📄 COVER PAGE
UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Education
Department of Curriculum and Instructional Studies
Module Code: CUS3701
Module Name: Curriculum Studies
Assignment Number: 02
Student Name: [Your Full Name]
Student Number: [Your Student Number]
Title: Assignment 02 – Curriculum Implementation
and Inclusive Education
🖊️ STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
I, [Your Full Name],
Student Number: [Your Student Number]
Module: CUS3701
Assignment: 02
Declare that:
1. I understand what plagiarism entails and am aware of the University’s policy
in this regard: UNISA Plagiarism Policy
2. I declare that this assignment is my own original work. Where I use someone
else’s work, whether a printed source, the internet, or any other source, I give
proper acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my
own.
4. I did not allow and will not allow anyone to copy my work to submit it as their
own work.
Signature: ___________________________
Date: _____________________
, Question 1: Curriculum Approaches (15 marks)
1.1 Theoretical Foundations (5 marks)
Lawrence Stenhouse’s learner-centred approach is grounded in the progressivist
and constructivist paradigms. His model is notably democratic and views the
curriculum as a process rather than a mere product. Stenhouse emphasized the
active role of learners in shaping their educational experience. He argued that
curricula should not be prescriptive but instead offer a flexible framework where
inquiry and critical thinking drive the learning process. Knowledge, in this approach,
is negotiated and co-constructed through dialogue and engagement with meaningful
content (Stenhouse, 1975).
In contrast, John Bobbitt’s behavioural approach is rooted in positivism and
scientific management theory. Bobbitt viewed education as a means to social
efficiency, where curriculum is seen as a technical blueprint for transmitting
predetermined behaviours. Learning is linear, outcomes are strictly measurable, and
the teacher's role is to instil these behaviours through controlled instructional design.
Bobbitt believed that schools should equip students with specific skills for functioning
effectively in society (Bobbitt, 1918).
Thus, while Stenhouse supports a curriculum of possibility and inquiry, Bobbitt
champions a curriculum of control and predictability.
References:
Stenhouse, L. (1975). An Introduction to Curriculum Research and
Development. Heinemann.
Bobbitt, J. F. (1918). The Curriculum. Houghton Mifflin.
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, Principles,
and Issues. Pearson Education.
UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Education
Department of Curriculum and Instructional Studies
Module Code: CUS3701
Module Name: Curriculum Studies
Assignment Number: 02
Student Name: [Your Full Name]
Student Number: [Your Student Number]
Title: Assignment 02 – Curriculum Implementation
and Inclusive Education
🖊️ STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
I, [Your Full Name],
Student Number: [Your Student Number]
Module: CUS3701
Assignment: 02
Declare that:
1. I understand what plagiarism entails and am aware of the University’s policy
in this regard: UNISA Plagiarism Policy
2. I declare that this assignment is my own original work. Where I use someone
else’s work, whether a printed source, the internet, or any other source, I give
proper acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my
own.
4. I did not allow and will not allow anyone to copy my work to submit it as their
own work.
Signature: ___________________________
Date: _____________________
, Question 1: Curriculum Approaches (15 marks)
1.1 Theoretical Foundations (5 marks)
Lawrence Stenhouse’s learner-centred approach is grounded in the progressivist
and constructivist paradigms. His model is notably democratic and views the
curriculum as a process rather than a mere product. Stenhouse emphasized the
active role of learners in shaping their educational experience. He argued that
curricula should not be prescriptive but instead offer a flexible framework where
inquiry and critical thinking drive the learning process. Knowledge, in this approach,
is negotiated and co-constructed through dialogue and engagement with meaningful
content (Stenhouse, 1975).
In contrast, John Bobbitt’s behavioural approach is rooted in positivism and
scientific management theory. Bobbitt viewed education as a means to social
efficiency, where curriculum is seen as a technical blueprint for transmitting
predetermined behaviours. Learning is linear, outcomes are strictly measurable, and
the teacher's role is to instil these behaviours through controlled instructional design.
Bobbitt believed that schools should equip students with specific skills for functioning
effectively in society (Bobbitt, 1918).
Thus, while Stenhouse supports a curriculum of possibility and inquiry, Bobbitt
champions a curriculum of control and predictability.
References:
Stenhouse, L. (1975). An Introduction to Curriculum Research and
Development. Heinemann.
Bobbitt, J. F. (1918). The Curriculum. Houghton Mifflin.
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, Principles,
and Issues. Pearson Education.
