CUS3701 LATEST EXAM
PACK 2025
QUESTIONS AND
ANSWERS
For assistance contact
Email:
, lOMoARcPSD|31863004
CUS3701: CURRICULUM STUDIES IN CONTEXT
(PRESCRIBED BOOK)
Chapter 1: The theoretical farming od curriculum
development
1.2 The concept of “curriculum: design, interpretation, plan,
and practice
• Educationists like Grundy and Goodson emphasize the
importance of understanding different interpretations of a
curriculum.
• Goodman (1998) highlights the struggle over curriculum
definition as a social and political issue.
• The study of schooling should consider assumptions that
should be at the heart of intellectual understanding and
practical operation.
• Distinguishing between a curriculum and a syllabus is crucial.
• Different dimensions of a curriculum should be examined.
1.2.1 What is the difference between a curriculum and a
syllabus?
• The term "curriculum" originates from Latin currere, meaning
"to run," and is a "plan for learning."
• It is not to be confused with a subject "syllabus," which allows
for elaboration for specific curricular levels, contexts, and
representations.
• The curriculum document should include the rationale, aim,
and purpose of the course, and refer to related subject
methodology, teaching methods, and assessment practices.
• The term "syllabus" in Greek means a concise statement or
table of the topics of a discourse or the list of content within a
subject.
• A syllabus does not generally indicate the relative importance
of its topics or the order in which they are to be studied.
1.2.2 Defining a curriculum
, lOMoARcPSD|31863004
• Stenhouse (1975) identifies two views of the curriculum: as
an intention or as the current state of affairs in schools.
• Interpretations of the curriculum vary based on the
respondent's background and experience.
• Eisner (1985) defines a curriculum as planned events with
educational consequences for learners.
• Fraser (1993) views curriculum as the totality of aims,
learning content, evaluation procedures, and teaching-learning
activities.
• The older definition views a curriculum as a "course of study"
or "study program," while the broader definition encompasses
all learning opportunities and is viewed in its socio-political
context.
• Narrow definitions may lead to a limited view of curriculum
change as a technical exercise.
=An example of a broad definition is that of the National
Education Policy Initiative (RSA, 1993): “Curriculum refers to
the teaching and learning activities and experiences which are
provided by schools.” The definition includes
-the aims and objectives of the education system and the
specific goals of the school
-the selection of content to be taught, how it is arranged into
subjects and what skills and processes are included
-ways of teaching and learning, and relationships between
teachers and learners
-forms of assessment and evaluation used.
• Curriculum includes intended aims and subject-specific
documentation.
• It also includes actual classroom practices and experiences,
known as the enacted curriculum.
• The same curriculum doesn't necessarily apply to all
schools/institutions.
, lOMoARcPSD|31863004
• Resources like laboratories and libraries, and materials
supporting learning, affect the curriculum.
• Disruption or continuity, and teacher quality and morale also
influence the curriculum.
• Improving teachers' knowledge and skills can influence their
interpretation and implementation of the curriculum.
If the definition of “curriculum” includes activities, opportunities
periences, we can ask whether the following are part of a
curriculum:
-The preference for a subject because of a teacher’s knowledge
of the field and choices of teaching strategies
-The principal locking the gates at 08:00 because she wants to
force the children to be punctual
-The fact that Mathematics lessons are never scheduled for the
last period on a Friday, but Life Orientation lessons often are
-The impact of teachers teaching subjects that they never
studied themselves
-Classes that consist mainly of weak learners and repeaters
• Enacted curriculum is the actual teaching and learning
process, influenced by teachers' perception and interpretation.
• Lived curriculum, or curriculum in action, highlights the
importance of teacher and context.
• Curriculum is an organized framework outlining content,
achieving curricular goals, teachers' role, and the context of
teaching and learning.
PACK 2025
QUESTIONS AND
ANSWERS
For assistance contact
Email:
, lOMoARcPSD|31863004
CUS3701: CURRICULUM STUDIES IN CONTEXT
(PRESCRIBED BOOK)
Chapter 1: The theoretical farming od curriculum
development
1.2 The concept of “curriculum: design, interpretation, plan,
and practice
• Educationists like Grundy and Goodson emphasize the
importance of understanding different interpretations of a
curriculum.
• Goodman (1998) highlights the struggle over curriculum
definition as a social and political issue.
• The study of schooling should consider assumptions that
should be at the heart of intellectual understanding and
practical operation.
• Distinguishing between a curriculum and a syllabus is crucial.
• Different dimensions of a curriculum should be examined.
1.2.1 What is the difference between a curriculum and a
syllabus?
• The term "curriculum" originates from Latin currere, meaning
"to run," and is a "plan for learning."
• It is not to be confused with a subject "syllabus," which allows
for elaboration for specific curricular levels, contexts, and
representations.
• The curriculum document should include the rationale, aim,
and purpose of the course, and refer to related subject
methodology, teaching methods, and assessment practices.
• The term "syllabus" in Greek means a concise statement or
table of the topics of a discourse or the list of content within a
subject.
• A syllabus does not generally indicate the relative importance
of its topics or the order in which they are to be studied.
1.2.2 Defining a curriculum
, lOMoARcPSD|31863004
• Stenhouse (1975) identifies two views of the curriculum: as
an intention or as the current state of affairs in schools.
• Interpretations of the curriculum vary based on the
respondent's background and experience.
• Eisner (1985) defines a curriculum as planned events with
educational consequences for learners.
• Fraser (1993) views curriculum as the totality of aims,
learning content, evaluation procedures, and teaching-learning
activities.
• The older definition views a curriculum as a "course of study"
or "study program," while the broader definition encompasses
all learning opportunities and is viewed in its socio-political
context.
• Narrow definitions may lead to a limited view of curriculum
change as a technical exercise.
=An example of a broad definition is that of the National
Education Policy Initiative (RSA, 1993): “Curriculum refers to
the teaching and learning activities and experiences which are
provided by schools.” The definition includes
-the aims and objectives of the education system and the
specific goals of the school
-the selection of content to be taught, how it is arranged into
subjects and what skills and processes are included
-ways of teaching and learning, and relationships between
teachers and learners
-forms of assessment and evaluation used.
• Curriculum includes intended aims and subject-specific
documentation.
• It also includes actual classroom practices and experiences,
known as the enacted curriculum.
• The same curriculum doesn't necessarily apply to all
schools/institutions.
, lOMoARcPSD|31863004
• Resources like laboratories and libraries, and materials
supporting learning, affect the curriculum.
• Disruption or continuity, and teacher quality and morale also
influence the curriculum.
• Improving teachers' knowledge and skills can influence their
interpretation and implementation of the curriculum.
If the definition of “curriculum” includes activities, opportunities
periences, we can ask whether the following are part of a
curriculum:
-The preference for a subject because of a teacher’s knowledge
of the field and choices of teaching strategies
-The principal locking the gates at 08:00 because she wants to
force the children to be punctual
-The fact that Mathematics lessons are never scheduled for the
last period on a Friday, but Life Orientation lessons often are
-The impact of teachers teaching subjects that they never
studied themselves
-Classes that consist mainly of weak learners and repeaters
• Enacted curriculum is the actual teaching and learning
process, influenced by teachers' perception and interpretation.
• Lived curriculum, or curriculum in action, highlights the
importance of teacher and context.
• Curriculum is an organized framework outlining content,
achieving curricular goals, teachers' role, and the context of
teaching and learning.
