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ISC3701 ASSIGNMENT 02 YEAR MODULE 2024 (543399)
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CUS3701 ASSIGNMENT 2 SEMESTER 1 - 2022 (756941)
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CUS3701 ASSIGNMENT 2 2022 ANSWERS AND GUIDELINES
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CUS3701CUS3701
ASSIGNMENT NO: 03
NAME
STUDENT NO: 62746197
UNIQUE NUMBER
DUE DATE: 27/ JULY/ 2023
I (full names):
Student number: Module: CUS3701
Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2. I declare that this assignment is my own, original work. Where I used someone
else’s work, whether a printed source, the internet or any other source, I properly
acknowledged it and included a complete reference list.
3. I did not submit a current or previous student’s work 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:
1
,CUS3701
QUESTION 1
1.1. A socio-constructivist’s (Vygotsky) view of the impact of context on curriculum
implementation. (7) do you agree with his view? (1) motivate your answers(2).
Le Vygotsky argued for a socio-constructivist perspective in education, he believe that
the process of development is dependent on social interaction, and that social
learning actually leads to cognitive development. Traditionally, schools have not
promoted environments in which learners play an active role in their own education
as well as that of their peers. Vygotsky’s theory, however, requires teachers and
learners to play non-traditional roles as they collaborate with each other, because
both are influenced by the contexts in which they live, teach and learn. Instead of
teachers dictating meaning to learners for future recitation, they should collaborate
with learners in order to create meaning in ways that learners can make their own.
Learning becomes a reciprocal experience for both learners and teachers. This means
that a teacher cannot ignore context in the teaching and learning environment.
According to Vygotsky’s theory, the physical classroom should provide clustered or
tables and workspaces for peer learning, collaboration, and small-group learning. Like
the environment, the learning material should be structured to promote and
encourage learner interaction and collaboration. Thus, a classroom becomes a
community of learning. Because Vygotsky asserts that cognitive change occurs within
the zone of proximal development, instruction should be designed to reach a
developmental level that is just above the learner’s current level developmental level.
Vygotsky argues that the overall development of the child and a new stage of the
development process should be kept in mind when learning is planned.
Appropriation is necessary for cognitive development within the zone of proximal
development. Individuals participating in peer collaboration or guided teaching must
share the same focus in order to access the zone of proximal development.
Furthermore, it is essential that the ‘’partners’’ in the educational environment be on
different developmental levels, and that the higher-level partner be aware of the
lower partner’s level. If this does not occur, or if one partner dominates, the
interaction is less successful. This is why joint attention and a common understanding
of the problem-solving process are needed to create a cognitive, social and emotional
interchange between the ‘’parents’’ in the educational environment. This requires the
teacher to have a good understanding of contextual influences in terms of planning,
instructional design, and assessment in the teaching-learning environment.
2
, CUS3701
In his point of view, I do not have to agree or do everything Vygotsky advocates.
However, this theory is important for teaching in South Africa. According to Vygotsky,
social learning leads to cognitive development; he states that teachers should be
collaborate with learners; he asserts that cognitive changes occurs within the zone of
proximal development and that it should also reach learner’s current developmental
level and lastly, he believes that in order to be able to plan, the teacher needs to have
a good understanding of teaching and learning environment.
1.2. The influence of changes in the South African context on curriculum by referring briefly
to the most important economic, social and political forces.
The context in which we live has undergone significant economic, political and social
changes in recent years. These changes are not necessarily of South Africa’s making,
but are economic imperatives driven by global factors. They are nevertheless
influencing the new educational policies in our country. We need to produce the type
of learner that meet the requirements of our rapid changing world. In South Africa
situation, we can accept that the following social structures have had a powerful
impact on the South African curriculum:
• The changing economic relations as a result of the transition from an agrarian
to an industrial and techno-driven economy.
• The shifting power relations both within and between power groups in
connection with economic changes.
• The shifts in ruling-group ideology necessitated by contributing to these
changes.
The key economic forces that drive the South Africa education system.
• Globalization.
• We have re-entered the world economy.
• There are also global expectations in terms of skills and ways of thinking,
capacity to drive the economy, and the performance of education system and
in International tests, such as the trends in international Mathematics and
Science Study (TMSS) and the Progress in International Reading Literacy Study
(PIRLS).
• Our country is not producing people capable of competing with their
counterparts in other parts of the world in terms of producing high quality
goods cost-effectively.
• We need to develop ‘’economic capital; money and physical resources as well
as ‘human’ capital skills and attitudes.’’
3
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