Podcast
Questions and Answers
What significant change did the NATIONAL CURRICULUM STATEMENTS introduce at the FET level?
What significant change did the NATIONAL CURRICULUM STATEMENTS introduce at the FET level?
Which curriculum approach emphasizes strong links between school learning and real life?
Which curriculum approach emphasizes strong links between school learning and real life?
Which characteristic is NOT associated with Bernstein's performance-based curriculum?
Which characteristic is NOT associated with Bernstein's performance-based curriculum?
What is a notable feature of the NATIONAL CURRICULUM STATEMENTS at the GET level?
What is a notable feature of the NATIONAL CURRICULUM STATEMENTS at the GET level?
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What aspect did the Curriculum 2005 attempt to reform?
What aspect did the Curriculum 2005 attempt to reform?
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Smith's category 'Transmission of information' treats curriculum primarily as what?
Smith's category 'Transmission of information' treats curriculum primarily as what?
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In terms of knowledge specification, how does the NATIONAL CURRICULUM STATEMENTS address the Natural Sciences?
In terms of knowledge specification, how does the NATIONAL CURRICULUM STATEMENTS address the Natural Sciences?
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Which curriculum approach, according to Bernstein, does NOT extensively draw from real life?
Which curriculum approach, according to Bernstein, does NOT extensively draw from real life?
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What curriculum category developed by Smith involves viewing curriculum as an attempt to achieve certain ends?
What curriculum category developed by Smith involves viewing curriculum as an attempt to achieve certain ends?
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How were the themes guiding learning across subjects treated in the NATIONAL CURRICULUM STATEMENTS?
How were the themes guiding learning across subjects treated in the NATIONAL CURRICULUM STATEMENTS?
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Study Notes
Forces that Influence Curriculum Development
- Philosophical forces: Social constructivism is the dominant philosophical force in South Africa, emphasizing the learner's active involvement in the learning process.
- The teacher's role is that of a facilitator, and the prescribed textbook is not sufficient; other sources like the internet, DVDs, and more must be used.
- Knowledge forces: The training of subject specialists or generalists indicates how knowledge is viewed and organized in the curriculum.
- The way knowledge is organized affects different groups of learners differently.
- Teachers must discern between school knowledge (powerful knowledge) and everyday knowledge.
Social Forces
- HIV/AIDS, inclusive education, and environmental issues are currently dealt with and influence the design and implementation of the curriculum in South African schools.
- These forces affect the unpacking of the curriculum by the teacher and are interpreted differently by individual teachers and schools.
Technological Forces
- Scientific computers, computer software, DVDs, cellular telephones, interactive whiteboards, and more have a major impact on the design of the curriculum at the macro, micro, and meso levels.
- The White Paper on e-Education stipulates that eLearning should have been introduced into South African schools in 2013, which has had a major impact on curriculum development.
- Many schools have replaced textbooks with iPads or similar tablets that contain all the necessary textbooks for the specific school year.
How has Knowledge Changed in South Africa's Curriculum?
- Progressive educationalists and others have influenced curriculum development.
- Various curriculum models and theories have been used, such as John Franklin Bobbit's, Ralph Tyler's, and Hilda Taba's models.
Curriculum Models and Theories
- Ralph Tyler's model consists of four questions:
- What educational purposes should the school seek to attain?
- What educational experiences can be provided to attain these purposes?
- How can these educational experiences be effectively organized?
- How can we determine whether these purposes are being attained?
- Hilda Taba's model consists of five steps:
- Design of experimental instructional-learning units
- Testing of experimental instructional-learning units
- Review and consolidation
- Development of a frame of reference (cohesion and rationale)
- Establishment and dissemination of units
- John Dewey's approach emphasizes the importance of curriculum development as a process of improving the curriculum.
Levels of Curriculum Development
- Macro level: Planning at the national or country level.
- Micro level: Planning at the school level.
- Meso level: Planning at the district or regional level.
National Curriculum Statements
- Retained the outcomes-based form.
- Retained some integration at the GET level.
- Specified what outcomes need to be achieved in each grade, rather than in each phase.
- Did away with phase organizers.
- Introduced lists of contents to specify precisely what should be learned in different subjects at different grades.
Curriculum Approaches
- Competence-based curricula: Characterized by integration between subjects and strong links between school learning and real life.
- Performance-based curricula: Stresses the importance of separate subject disciplines and does not draw extensively from real life.
Curriculum Categories
- Glatthorn's four categories: Still hold up to scrutiny today and continue to help provide a roadmap for curriculum theory.
- Smith's categories: Transmission of information, end product, process, and others.
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Description
This quiz explores the philosophical forces that influence curriculum development, with a focus on social constructivism and its impact on teaching practice and learning environments.
