CUS3701
Assignment 02
2024
, QUESTION 1
Various curriculum approaches to curriculum development have implications for
teachers and learners.
1.1 Insert a table and place the following curriculum implications (numbered 1 – 10
below) for teachers and learners under the correct approach, namely behavioural,
experiential, technological, naturalistic, humanistic and OBE:
For example:
APPROACH CURRICULUM IMPLICATION
Academic Curriculum development is a systematic process
directed by academic rationality and theoretical logic.
1. Teachers must perceive learners as cognitively functioning individuals within a
social context.
2. Assessment is continuous, based on a variety of techniques.
3. Self-directed, unstructured and personalised instruction programmes that are
“self-paced” are used.
4. The same curriculum elements of the academic, experience-based and
technological approaches can be used.
5. Teachers become reflective practitioners with seven roles to fulfil.
6. Informal and hidden curriculum is also important, not only the formal and planned
curriculum.
7. There is ongoing give and take within specific interest groups and viewpoints,
negotiation and curriculum consensus.
8. There is stress on teachers and their cooperative curriculum decisions.
9. Needs assessment is the point of commencement.
10. Permission is given for more teacher input in curriculum decisions.
Assignment 02
2024
, QUESTION 1
Various curriculum approaches to curriculum development have implications for
teachers and learners.
1.1 Insert a table and place the following curriculum implications (numbered 1 – 10
below) for teachers and learners under the correct approach, namely behavioural,
experiential, technological, naturalistic, humanistic and OBE:
For example:
APPROACH CURRICULUM IMPLICATION
Academic Curriculum development is a systematic process
directed by academic rationality and theoretical logic.
1. Teachers must perceive learners as cognitively functioning individuals within a
social context.
2. Assessment is continuous, based on a variety of techniques.
3. Self-directed, unstructured and personalised instruction programmes that are
“self-paced” are used.
4. The same curriculum elements of the academic, experience-based and
technological approaches can be used.
5. Teachers become reflective practitioners with seven roles to fulfil.
6. Informal and hidden curriculum is also important, not only the formal and planned
curriculum.
7. There is ongoing give and take within specific interest groups and viewpoints,
negotiation and curriculum consensus.
8. There is stress on teachers and their cooperative curriculum decisions.
9. Needs assessment is the point of commencement.
10. Permission is given for more teacher input in curriculum decisions.
