CUS3701 Assignment 2 (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED

CUS3701 Assignment 2 (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references ... QUESTION 1: Curriculum approaches Total Marks: 15 Task description: Different approaches to curriculum are crucial for sound curriculum implementation for several reasons. These approaches allow teachers to cater to learners' diverse learning needs, provide flexibility and adaptability in teaching methods and content delivery, and provide a comprehensive approach to education. INC3701 Referring to the learner-centred approach of Lawrence Stenhouse and the behavioural approach of John Bobbitt, analyse and compare their ideas in terms of: AED3701 ISC3701 1.1 The theoretical foundations of the approaches. (5) 1.2 The practical implications for teachers. (5) 1.3 The practical implications for learners. (5) NB: (i) Work copied directly from the handbook without citations will be penalized. ESC3701 (ii) You are encouraged to write in your own words to show your understanding of the SAE3701 approaches to the curriculum. IFP3701 (iii) You are also encouraged to use other sources and cite these to give credit to the original authors. (iv) Proofread your work for clarity, coherence, and grammatical accuracy. (v) Length: ONE-TWO PAGES. QUESTION 2: Designing a CAPS curriculum unit Total Marks: 20 Task Description: According to Du Plessis, Conley and Du Plessis (2007) Outcomes-Based education is rooted in two educational approaches namely, competence-based and mastery learning. The Curriculum and Assessment Policy Statement (CAPS) also incorporates elements of competence-based and mastery learning. You are required to design a curriculum unit for a specific subject and grade level. Your unit should reflect both competence-based and mastery learning approaches. The unit should include clear learning outcomes, instructional strategies, assessment methods, and resources. Instructions: PDU3701 1. Select a subject and grade level: Choose a subject (e.g., Mathematics, Natural science, Languages) and a specific grade level (e.g., Grade 5, Grade 8). 2. Define learning outcomes: Clearly state the learning outcomes for the unit. Ensure they are specific, measurable, achievable, relevant, and time bound (The SMART principle). PED3701 3. Design instructional strategies: Outline the instructional strategies you will use to achieve the learning outcomes. Include activities that promote competence and mastery learning. CDE3701 4. Develop assessment methods: Create assessment methods that align with the learning outcomes and instructional strategies. Include both formative and summative assessments. LSK3701 5. Identify resources: List the resources (e.g., textbooks, digital tools, etc.) needed to implement the unit. QUESTION 3: Context-responsive teaching and learning strategies Total marks: 35 Task description: Context can be described as the circumstances, background, environment, framework, setting, or situation surrounding an event or occurrence. In terms of the educational environment, the view of the child, the choice of teaching strategies, reflection on roles, and the broader socioeconomic and sociopolitical environment might influence the teaching and learning context and the way in which the teacher might interpret the curriculum (Du Plessis, Booyse & Maphalala, 2025:23). Write an essay (THREE PAGES STRICTLY) that critically analyses the South African classroom context and proposes context-responsive teaching and learning strategies. Instructions: Your essay should address the following points: 1. Introduction (5 marks) 1.1 Define context-responsive teaching and its importance. (2) 1.2 Briefly outline the main challenges in South African classrooms. (3) 2. Analysis of South African classroom context (12 marks) 2.1 Critically discuss the socioeconomic and sociopolitical factors affecting education. (8) 2.2 Identify four specific challenges such as language barriers, that hamper sound teaching practices in South African classrooms. (4) 3. Context-responsive teaching strategies (13 marks) 3.1 Propose strategies that teachers can use to address the identified challenges. (4) 3.2 Explain how each strategy can be implemented in the classroom. (4) 3.3 Provide examples of how these strategies can improve teaching and learning outcomes. (5) 4. Conclusion (5 marks) 4.1 Summarize the key points discussed in the essay. (3) 4.2 Reflect on the potential impact of context-responsive teaching on the South African education system. (2) 5. Additional guidelines: 5.1 Work copied directly from the handbook without citations will be penalized. 5.2 You are encouraged to write in your own words to show your understanding of context responsive teaching and learning. 5.3 You are also encouraged to use other sources and cite these to give credit to the original authors. 5.4 Ensure your essay is well-structured, with clear headings for each section. 5.5 Proofread your work for clarity, coherence, and grammatical accuracy. QUESTION 4: Critical interpretation of curriculum changes in South Africa () Total marks: 30 Task description: The current curriculum in South African schools is based on the National Curriculum Statement (NCS) and the National Curriculum and Assessment Policy Statement (CAPS). The curriculum aims to provide all students with the knowledge and skills they need to succeed in school and society. Since the implementation of Outcomes-Based Education (OBE) in South Africa in 1998 though, the curriculum has undergone several significant changes. These changes were aimed at addressing the challenges and shortcomings of the initial curriculum and improving the quality of education. In this assignment, you need to critically analyse the major curriculum changes, including the implementation of Curriculum 2005, the Revised National Curriculum Statement (RNCS), the National Curriculum Statement (NCS), and the Curriculum and Assessment Policy Statement (CAPS). In responding to the assignment, follow the structure: 1. Introduction (5 marks) Define Outcomes-Based Education (OBE), and briefly outline the purpose of the assignment. 2. Curriculum 2005 (5 marks) Discuss the significant challenges experienced during its implementation. 3. Revised National Curriculum Statement (RNCS) (5 marks) Summarize the key recommendations of the Chisholm Report that led to the revision of Curriculum 2005. 4. National Curriculum Statement (NCS) (5 marks) Discuss the further changes made to the NCS around . 5. Curriculum and Assessment Policy Statement (CAPS) (5 marks) Explain the CAPS documents implemented stepwise from 2012 to 2014 and the changes made for improvement. 6. Critical analysis (3 marks) Critically analyse the effectiveness of the curriculum changes in addressing the challenges faced by the South African education system. 7. Citations and reference list (2 marks) Include proper citations and a complete reference list.