, HED4802
ASSIGNMENT 02 2026
Question 1(TWO ESSAYS PROVIDED)
Reflection on Curriculum Development and My Educational Experience
I attended school during the period when the South African education system was
transitioning fully into the post-apartheid curriculum framework. The main curriculum I
experienced was the National Curriculum Statement (NCS) and later the Curriculum and
Assessment Policy Statement (CAPS). These curricula were introduced to improve the
quality of education and to promote equality, inclusivity, and learner-centred teaching
after apartheid (Department of Education, 2002). The curriculum was characterised by
outcomes-based education in the earlier years and later by a more structured and
content-focused approach under CAPS.
One major change I remember in the education system was the shift from Outcomes-
Based Education (OBE) to CAPS. Teachers often explained that CAPS was introduced
because OBE had become difficult to implement effectively due to administrative
challenges and lack of clarity. CAPS brought more structure to teaching, clear
assessment guidelines, and detailed yearly teaching plans (DBE, 2011). This change
made learning more organised and easier to follow for many learners.
In my schooling, the subjects that were most emphasised included Mathematics, English,
Life Sciences, and Life Orientation. Great importance was placed on passing
Mathematics and English because these subjects were viewed as essential for university
admission and employment opportunities. I was mainly taught through teacher-centred
methods where educators explained content while learners listened, copied notes, and
completed exercises from textbooks. Although group work and class discussions were
ASSIGNMENT 02 2026
Question 1(TWO ESSAYS PROVIDED)
Reflection on Curriculum Development and My Educational Experience
I attended school during the period when the South African education system was
transitioning fully into the post-apartheid curriculum framework. The main curriculum I
experienced was the National Curriculum Statement (NCS) and later the Curriculum and
Assessment Policy Statement (CAPS). These curricula were introduced to improve the
quality of education and to promote equality, inclusivity, and learner-centred teaching
after apartheid (Department of Education, 2002). The curriculum was characterised by
outcomes-based education in the earlier years and later by a more structured and
content-focused approach under CAPS.
One major change I remember in the education system was the shift from Outcomes-
Based Education (OBE) to CAPS. Teachers often explained that CAPS was introduced
because OBE had become difficult to implement effectively due to administrative
challenges and lack of clarity. CAPS brought more structure to teaching, clear
assessment guidelines, and detailed yearly teaching plans (DBE, 2011). This change
made learning more organised and easier to follow for many learners.
In my schooling, the subjects that were most emphasised included Mathematics, English,
Life Sciences, and Life Orientation. Great importance was placed on passing
Mathematics and English because these subjects were viewed as essential for university
admission and employment opportunities. I was mainly taught through teacher-centred
methods where educators explained content while learners listened, copied notes, and
completed exercises from textbooks. Although group work and class discussions were
