FULL NAMES:
STUDENT NUMBER:
UNIQUE NUMBER: 751412
MODULE CODE: CUS3701
MODULE NAME: CURRICULUM STUDIES
ASSIGNMENT: 02
DUE DATE: 15 JUNE 2023
,QUESTION 1
According to the textbook "Curriculum studies in context" (Booyse, Du Plessis, &
Maphalala, 2020), the competencies that should be included in a curriculum to
prepare learners for the 21st century in the diverse South African context are:
1. Critical thinking and problem-solving: The ability to analyze information,
identify problems, and come up with creative solutions. An example of this
could be asking students to analyze a current social issue in South Africa and
come up with potential solutions.
2. Collaboration and teamwork: The ability to work effectively in a team, share
ideas, and communicate effectively. An example of this could be a group
project where students are required to work together to create a presentation
or solve a problem.
3. Communication: The ability to express ideas and information clearly and
effectively in different contexts. An example of this could be a debate where
students are required to argue for or against a particular topic.
4. Creativity and innovation: The ability to think outside the box and come up
with new ideas and solutions. An example of this could be a design project
where students are required to create a new product or solution to a problem.
5. Digital literacy: The ability to use technology effectively and responsibly. An
example of this could be a project where students are required to create a
website or video presentation.
6. Emotional intelligence: The ability to understand and manage one's emotions
and the emotions of others. An example of this could be a role-playing activity
where students are required to identify and manage their emotions in different
situations.
7. Cultural and global awareness: The ability to understand and appreciate
different cultures and perspectives. An example of this could be a research
project where students are required to learn about a different culture and
present their findings to the class.
, QUESTION 2
Identify ten factors of effective questioning.
The following are ten factors of effective questioning:
1. Clarity: Questions should be clear and concise, avoiding ambiguity or
confusion.
2. Appropriateness: Questions should be relevant and appropriate to the level of
understanding and ability of the learners.
3. Openness: Questions should encourage learners to think critically and
creatively by allowing for a variety of possible answers.
4. Focus: Questions should be focused on specific learning objectives, ensuring
that learners are engaged with the material being taught.
5. Sequencing: Questions should be sequenced in a logical and progressive
order, building upon previous knowledge and skills.
6. Feedback: Questions should provide learners with feedback, either through
the teacher or through self-assessment, to reinforce learning and provide
opportunities for improvement.
7. Timing: Questions should be timed appropriately, allowing learners enough
time to think and respond without rushing or causing boredom.
8. Clustering: Questions should be clustered in meaningful groups, promoting
deeper understanding of a particular concept or theme.
9. Diversity: Questions should be diverse, using a range of formats and styles to
cater for different learning preferences and abilities.
10. Tone: Questions should be phrased in a positive and supportive tone, creating
a safe and respectful learning environment.
STUDENT NUMBER:
UNIQUE NUMBER: 751412
MODULE CODE: CUS3701
MODULE NAME: CURRICULUM STUDIES
ASSIGNMENT: 02
DUE DATE: 15 JUNE 2023
,QUESTION 1
According to the textbook "Curriculum studies in context" (Booyse, Du Plessis, &
Maphalala, 2020), the competencies that should be included in a curriculum to
prepare learners for the 21st century in the diverse South African context are:
1. Critical thinking and problem-solving: The ability to analyze information,
identify problems, and come up with creative solutions. An example of this
could be asking students to analyze a current social issue in South Africa and
come up with potential solutions.
2. Collaboration and teamwork: The ability to work effectively in a team, share
ideas, and communicate effectively. An example of this could be a group
project where students are required to work together to create a presentation
or solve a problem.
3. Communication: The ability to express ideas and information clearly and
effectively in different contexts. An example of this could be a debate where
students are required to argue for or against a particular topic.
4. Creativity and innovation: The ability to think outside the box and come up
with new ideas and solutions. An example of this could be a design project
where students are required to create a new product or solution to a problem.
5. Digital literacy: The ability to use technology effectively and responsibly. An
example of this could be a project where students are required to create a
website or video presentation.
6. Emotional intelligence: The ability to understand and manage one's emotions
and the emotions of others. An example of this could be a role-playing activity
where students are required to identify and manage their emotions in different
situations.
7. Cultural and global awareness: The ability to understand and appreciate
different cultures and perspectives. An example of this could be a research
project where students are required to learn about a different culture and
present their findings to the class.
, QUESTION 2
Identify ten factors of effective questioning.
The following are ten factors of effective questioning:
1. Clarity: Questions should be clear and concise, avoiding ambiguity or
confusion.
2. Appropriateness: Questions should be relevant and appropriate to the level of
understanding and ability of the learners.
3. Openness: Questions should encourage learners to think critically and
creatively by allowing for a variety of possible answers.
4. Focus: Questions should be focused on specific learning objectives, ensuring
that learners are engaged with the material being taught.
5. Sequencing: Questions should be sequenced in a logical and progressive
order, building upon previous knowledge and skills.
6. Feedback: Questions should provide learners with feedback, either through
the teacher or through self-assessment, to reinforce learning and provide
opportunities for improvement.
7. Timing: Questions should be timed appropriately, allowing learners enough
time to think and respond without rushing or causing boredom.
8. Clustering: Questions should be clustered in meaningful groups, promoting
deeper understanding of a particular concept or theme.
9. Diversity: Questions should be diverse, using a range of formats and styles to
cater for different learning preferences and abilities.
10. Tone: Questions should be phrased in a positive and supportive tone, creating
a safe and respectful learning environment.
