TMN3706
ASSIGNMENT 4
DUE DATE: 31 AUGUST 2026
,TMN3706 ASSIGNMENT 4 2026
DUE 31 AUGUST 2026
QUESTION 1: EXPLAINING THE SOCIAL SCIENCES CURRICULUM
1.1.1. The nature and the role of the concept of curriculum in Social Sciences (10
marks)
The word “curriculum” is derived from the Latin word “curere” meaning “the running of a
race” (TMN3706 Study Guide, p. 13). This analogy suggests that learners progress
through a structured educational journey from Grade R to Grade 12. However, the
concept of curriculum is contested and multidimensional.
The study guide, Graham-Jolly (2003), distinguishes between narrow and broad
conceptions of curriculum (p. 13). A narrow view sees curriculum as simply a syllabus or
list of content to be covered. A broader, more contemporary view considers at least four
dimensions: the curriculum as product/plan (formal documents stating what should be
taught, how, and when); the curriculum as practiced (what actually happens in
classrooms); the curriculum as experienced (what each learner internalises); and the
hidden curriculum (unintended lessons from the school environment). A fifth dimension
is the null curriculum what is left out and why (p. 14).
In Social Sciences specifically, the curriculum has a dual role. It must transmit essential
knowledge about Geography (places, environments, spatial patterns) and History
(change over time, causation, multiple perspectives). And then it must develop critical
skills such as inquiry, source analysis, and empathy. The CAPS document for Social
, Sciences states that Geography helps learners “understand our complex world” and
History supports “citizenship within a democracy” (p. 79, p. 95). Thus, the curriculum is
not neutral; it reflects choices about what knowledge is valued and whose voices are
included. As Bernstein argued, “how a society selects, classifies, distributes, transmits
and evaluates educational knowledge reflects both the distribution of power and the
principles of social control” (p. 14).
1.1.2. How and why does the curriculum change in Social Sciences?
Curriculum change occurs because societies change, and those with power to influence
education respond to new needs, ideologies, or crises. The study identifies three
dominant positions in curriculum development (p. 15):
Technical position: Curriculum change is an apolitical, expert-driven process based
on clear objectives.
Process position: Meaningful learning cannot be predetermined; curriculum
emerges through teacher-learner negotiation.
Political position: Curriculum development is inherently political and should explicitly
address power relations.
In South Africa, curriculum change in Social Sciences has been driven by several
factors:
Why curriculum changes:
Political transformation: After 1994, the new democratic government needed to
replace the racist, apartheid-era curriculum with one based on human rights and
social justice (p. 18).
ASSIGNMENT 4
DUE DATE: 31 AUGUST 2026
,TMN3706 ASSIGNMENT 4 2026
DUE 31 AUGUST 2026
QUESTION 1: EXPLAINING THE SOCIAL SCIENCES CURRICULUM
1.1.1. The nature and the role of the concept of curriculum in Social Sciences (10
marks)
The word “curriculum” is derived from the Latin word “curere” meaning “the running of a
race” (TMN3706 Study Guide, p. 13). This analogy suggests that learners progress
through a structured educational journey from Grade R to Grade 12. However, the
concept of curriculum is contested and multidimensional.
The study guide, Graham-Jolly (2003), distinguishes between narrow and broad
conceptions of curriculum (p. 13). A narrow view sees curriculum as simply a syllabus or
list of content to be covered. A broader, more contemporary view considers at least four
dimensions: the curriculum as product/plan (formal documents stating what should be
taught, how, and when); the curriculum as practiced (what actually happens in
classrooms); the curriculum as experienced (what each learner internalises); and the
hidden curriculum (unintended lessons from the school environment). A fifth dimension
is the null curriculum what is left out and why (p. 14).
In Social Sciences specifically, the curriculum has a dual role. It must transmit essential
knowledge about Geography (places, environments, spatial patterns) and History
(change over time, causation, multiple perspectives). And then it must develop critical
skills such as inquiry, source analysis, and empathy. The CAPS document for Social
, Sciences states that Geography helps learners “understand our complex world” and
History supports “citizenship within a democracy” (p. 79, p. 95). Thus, the curriculum is
not neutral; it reflects choices about what knowledge is valued and whose voices are
included. As Bernstein argued, “how a society selects, classifies, distributes, transmits
and evaluates educational knowledge reflects both the distribution of power and the
principles of social control” (p. 14).
1.1.2. How and why does the curriculum change in Social Sciences?
Curriculum change occurs because societies change, and those with power to influence
education respond to new needs, ideologies, or crises. The study identifies three
dominant positions in curriculum development (p. 15):
Technical position: Curriculum change is an apolitical, expert-driven process based
on clear objectives.
Process position: Meaningful learning cannot be predetermined; curriculum
emerges through teacher-learner negotiation.
Political position: Curriculum development is inherently political and should explicitly
address power relations.
In South Africa, curriculum change in Social Sciences has been driven by several
factors:
Why curriculum changes:
Political transformation: After 1994, the new democratic government needed to
replace the racist, apartheid-era curriculum with one based on human rights and
social justice (p. 18).
