100% correct workings
HED4802 PORTFOLIO
2025 (Answer Guide) –
th
Due 8 December 2025
QUESTIONS & ANSWERS
,1|Page
HED4802 PORTFOLIO 2025 (Answer Guide) – Due 8th December 2025
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2025
Contents
ACTIVITY 1 ......................................................................................................................................3
Do NOT submit this. Use it as a guide to create your own original visual. .....................3
TITLE: Visual Representation of Definitions and Perspectives of “Curriculum” ..................3
CENTRAL CONCEPT .....................................................................................................................3
BRANCH 1: Traditional Perspectives ..........................................................................................3
1. Curriculum as Syllabus .....................................................................................................3
2. Curriculum as a Planned Course of Study ......................................................................3
3. Curriculum as Content to Be Delivered ...........................................................................3
BRANCH 2: Process / Experiential Perspectives.......................................................................3
4. Curriculum as Learning Experiences ..............................................................................3
5. Curriculum as the Enacted Curriculum ...........................................................................3
6. Curriculum as Interaction ..................................................................................................4
BRANCH 3: Critical & Sociocultural Perspectives ....................................................................4
7. Hidden Curriculum .............................................................................................................4
8. Null Curriculum...................................................................................................................4
9. Critical Curriculum .............................................................................................................4
BRANCH 4: Holistic & Modern Perspectives..............................................................................5
10. Curriculum as Holistic Development .............................................................................5
11. Curriculum as Competencies and Skills .......................................................................5
12. Curriculum as a Flexible, Evolving System ..................................................................5
BRANCH 5: Curriculum Framework & Planning Perspectives ................................................5
13. Curriculum as a Plan for Learning (Tyler’s Model) ......................................................5
14. Curriculum as a Design Framework...............................................................................5
15. Curriculum as Alignment ................................................................................................5
HOW THIS WOULD LOOK IN A VISUAL (DESCRIPTION) .........................................................5
📚 REFERENCE LIST .....................................................................................................................6
, 2|Page
ACTIVITY 2 ......................................................................................................................................8
Re: Strengthening the Undergraduate Teacher Education Curriculum to Better
Prepare Novice Teachers ......................................................................................................8
Current Challenges Experienced by Novice Teachers ......................................................8
Proposed Curriculum Adjustments .....................................................................................9
Benefits for Novice Teachers and the School System .................................................... 10
Conclusion ............................................................................................................................ 10
References .................................................................................................................................... 11
ACTIVITY 3: CURRICULUM PROBLEMS AND SOLUTIONS ................................................... 12
PROBLEM 1: Curriculum Overload (Too Much Content, Too Little Time) ............................ 12
Causes of the Problem (3 sources) .................................................................................... 12
Possible Solutions (3 sources) ........................................................................................... 12
PROBLEM 2: Insufficient Teaching Resources ....................................................................... 13
Causes of the Problem (3 sources) .................................................................................... 13
Possible Solutions (3 sources) ........................................................................................... 13
PROBLEM 3: Difficulty Interpreting Curriculum Requirements (Curriculum Literacy
Challenges) ................................................................................................................................... 13
Causes of the Problem (3 sources) .................................................................................... 13
Possible Solutions (3 sources) ........................................................................................... 14
PROBLEM 4: Lack of Time for Formative Assessment .......................................................... 14
Causes of the Problem (3 sources) .................................................................................... 14
Possible Solutions (3 sources) ........................................................................................... 15
PROBLEM 5: Limited Opportunities for Learner-Centred Teaching ..................................... 15
Causes of the Problem (3 sources) .................................................................................... 15
Possible Solutions (3 sources) ........................................................................................... 15
References .................................................................................................................................... 16
HED4802 PORTFOLIO
2025 (Answer Guide) –
th
Due 8 December 2025
QUESTIONS & ANSWERS
,1|Page
HED4802 PORTFOLIO 2025 (Answer Guide) – Due 8th December 2025
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2025
Contents
ACTIVITY 1 ......................................................................................................................................3
Do NOT submit this. Use it as a guide to create your own original visual. .....................3
TITLE: Visual Representation of Definitions and Perspectives of “Curriculum” ..................3
CENTRAL CONCEPT .....................................................................................................................3
BRANCH 1: Traditional Perspectives ..........................................................................................3
1. Curriculum as Syllabus .....................................................................................................3
2. Curriculum as a Planned Course of Study ......................................................................3
3. Curriculum as Content to Be Delivered ...........................................................................3
BRANCH 2: Process / Experiential Perspectives.......................................................................3
4. Curriculum as Learning Experiences ..............................................................................3
5. Curriculum as the Enacted Curriculum ...........................................................................3
6. Curriculum as Interaction ..................................................................................................4
BRANCH 3: Critical & Sociocultural Perspectives ....................................................................4
7. Hidden Curriculum .............................................................................................................4
8. Null Curriculum...................................................................................................................4
9. Critical Curriculum .............................................................................................................4
BRANCH 4: Holistic & Modern Perspectives..............................................................................5
10. Curriculum as Holistic Development .............................................................................5
11. Curriculum as Competencies and Skills .......................................................................5
12. Curriculum as a Flexible, Evolving System ..................................................................5
BRANCH 5: Curriculum Framework & Planning Perspectives ................................................5
13. Curriculum as a Plan for Learning (Tyler’s Model) ......................................................5
14. Curriculum as a Design Framework...............................................................................5
15. Curriculum as Alignment ................................................................................................5
HOW THIS WOULD LOOK IN A VISUAL (DESCRIPTION) .........................................................5
📚 REFERENCE LIST .....................................................................................................................6
, 2|Page
ACTIVITY 2 ......................................................................................................................................8
Re: Strengthening the Undergraduate Teacher Education Curriculum to Better
Prepare Novice Teachers ......................................................................................................8
Current Challenges Experienced by Novice Teachers ......................................................8
Proposed Curriculum Adjustments .....................................................................................9
Benefits for Novice Teachers and the School System .................................................... 10
Conclusion ............................................................................................................................ 10
References .................................................................................................................................... 11
ACTIVITY 3: CURRICULUM PROBLEMS AND SOLUTIONS ................................................... 12
PROBLEM 1: Curriculum Overload (Too Much Content, Too Little Time) ............................ 12
Causes of the Problem (3 sources) .................................................................................... 12
Possible Solutions (3 sources) ........................................................................................... 12
PROBLEM 2: Insufficient Teaching Resources ....................................................................... 13
Causes of the Problem (3 sources) .................................................................................... 13
Possible Solutions (3 sources) ........................................................................................... 13
PROBLEM 3: Difficulty Interpreting Curriculum Requirements (Curriculum Literacy
Challenges) ................................................................................................................................... 13
Causes of the Problem (3 sources) .................................................................................... 13
Possible Solutions (3 sources) ........................................................................................... 14
PROBLEM 4: Lack of Time for Formative Assessment .......................................................... 14
Causes of the Problem (3 sources) .................................................................................... 14
Possible Solutions (3 sources) ........................................................................................... 15
PROBLEM 5: Limited Opportunities for Learner-Centred Teaching ..................................... 15
Causes of the Problem (3 sources) .................................................................................... 15
Possible Solutions (3 sources) ........................................................................................... 15
References .................................................................................................................................... 16
