Full name(s): Mthunywa Nhlanhla

Student number: 19942443

Assignment 02

Module code: CUS3701

YEAR MODULE
 CUS3701 ASSESSMENT 02/2024

STUDENT DECLARATION FORM

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
The Department of Curriculum and Instructional Studies places specific emphasis on
integrity and ethical behaviour with regard to the preparation of all written work submitted
for academic assessment. Although your lecturers can provide you with information about
reference techniques and guidelines to avoid plagiarism, you also have a responsibility to
fulfil in this regard. Should you at any time feel unsure about the requirements, you must
consult your lecturers before you submit any assignment. You are guilty of plagiarism when
you extract information from a book, article, web page or fellow student without
acknowledging the source and submit it as your own work. In truth, you are stealing
someone else’s property. You may not use another student’s work. You may not allow
anyone to copy or use your work with the intention to submit it as his or her own. Students
who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a
serious violation of the University’s regulations and may lead to expulsion. The under-
mentioned declaration must accompany written assignments. Your assignment will be
cancelled and returned unmarked if you do not include a fully completed and signed
declaration form.
I (full names): …Nhlanhla Comfort Mthunywa………………………..
Student number: …19942443……………………
Module: CUS3701
Assignment: __two (2)_______________
Declare that: 1. I understand what plagiarism entails and am aware of the University’s policy
in this regard: [Link] Unisa/Student-
values-and-rules 2. I declare that this assignment is my own, original work. Whether I used
someone else’s work, whether a printed source, the internet or any other source, I give the
proper acknowledgement and include a complete reference list. 3. I did not use another
current or previous student’s work, submitting it as my own. 4. I did not allow and will not
allow anyone to copy my work with the intention of submitting it as his or her own work.
Signature: _________________________________

Date: _20 June 2024___________________

QUESTION 1

1.1

APPROACH CURRICULUM IMPLICATION

Behavioural 1. Teachers must perceive learners as cognitively functioning

individuals within a

social context.

Experiential 3. Self-directed, unstructured and personalised

instruction programmes that
are

“self-paced” are used.

8. There is stress on teachers and their cooperative curriculum
decisions.

Technological 9. Needs assessment is the point of commencement.

Naturalistic 4. The same curriculum elements of the academic, experience-
based
and

technological approaches can be used.

There is ongoing give and take within
specific interest groups and
viewpoints,

Negotiation and curriculum consensus.

Humanistic 10. Permission is given for more teacher input in curriculum

decisions.
6. Informal and hidden curriculum is also important, not only the
formal and planned

Curriculum.

OBE 5. Teachers become

reflective practitioners with seven roles to fulfil.
2. Assessment is continuous, based on a variety of techniques.
 1.2

Social reconstructionist approach carry similarities to the Curriculum and Assessment policy
statement(CAPS) used in South african classrooms. This approach views schools as tools to solve
social problems. The aim of social reconstructionist, approach is to eliminate forms of
oppression within the educational, like racism, sexism, and classism. the intention is to alter
society to conform to the fundamental ideals of the political government ruling to create a
idealistic society through education. The CAPS promotes social economic challenges in South
Africa intentions as well, therefore the approach share same goals with CAPS.

The social reconstructionist approach assumes that education must be a tool to talk about
social injustices and inequalities. The learners must participate actively in understanding and solving
real-world challenges, and that education must equip them to become people of change in the
society.

For educators, utilizing the social reconstructionist approach implies that designing learning
experiences that connect classroom content to real world [Link] involve making opportunities
for critical thinking, problem solving and collaborative action

As for pupils, social reconstructionist approach means participating actively in addressing societal
problems, developing a sense of social responsibility, and obtaining practical skills for civic
participating.

In Mathematics , we have financial mathematics as a topic. I can integrate the lessons with Social
economic responsibility because financial mathematics teaches about loans and investments. The
society could learn better way of investing and eliminate social enonomic struggles so that the
community will have financial freedom and be able to provide inclusive education to the learners of
the society.

QUESTION 2

2.1 Direct instruction

2.2 Experiential learning
2.3 Cooperative learning
2.4 Constructivism
2.5 Reciprocal teaching
2.6 Collaborative learning
2.7 Active learning
2.8 Positive reinforcement
2.9 Discussion learning
 2.10 Random questioning

QUESTION 3

Effective questioning and feedback are very vital pieces of a proficient teaching in
education. This pieces encourages an effective dialogue for learners and educators. With
my knowledge, there are few key features of effective Questioning and feedback I learnt
during my teaching practice period.
With effective question-it could be questions that require more than a yes or no answer,
foster critical learning and Cooperative learning(discussion) among learners. This type of
questioning is called Open-ended. questioning. An example of open- ended question could
be: What caused the sudden storm this afternoon since morning was sunny?
There are questions that require learners to formulate their answers at reasonable time not
in hurry. This one time in grade 9, I posed a question and waited, the learners thoroughly
gave a thought about their answers and supporting the answers. This type of questioning is
called a Wait questioning.
When it comes to features of effective feedback I have noticed that, Feedback should be
specific, emphasizing to all specific areas that require attention and improvement on.
After giving note of those areas, suggestions of how to improve to the various highlighted
areas is very useful, so learners will know where and how to start. this feedback I just
mentioned is specific and constructive at the same time.
Giving marked or graded feedback on time is crucial as well, because learners are still on
that, they have not forgotten what they wrote completely and they are able so mend their
mistakes on

time.

QUESTION 4

4.1

 The principle of educational purpose, relevance and inclusivity are very vital for
consideration when selecting contents, making sure that that the curriculum
demonstrate diverse perspectives and experiences. Building on prior knowledge
and scaffolding learning should be considered when it comes to sequencing.

 Educators must be guided by transparent learning objectives, adaptable teaching

strategies, and opportunities for distinctness for the purpose of achieving the
goal of diverse learning for learners.
  Assessment to pay attention to holistic understanding, knowledge application
and relevant skills in our current world contexts than repetition understanding.
 The profound valuable aspect of the approach is its responsiveness to the needs
and backgrounds of the learners, enhancing inclusivity and relevance.

4.2 The pragmatic approach is the most appropriate in our country, South Africa. the
pragmatic approach highlights the practical knowledge application, granting adaptability
to incorporate diverse beliefs, values, and languages. The learners living in a society are
accommodated because this approach ensures the needs of those learners and the
society are addressed making it worthy for developing a country with diverse
backgrounds. Lastly this approach empower learners to participates, be involved
actively in their society.

References:
 Curriculum studies development, interpretation, plan, and practice. Second
edition( CELIA BOOYSE & ELIZE DU PLESSIES)
 [Link]
 [Link]/edupedia/content/
 [Link]/en-za/messages/question/5769410/question-4-41-

