FULL NAMES:
STUDENT NUMBER:
UNIQUE NUMBER:
MODULE CODE: CUS3701
MODULE NAME: CURRICULUM STUDIES
ASSIGNMENT: 02
YEAR MODULE 2025
, QUESTION 1: Curriculum Approaches
1.1 Theoretical foundations of the approaches (5 marks)
The learner-centred approach by Lawrence Stenhouse and the behavioural
approach by John Bobbitt rest on distinct philosophical bases. Stenhouse’s thinking
is rooted in progressive educational theories, where learning is seen as a continuous
process that cannot be fully predetermined. He believed that education should
promote inquiry and critical thinking, emphasising that knowledge is not static, but
dynamic and open to interpretation. Stenhouse saw curriculum as a process rather
than a product and argued that it should be flexible and open to change during
implementation (Booyse, Du Plessis & Maphalala, 2020:18). In contrast, Bobbitt’s
behavioural approach is based on scientific management and positivist thinking,
where education is treated as a technical exercise that must produce measurable
outcomes. His model focuses on breaking down education into specific tasks and
objectives, where each task represents a desired behaviour or skill that the learner
must demonstrate (Booyse et al., 2020:14). While Stenhouse values professional
judgement and learner participation, Bobbitt’s approach aims for efficiency and
accountability, often placing teachers in the role of implementers rather than
designers. This creates a clear divide: the one favours adaptability and reflection, the
other promotes control and predictability in education (CUS3701 Study Guide, 2021-
2025:6).
1.2 Practical implications for teachers (5 marks)
Stenhouse's process-oriented view allows teachers the freedom to act as curriculum
developers within their classrooms. They are expected to reflect critically on their
practice, adapt content to suit learners' interests, and foster a dialogical space where
knowledge is explored rather than imposed. This requires teachers to be researchers
in their own context, constantly refining their methods and learning materials. It can
be rewarding but also demanding, as it assumes teachers possess strong
pedagogical and content knowledge to respond effectively to varying classroom
dynamics (Booyse et al., 2020:17). On the other hand, Bobbitt’s behavioural model
simplifies planning and implementation for teachers through clear objectives and
structured content. Teachers are provided with pre-determined goals and
assessment criteria, which can reduce uncertainty and assist with standardised
evaluation. However, it may also restrict creativity, limit responsiveness to learners’
STUDENT NUMBER:
UNIQUE NUMBER:
MODULE CODE: CUS3701
MODULE NAME: CURRICULUM STUDIES
ASSIGNMENT: 02
YEAR MODULE 2025
, QUESTION 1: Curriculum Approaches
1.1 Theoretical foundations of the approaches (5 marks)
The learner-centred approach by Lawrence Stenhouse and the behavioural
approach by John Bobbitt rest on distinct philosophical bases. Stenhouse’s thinking
is rooted in progressive educational theories, where learning is seen as a continuous
process that cannot be fully predetermined. He believed that education should
promote inquiry and critical thinking, emphasising that knowledge is not static, but
dynamic and open to interpretation. Stenhouse saw curriculum as a process rather
than a product and argued that it should be flexible and open to change during
implementation (Booyse, Du Plessis & Maphalala, 2020:18). In contrast, Bobbitt’s
behavioural approach is based on scientific management and positivist thinking,
where education is treated as a technical exercise that must produce measurable
outcomes. His model focuses on breaking down education into specific tasks and
objectives, where each task represents a desired behaviour or skill that the learner
must demonstrate (Booyse et al., 2020:14). While Stenhouse values professional
judgement and learner participation, Bobbitt’s approach aims for efficiency and
accountability, often placing teachers in the role of implementers rather than
designers. This creates a clear divide: the one favours adaptability and reflection, the
other promotes control and predictability in education (CUS3701 Study Guide, 2021-
2025:6).
1.2 Practical implications for teachers (5 marks)
Stenhouse's process-oriented view allows teachers the freedom to act as curriculum
developers within their classrooms. They are expected to reflect critically on their
practice, adapt content to suit learners' interests, and foster a dialogical space where
knowledge is explored rather than imposed. This requires teachers to be researchers
in their own context, constantly refining their methods and learning materials. It can
be rewarding but also demanding, as it assumes teachers possess strong
pedagogical and content knowledge to respond effectively to varying classroom
dynamics (Booyse et al., 2020:17). On the other hand, Bobbitt’s behavioural model
simplifies planning and implementation for teachers through clear objectives and
structured content. Teachers are provided with pre-determined goals and
assessment criteria, which can reduce uncertainty and assist with standardised
evaluation. However, it may also restrict creativity, limit responsiveness to learners’
