Behavioural Approach (John Bobbitt)
1.1 Theoretical Foundations of the Approaches
Page 2 of 32
, CUS3701 ASSESSMENT 02/2025
Lawrence Stenhouse’s learner-centred approach is rooted in constructivist
theories, emphasizing active participation and inquiry-based learning. It
aligns with progressive education, where learners construct their own
knowledge through exploration and dialogue. Stenhouse viewed the
curriculum as a flexible framework rather than a rigid plan, advocating for
teachers to act as researchers who adapt content to suit students' needs
(Stenhouse, 1975).
Conversely, John Bobbitt’s behavioural approach is grounded in
behaviourist theories, particularly the work of Thorndike and Skinner. This
approach views education as a process of training students to acquire
predetermined skills and behaviours through repetition and reinforcement.
Bobbitt (1918) emphasized efficiency in curriculum design, likening
education to industrial processes where objectives are clearly defined and
measured.
1.2 Practical Implications for Teachers
In the learner-centred approach, teachers play the role of facilitators rather
than knowledge transmitters. They encourage critical thinking, guide
discussions, and design open-ended activities that promote inquiry-based
learning. This approach demands flexibility and adaptability, requiring
teachers to continuously assess and refine their teaching strategies based
on students' responses (Stenhouse, 1975). However, it can be time-
consuming and may require additional resources.
The behavioural approach, on the other hand, requires teachers to follow
structured lesson plans with clear learning outcomes. Teachers provide
direct instruction, employ drills, and assess learning through standardized
tests. While this approach ensures consistency and measurable outcomes
(Bobbitt, 1918), it may limit creativity and critical thinking as it
emphasizes rote learning and memorization over exploration and student-
driven inquiry.
1.3 Practical Implications for Learners For learners, the learner-centred
approach fosters critical thinking, problem-solving skills, and
independence. Students have more autonomy over their learning process,
which can enhance engagement and intrinsic motivation. However,
learners who require more guidance may struggle with the open-ended
nature of this approach.
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, CUS3701 ASSESSMENT 02/2025
On the other hand, the behavioural approach provides clear expectations
and structure, which can be beneficial for students who thrive on routine
and direct instruction. It ensures mastery of basic skills through repetitive
practice, making learning more predictable. However, it may limit
creativity and independent thinking as students are primarily focused on
achieving specific, externally defined objectives rather than engaging in
deeper understanding or self-directed learning.
References
• Bobbitt, J. F. (1918). The Curriculum. Houghton Mifflin.
• Stenhouse, L. (1975). An Introduction to Curriculum Research and
Development. Heinemann.
• Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction.
University of Chicago Press.
• Skinner, B. F. (1953). Science and Human Behavior. The Free Press.
• Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations,
Principles, and Issues. Pearson.
CONSIDER THIS ALSO
1.1 Theoretical Foundations (5 marks)
Lawrence Stenhouse - Learner-Centered Approach: Stenhouse is
known for advocating a learner-centered approach to education, focusing
on how curriculum and teaching should adapt to meet the needs and
interests of the learners. His approach emphasizes the importance of
understanding the learners' context and integrating their experiences into
the curriculum. Stenhouse posited that learners should be active
participants in their learning process, and teachers should act as
facilitators, guiding them to construct their own knowledge. This theory is
grounded in constructivist principles, where learners build on prior
knowledge through hands-on, interactive experiences.
John Bobbitt - Behavioral Approach: John Bobbitt’s behavioral
approach to curriculum design is rooted in the application of behaviorist
theories. He viewed education as a tool for shaping specific behaviors in
students, aiming to produce measurable, observable changes in behavior
through clearly defined objectives. Bobbitt’s approach stresses the need for
Page 4 of 32
CUS3701 Assignment 1
(COMPLETE
ANSWERS)
Semester 1 2025 - ; 100%
correct solutions and
explanations.
Page 1 of 32
, CUS3701 ASSESSMENT 02/2025
CUS3701 Assignment 1 (COMPLETE ANSWERS)
Semester 1 2025 - ; 100% correct solutions and
explanations.
QUESTION 1: Curriculum approaches
Total Marks: 15
Task description: Different approaches to curriculum are crucial for sound
curriculum implementation for several reasons. These approaches allow
teachers to cater to learners' diverse learning needs, provide flexibility and
adaptability in teaching methods and content delivery, and provide a
comprehensive approach to education. Referring to the learner-centred
approach of Lawrence Stenhouse and the behavioural approach of John
Bobbitt, analyse and compare their ideas in terms of:
1.1 The theoretical foundations of the approaches. (5)
1.2 The practical implications for teachers. (5)
1.3 The practical implications for learners. (5)
NB:
(i) Work copied directly from the handbook without citations will be
penalized.
