HED4802 (PORTFOLIO) 2025
DUE: 16 January 2026
ACTIVITY 1: TASK: CREATE A VISUAL REPRESENTATION
1. TRADITIONAL DEFINITIONS 2. BROADER / CONTEMPORARY DEFINITIONS
Curriculum as a Syllabus Curriculum as Learning Experiences
➢ Curriculum is a list of subjects or ➢ Curriculum includes all learning
topics that learners must study in a experiences that students encounter
inside and outside the classroom.
school programme.
Curriculum as Holistic Development
Curriculum as a Plan for Teaching
➢ Curriculum focuses on developing the
➢ Curriculum is a planned sequence of whole learner, including social,
lessons and learning activities emotional, physical, and cognitive
organised by teachers. growth.
CURRICULUM Curriculum as Ongoing Interaction
Curriculum as Content to Be Delivered
➢ Curriculum refers to the knowledge, ➢ Curriculum emerges from continuous
skills, and facts that teachers are interaction between teachers, learners,
expected to deliver in the classroom. and the learning environment rather
than a fixed document.
3. CRITICAL AND SOCIAL JUSTICE
DEFINITIONS
4. ALTERNATIVE / SPECIALISED
Hidden Curriculum DEFINITIONS
➢ Curriculum includes the unspoken Curriculum as Technology or Design
values, behaviours, and expectations
that students learn through school ➢ Curriculum is a systematic design for
culture. learning that uses goals, assessments,
and resources to guide teaching.
Null Curriculum
➢ Curriculum also refers to what Curriculum as Lived Experience
schools choose not to teach, which
influences learners’ understanding of ➢ Curriculum is what learners actually
the world. experience daily, which may differ from
the official written curriculum.
Social Justice Curriculum
➢ Curriculum is used to challenge Curriculum as Competency Development
inequality and promote fairness,
relevance, and representation for all ➢ Curriculum aims to develop essential
learners. competencies such as critical thinking,
communication, collaboration, and
problem-solving.
FUTURE-ORIENTED AND GLOBAL DEFINITIONS
Curriculum as Competency-Based Education
➢ Curriculum prepares learners for future demands by focusing on transferable skills such as problem-solving, creativity,
collaboration, and digital literacy.
Curriculum as Lifelong Learning
➢ Curriculum supports continuous development beyond school, encouraging learners to adapt, upskill, and participate in
society throughout their lives.
Curriculum as Global Citizenship
Curriculum promotes global awareness, sustainability, cultural understanding, and responsible participation in an
interconnected world.
, REFERENCE LIST
✓ Department of Basic Education. 2011. Curriculum and Assessment Policy Statement
(CAPS). Pretoria: DBE.
✓ Eisner, E. 1994. The Educational Imagination: On the Design and Evaluation of
School Programs. New York: Macmillan.
✓ Flinders, D. J., Noddings, N. & Thornton, S. J. 1986. “The Null Curriculum: Its
Theoretical Basis and Practical Implications.” Curriculum Inquiry, 16(1): 33–42.
✓ Jackson, P. W. 1968. Life in Classrooms. New York: Holt, Rinehart and Winston.
✓ Ornstein, A. C. & Hunkins, F. P. 2018. Curriculum: Foundations, Principles, and
Issues. Boston: Pearson.
✓ Tyler, R. W. 1949. Basic Principles of Curriculum and Instruction. Chicago: University
of Chicago Press.
✓ UNESCO. 2021. Reimagining Our Futures Together: A New Social Contract for
Education. Paris: UNESCO.
Disclaimer:
All materials are for study assistance only. We do not condone academic dishonesty. Use at your own risk.
We are not liable for any consequences arising from misuse.
Redistribution, resale, or sharing without permission is prohibited.
DUE: 16 January 2026
ACTIVITY 1: TASK: CREATE A VISUAL REPRESENTATION
1. TRADITIONAL DEFINITIONS 2. BROADER / CONTEMPORARY DEFINITIONS
Curriculum as a Syllabus Curriculum as Learning Experiences
➢ Curriculum is a list of subjects or ➢ Curriculum includes all learning
topics that learners must study in a experiences that students encounter
inside and outside the classroom.
school programme.
Curriculum as Holistic Development
Curriculum as a Plan for Teaching
➢ Curriculum focuses on developing the
➢ Curriculum is a planned sequence of whole learner, including social,
lessons and learning activities emotional, physical, and cognitive
organised by teachers. growth.
CURRICULUM Curriculum as Ongoing Interaction
Curriculum as Content to Be Delivered
➢ Curriculum refers to the knowledge, ➢ Curriculum emerges from continuous
skills, and facts that teachers are interaction between teachers, learners,
expected to deliver in the classroom. and the learning environment rather
than a fixed document.
3. CRITICAL AND SOCIAL JUSTICE
DEFINITIONS
4. ALTERNATIVE / SPECIALISED
Hidden Curriculum DEFINITIONS
➢ Curriculum includes the unspoken Curriculum as Technology or Design
values, behaviours, and expectations
that students learn through school ➢ Curriculum is a systematic design for
culture. learning that uses goals, assessments,
and resources to guide teaching.
Null Curriculum
➢ Curriculum also refers to what Curriculum as Lived Experience
schools choose not to teach, which
influences learners’ understanding of ➢ Curriculum is what learners actually
the world. experience daily, which may differ from
the official written curriculum.
Social Justice Curriculum
➢ Curriculum is used to challenge Curriculum as Competency Development
inequality and promote fairness,
relevance, and representation for all ➢ Curriculum aims to develop essential
learners. competencies such as critical thinking,
communication, collaboration, and
problem-solving.
FUTURE-ORIENTED AND GLOBAL DEFINITIONS
Curriculum as Competency-Based Education
➢ Curriculum prepares learners for future demands by focusing on transferable skills such as problem-solving, creativity,
collaboration, and digital literacy.
Curriculum as Lifelong Learning
➢ Curriculum supports continuous development beyond school, encouraging learners to adapt, upskill, and participate in
society throughout their lives.
Curriculum as Global Citizenship
Curriculum promotes global awareness, sustainability, cultural understanding, and responsible participation in an
interconnected world.
, REFERENCE LIST
✓ Department of Basic Education. 2011. Curriculum and Assessment Policy Statement
(CAPS). Pretoria: DBE.
✓ Eisner, E. 1994. The Educational Imagination: On the Design and Evaluation of
School Programs. New York: Macmillan.
✓ Flinders, D. J., Noddings, N. & Thornton, S. J. 1986. “The Null Curriculum: Its
Theoretical Basis and Practical Implications.” Curriculum Inquiry, 16(1): 33–42.
✓ Jackson, P. W. 1968. Life in Classrooms. New York: Holt, Rinehart and Winston.
✓ Ornstein, A. C. & Hunkins, F. P. 2018. Curriculum: Foundations, Principles, and
Issues. Boston: Pearson.
✓ Tyler, R. W. 1949. Basic Principles of Curriculum and Instruction. Chicago: University
of Chicago Press.
✓ UNESCO. 2021. Reimagining Our Futures Together: A New Social Contract for
Education. Paris: UNESCO.
Disclaimer:
All materials are for study assistance only. We do not condone academic dishonesty. Use at your own risk.
We are not liable for any consequences arising from misuse.
Redistribution, resale, or sharing without permission is prohibited.
