CSP4801 ASSIGNMENT 7
Curriculum Studies and Psychology of Education (BEd Honours)
UNISA PASS WITH 75% +
,Table of Contents Page
Question 1.............................................................................................................................................1
Three kinds of curriculum policy........................................................................................................1
Question 2.............................................................................................................................................2
How to encourage and motivate teachers to undertake action research..........................................2
How to inform teachers of the benefits/challenges of action research.............................................2
Question 3.............................................................................................................................................4
Three new subjects that should be added to the current curriculum................................................4
Question 4.............................................................................................................................................5
Open Educational Resource...............................................................................................................5
Question 5.............................................................................................................................................6
How to facilitate learning if students do not get pass marks at the end of the term/year.................6
Question 6.............................................................................................................................................8
How distributed leadership can be used to enhance curriculum implementation at school.............8
Question 7.............................................................................................................................................9
PowerPoint: The value of doing action research in your own class....................................................9
Question 8...........................................................................................................................................11
How to help teachers create cosmopolitanism (universal hospitality) in their classrooms..............11
Question 9...........................................................................................................................................12
How I would evaluate a curriculum at a National classroom level...................................................12
Question 10.........................................................................................................................................14
Class visit observation table.............................................................................................................14
REFERENCES.........................................................................................................................................15
, 1
Question 1
Three kinds of curriculum policy
Formal policy
The formal mandatory statement of what must be taught to students is known as a
formal policy (Preez and Reddy 2014: 22). It is created by those in charge (officials
authorised by the government) and expressed in many ways (Preez and Reddy
2014: 22). The goals, requirements for subject-matter knowledge, and information
that students should be able to know and do are all tied to the final documents
(Preez and Reddy 2014: 22).
Implicit curriculum
According to Preez and Reddy (2014: 22), policies at various administrative and
governmental levels that have an impact on behaviours are referred to as implicit
curriculum (Preez and Reddy 2014: 22). Policies that typically have a substantial
impact on local practises include statements, documents, and recommendations that
go along with formal curriculum policies but do not have the force of law but are
frequently treated as such in practice (Preez and Reddy 2014: 22).
Prudential curriculum policy
When instructors and/or school administrators establish explicit and implicit
curriculum policy for local stations, they do so with caution (Preez and Reddy 2014:
22). Prudent curriculum policy refers to the use of practical wisdom and knowledge in
this context (Preez and Reddy 2014: 22).
Curriculum Studies and Psychology of Education (BEd Honours)
UNISA PASS WITH 75% +
,Table of Contents Page
Question 1.............................................................................................................................................1
Three kinds of curriculum policy........................................................................................................1
Question 2.............................................................................................................................................2
How to encourage and motivate teachers to undertake action research..........................................2
How to inform teachers of the benefits/challenges of action research.............................................2
Question 3.............................................................................................................................................4
Three new subjects that should be added to the current curriculum................................................4
Question 4.............................................................................................................................................5
Open Educational Resource...............................................................................................................5
Question 5.............................................................................................................................................6
How to facilitate learning if students do not get pass marks at the end of the term/year.................6
Question 6.............................................................................................................................................8
How distributed leadership can be used to enhance curriculum implementation at school.............8
Question 7.............................................................................................................................................9
PowerPoint: The value of doing action research in your own class....................................................9
Question 8...........................................................................................................................................11
How to help teachers create cosmopolitanism (universal hospitality) in their classrooms..............11
Question 9...........................................................................................................................................12
How I would evaluate a curriculum at a National classroom level...................................................12
Question 10.........................................................................................................................................14
Class visit observation table.............................................................................................................14
REFERENCES.........................................................................................................................................15
, 1
Question 1
Three kinds of curriculum policy
Formal policy
The formal mandatory statement of what must be taught to students is known as a
formal policy (Preez and Reddy 2014: 22). It is created by those in charge (officials
authorised by the government) and expressed in many ways (Preez and Reddy
2014: 22). The goals, requirements for subject-matter knowledge, and information
that students should be able to know and do are all tied to the final documents
(Preez and Reddy 2014: 22).
Implicit curriculum
According to Preez and Reddy (2014: 22), policies at various administrative and
governmental levels that have an impact on behaviours are referred to as implicit
curriculum (Preez and Reddy 2014: 22). Policies that typically have a substantial
impact on local practises include statements, documents, and recommendations that
go along with formal curriculum policies but do not have the force of law but are
frequently treated as such in practice (Preez and Reddy 2014: 22).
Prudential curriculum policy
When instructors and/or school administrators establish explicit and implicit
curriculum policy for local stations, they do so with caution (Preez and Reddy 2014:
22). Prudent curriculum policy refers to the use of practical wisdom and knowledge in
this context (Preez and Reddy 2014: 22).