(ii) You are encouraged to write in your own words to show your
understanding of the approaches to the curriculum.
(iii) You are also encouraged to use other sources and cite these
to give credit to the original authors.
(iv) Proofread your work for clarity, coherence, and
grammatical accuracy.
(v) Length: ONE-TWO PAGES.
Comparison of the Learner-Centred Approach (Lawrence Stenhouse)
and the Behavioural Approach (John Bobbitt)
1.1 Theoretical Foundations of the Approaches
Page 2 of 32
, CUS3701 ASSESSMENT 02/2025
Lawrence Stenhouse’s learner-centred approach is rooted in constructivist
theories, emphasizing active participation and inquiry-based learning. It
aligns with progressive education, where learners construct their own
knowledge through exploration and dialogue. Stenhouse viewed the
curriculum as a flexible framework rather than a rigid plan, advocating for
teachers to act as researchers who adapt content to suit students' needs
(Stenhouse, 1975).
Conversely, John Bobbitt’s behavioural approach is grounded in
behaviourist theories, particularly the work of Thorndike and Skinner. This
approach views education as a process of training students to acquire
predetermined skills and behaviours through repetition and reinforcement.
Bobbitt (1918) emphasized efficiency in curriculum design, likening
education to industrial processes where objectives are clearly defined and
measured.
1.2 Practical Implications for Teachers
In the learner-centred approach, teachers play the role of facilitators rather
than knowledge transmitters. They encourage critical thinking, guide
discussions, and design open-ended activities that promote inquiry-based
learning. This approach demands flexibility and adaptability, requiring
teachers to continuously assess and refine their teaching strategies based
on students' responses (Stenhouse, 1975). However, it can be time-
consuming and may require additional resources.
The behavioural approach, on the other hand, requires teachers to follow
structured lesson plans with clear learning outcomes. Teachers provide
direct instruction, employ drills, and assess learning through standardized
tests. While this approach ensures consistency and measurable outcomes
(Bobbitt, 1918), it may limit creativity and critical thinking as it
emphasizes rote learning and memorization over exploration and student-
driven inquiry.
1.3 Practical Implications for Learners For learners, the learner-centred
approach fosters critical thinking, problem-solving skills, and
independence. Students have more autonomy over their learning process,
which can enhance engagement and intrinsic motivation. However,
learners who require more guidance may struggle with the open-ended
nature of this approach.
Page 3 of 32
, CUS3701 ASSESSMENT 02/2025
On the other hand, the behavioural approach provides clear expectations
and structure, which can be beneficial for students who thrive on routine
and direct instruction. It ensures mastery of basic skills through repetitive
practice, making learning more predictable. However, it may limit
creativity and independent thinking as students are primarily focused on
achieving specific, externally defined objectives rather than engaging in
deeper understanding or self-directed learning.
References
• Bobbitt, J. F. (1918). The Curriculum. Houghton Mifflin.
• Stenhouse, L. (1975). An Introduction to Curriculum Research and
Development. Heinemann.
• Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction.
University of Chicago Press.
• Skinner, B. F. (1953). Science and Human Behavior. The Free Press.
• Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations,
Principles, and Issues. Pearson.
CONSIDER THIS ALSO
1.1 Theoretical Foundations (5 marks)
Lawrence Stenhouse - Learner-Centered Approach: Stenhouse is
known for advocating a learner-centered approach to education, focusing
on how curriculum and teaching should adapt to meet the needs and
interests of the learners. His approach emphasizes the importance of
understanding the learners' context and integrating their experiences into
the curriculum. Stenhouse posited that learners should be active
participants in their learning process, and teachers should act as
facilitators, guiding them to construct their own knowledge. This theory is
grounded in constructivist principles, where learners build on prior
knowledge through hands-on, interactive experiences.
John Bobbitt - Behavioral Approach: John Bobbitt’s behavioral
approach to curriculum design is rooted in the application of behaviorist
theories. He viewed education as a tool for shaping specific behaviors in
students, aiming to produce measurable, observable changes in behavior
through clearly defined objectives. Bobbitt’s approach stresses the need for
Page 4 of 32
