, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
Question 1
1. Reflecting on your experience of implementing the curriculum for your respective subject(s)
and grade(s) at your school, critically evaluate the role of curriculum leadership. Include the
following in your discussion:
1.1. Who, in your opinion, should be responsible for providing curriculum leadership within the
school context? What are the specific responsibilities and key actions that should be associated
with effective curriculum leadership for your subject(s) and grade(s)?
Curriculum leadership should not be the sole responsibility of any single individual, but rather a
shared duty across various members of the school community. In the modern educational landscape,
leadership responsibilities are distributed, allowing for a more dynamic and effective approach to
curriculum management. As P du Preez (2025) points out, this shift towards distributive leadership
ensures that various actors within the school take part in curriculum decisions, making the process
more collaborative and responsive to the needs of both teachers and students.
At the core of this distributed model are Heads of Departments (HoDs). These individuals serve as
the main managers of the curriculum and are key figures in overseeing its delivery and
implementation. Their responsibilities include ensuring that the content outlined in curriculum
policies, such as the Curriculum and Assessment Policy Statement (CAPS), is effectively delivered.
They must monitor teaching and learning, assess teacher performance, and provide the necessary
support to overcome challenges in teaching highly prescriptive content. By fostering collegial
relationships among staff, HoDs can enhance collaboration and promote a reflective approach to
teaching. This aspect of leadership, as emphasized by Ylimaki (2011), is vital for maintaining a
positive learning environment and encouraging teacher development.
Moreover, teacher leaders are also central to curriculum leadership. Teachers are the ones who bring
reforms to life in the classroom, responding to curriculum changes and adapting their teaching
strategies to meet the evolving needs of students. Teacher leaders act as change agents, fostering
innovation and inspiring their peers to embrace new ideas. Their role is essential for ensuring that
curriculum reforms are successfully implemented, especially in contexts that demand significant
shifts in teaching methodologies and student engagement, such as those seen in South Africa’s
transition to learner-centred, outcomes-based education (Elliott, Brooker, Macpherson & McInman
1999).
Finally, while principals are not solely responsible for curriculum leadership, their role remains
critical. Principals help develop the broader vision for education within the school, which ultimately
shapes how the curriculum is framed and implemented. Their leadership is crucial for creating a
supportive environment in which the curriculum can be effectively delivered.
Collective leadership is essential for successful curriculum implementation. This involves
empowering all individuals involved in the process with the necessary skills and knowledge to lead
curriculum delivery. As Ylimaki (2011) highlights, fostering an environment where teachers, HoDs,
and principals collaborate ensures that curriculum leadership is not only effective but also responsive
to the needs of the school community.
Question 1
1. Reflecting on your experience of implementing the curriculum for your respective subject(s)
and grade(s) at your school, critically evaluate the role of curriculum leadership. Include the
following in your discussion:
1.1. Who, in your opinion, should be responsible for providing curriculum leadership within the
school context? What are the specific responsibilities and key actions that should be associated
with effective curriculum leadership for your subject(s) and grade(s)?
Curriculum leadership should not be the sole responsibility of any single individual, but rather a
shared duty across various members of the school community. In the modern educational landscape,
leadership responsibilities are distributed, allowing for a more dynamic and effective approach to
curriculum management. As P du Preez (2025) points out, this shift towards distributive leadership
ensures that various actors within the school take part in curriculum decisions, making the process
more collaborative and responsive to the needs of both teachers and students.
At the core of this distributed model are Heads of Departments (HoDs). These individuals serve as
the main managers of the curriculum and are key figures in overseeing its delivery and
implementation. Their responsibilities include ensuring that the content outlined in curriculum
policies, such as the Curriculum and Assessment Policy Statement (CAPS), is effectively delivered.
They must monitor teaching and learning, assess teacher performance, and provide the necessary
support to overcome challenges in teaching highly prescriptive content. By fostering collegial
relationships among staff, HoDs can enhance collaboration and promote a reflective approach to
teaching. This aspect of leadership, as emphasized by Ylimaki (2011), is vital for maintaining a
positive learning environment and encouraging teacher development.
Moreover, teacher leaders are also central to curriculum leadership. Teachers are the ones who bring
reforms to life in the classroom, responding to curriculum changes and adapting their teaching
strategies to meet the evolving needs of students. Teacher leaders act as change agents, fostering
innovation and inspiring their peers to embrace new ideas. Their role is essential for ensuring that
curriculum reforms are successfully implemented, especially in contexts that demand significant
shifts in teaching methodologies and student engagement, such as those seen in South Africa’s
transition to learner-centred, outcomes-based education (Elliott, Brooker, Macpherson & McInman
1999).
Finally, while principals are not solely responsible for curriculum leadership, their role remains
critical. Principals help develop the broader vision for education within the school, which ultimately
shapes how the curriculum is framed and implemented. Their leadership is crucial for creating a
supportive environment in which the curriculum can be effectively delivered.
Collective leadership is essential for successful curriculum implementation. This involves
empowering all individuals involved in the process with the necessary skills and knowledge to lead
curriculum delivery. As Ylimaki (2011) highlights, fostering an environment where teachers, HoDs,
and principals collaborate ensures that curriculum leadership is not only effective but also responsive
to the needs of the school community.
