TMN3706 Assignment 1 with Complete Solutions 2023
NAME
SURNAME
STUDENT NUMBER
MODULE TMN3706 ASSIGNMENT 1
UNIQUE NUMBER
CLOSING DATE
QUESTIONS: PAGES
QUESTION 1
1.1 Curriculum. 3
1.2 A world View for teaching Social Sciences in an African context. 3
1.2.1 Understanding ideology. 3
1.2.2 Considering the ubuntu worldview. 3-5
QUESTION 2
2.1 “Inquiry-based Learning” model to teach History and Geography on the senior 5-7
phase grades
QUESTION 3
3.1 The relationship between academic History and school History 7-8
REFERENCES: 9
, QUESTION 1
1.1 Define the term ‘Curriculum’, write in your own words.
✓ Curriculum is the journey you take in life from your day one born, growing up on your
younger age until where you are now. Sometimes curriculum can be defined as a race
you take from your primary level, which is grade R to your higher level which is grade 12
or tertiary level. Sometimes others get tired to do so and drop out from school and later
on they realize that that their decisions to drop out was not good and they decided to go
back and continue with the race until they final got what they want or achieve their goals.
Being in a race is not that easy but it needs you to know what exactly you want and to
know where you come from e.g your background and you will know your source of what
you need to get.
1.2 Discuss the following concepts under ‘A world View for teaching Social Sciences in an
African context’:
1.2.1 Understanding ideology.
✓ Is a broad interlocked set of ideas and beliefs about the world held by a group of people
that they demonstrate in both behavior and conservation to various audience. These
system of beliefs are usually seen as the way things really are by the groups holding
them and they become the taken for granted ways of making sense of the world.
Ideologies to consider when planning social science lessons can include:
✓ Political or government e.g democratic act…
✓ Religious e.g Christians, islam act…
✓ Economic e.g Capital act…
✓ Environmental e.g green or sustainability act…
1.2.2 Considering the ubuntu worldview.
A Traditional African View of Adult Learning in the workplace, the problem and the solution. In
traditional African society, adult learning was viewed as holistic learning for life and work and
formed the foundation of many African societies. It was used as a process of breaking down
barriers and of combating social exclusion. With the current transitions taking place in Africa,
less emphasis is being placed on adult learning. The issue of how adults learn in different
societies and the philosophy that guides the adult-learning process in the workplace is an
important theme for adult education and human resource development scholars and
practitioners. This seeks to bridge the existing gap in terms of the contribution of the African
ubuntuism paradigm to adult learning in the workplace. It has been argued correctly that adult
learning theory can provide a foundation for human resource development. Based on the
African ubuntuism concept of adult learning, this discusses the ubuntuism concept and its
relevance to adult learning. Ubuntugogy has been defined as the “art and science of teaching
NAME
SURNAME
STUDENT NUMBER
MODULE TMN3706 ASSIGNMENT 1
UNIQUE NUMBER
CLOSING DATE
QUESTIONS: PAGES
QUESTION 1
1.1 Curriculum. 3
1.2 A world View for teaching Social Sciences in an African context. 3
1.2.1 Understanding ideology. 3
1.2.2 Considering the ubuntu worldview. 3-5
QUESTION 2
2.1 “Inquiry-based Learning” model to teach History and Geography on the senior 5-7
phase grades
QUESTION 3
3.1 The relationship between academic History and school History 7-8
REFERENCES: 9
, QUESTION 1
1.1 Define the term ‘Curriculum’, write in your own words.
✓ Curriculum is the journey you take in life from your day one born, growing up on your
younger age until where you are now. Sometimes curriculum can be defined as a race
you take from your primary level, which is grade R to your higher level which is grade 12
or tertiary level. Sometimes others get tired to do so and drop out from school and later
on they realize that that their decisions to drop out was not good and they decided to go
back and continue with the race until they final got what they want or achieve their goals.
Being in a race is not that easy but it needs you to know what exactly you want and to
know where you come from e.g your background and you will know your source of what
you need to get.
1.2 Discuss the following concepts under ‘A world View for teaching Social Sciences in an
African context’:
1.2.1 Understanding ideology.
✓ Is a broad interlocked set of ideas and beliefs about the world held by a group of people
that they demonstrate in both behavior and conservation to various audience. These
system of beliefs are usually seen as the way things really are by the groups holding
them and they become the taken for granted ways of making sense of the world.
Ideologies to consider when planning social science lessons can include:
✓ Political or government e.g democratic act…
✓ Religious e.g Christians, islam act…
✓ Economic e.g Capital act…
✓ Environmental e.g green or sustainability act…
1.2.2 Considering the ubuntu worldview.
A Traditional African View of Adult Learning in the workplace, the problem and the solution. In
traditional African society, adult learning was viewed as holistic learning for life and work and
formed the foundation of many African societies. It was used as a process of breaking down
barriers and of combating social exclusion. With the current transitions taking place in Africa,
less emphasis is being placed on adult learning. The issue of how adults learn in different
societies and the philosophy that guides the adult-learning process in the workplace is an
important theme for adult education and human resource development scholars and
practitioners. This seeks to bridge the existing gap in terms of the contribution of the African
ubuntuism paradigm to adult learning in the workplace. It has been argued correctly that adult
learning theory can provide a foundation for human resource development. Based on the
African ubuntuism concept of adult learning, this discusses the ubuntuism concept and its
relevance to adult learning. Ubuntugogy has been defined as the “art and science of teaching
