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SUMMARISED NOTES
List of abbreviations and acronyms Page 3
Chapter 1 : A theoretical framing of curriculum development Page 4
Chapter 2 : Influences on the teacher's interpretation of a curriculum Page 18
Chapter 3 : Considering policy in curriculum interpretation and implementation Page 23
Chapter 4 : Putting the curriculum plan into teaching practice Page 40
Acronyms Abbreviations
C2005 Curriculum 2005
CAPS Curriculum and Assessment Policy Statement
CASS Continuous Assessment
CGI Cognitively Guided Instruction
CHE Council on Higher Education
COSATU Congress of South African Trade Unions
CPTD Continuous Professional Teacher Development
CTA Common Tasks for Assessment
DSG Development Support Group
FAL First Additional Language
FET Further Education and Training
FP Foundation Phase
GET General Education and Training
GETC General Education and Training Certificate
GFETQSF General and Further Education and Training Qualifications Sub-framework
HEQC Higher Education Quality Committee
HEQSF Higher Education Qualifications Sub-framework
HL Home Language
IP Intermediate Phase
IQMS Integrated Quality Management System
IT Information Technology
LoLT Language of Learning and Teaching
LTSM Language and Teaching Support Material
MCQ Multiple-Choice Question
MRTEQ Minimum Requirements for Teacher Education Qualifications
NAPTOSA National Professional Teachers’ Organisation of South Africa
NCS National Curriculum Statement
NEEDU National Education Evaluation and Development Unit
NEPI National Educational Policy Initiative
NPF National Policy Framework
NQF National Qualifications Framework
NSC National Senior Certificate
NSE Norms and Standards for Educators
NUMSA National Union of Meta1workers of South Africa
OBE Outcomes-Based Education
OECD Organisation for Economic Cooperation and Development
OQSF Occupational Qualifications Sub-framework
PIRLS Progress in International Reading Literacy Study
QC Quality Council
RNCS Revised National Curriculum Statement
SACE South African Council for Educators
SAQA South African Qualifications Authority
SDT Staff Development Team
SMT School Management Team
SP Senior Phase
SWOT Strengths,Weaknesses,Opportunities and Threats
TIMSS Trends in International Mathematics and Science Study
, CHAPTER 1 : A THEORETICAL FRAMING OF CURRICULUM DEVELOPMENT
Introduction
A teacher needs to understand the influence of different approaches on curriculum development,be able to
interpret curricula,choose appropriate teaching strategies,and consider policies prescribed by the Department of
Basic Education.
The concept of “curriculum” : design,interpretation,plan and practice
Grundy (1987), Goodson (1984;1988) and other educationists view an awareness of the different interpretations
of a curriculum as important for developing an understanding of what a curriculum is.
Goodman (1998), says that the struggle over the definition of “curriculum” is a matter of social and political
priorities.
It is therefore important to distinguish between a curriculum and a syllabus, and to look at the different
dimensions of a curriculum.
What is the difference between a “curriculum” and a “syllabus” ?
The concept of “curriculum” refers to all the learning that is planned and guided; a body of knowledge
necessary to achieve certain ends (outcomes) in a teaching-learning process, as realised in praxis.
The curriculum document should include the rationale, aim, and purpose of the particular course; and refer
to related subject methodology, teaching methods, and guidance regarding assessment which are all based
on a particular approach.
The word “syllabus” in Greek means a concise statement or table of the topics of a discourse, or the list of
content within a subject. Such a document has a series of headings, with some additional notes, which set
out the areas to be examined.
A syllabus will not generally indicate the relative importance of its topics or the order in which they are to
be studied.
Defining a curriculum
Stenhouse observed that the educationist is confronted by two different views of the curriculum.
On the one hand the curriculum is seen as an intention,plan or prescription,an idea of what one would like
to happen in schools.
On the other hand it is seen as the existing state of affairs in schools.what does in fact happen.
Eisner (1985) defines a curriculum as a series of planned events that are intended to have educational
consequences for one or more learners.
Fraser (1993) has a much wider interpretation of curriculum as the inter-related totality of aims learning
content, evaluation procedures and teaching-learning activities, opportunities and experiences that guide
and implement didactic activities in a planned and justified manner.
Intended curriculum - covers more than the stated aims and subject-specific documentation.
Enacted curriculum - which results from the interpretation and implementation of the curriculum.
Improving teachers’ knowledge and skills may have an effect on the way they will interpret and implement
the intended curriculum.
Curriculum includes activities, opportunities and experiences,the following are part of a curriculum :
The preference for a subject because of a teacher’s knowledge of the field and choices of teaching
strategies.
The principal locking the gates at 08:00 because she wants to force the children to be punctual.
The fact that Mathematics lessons are never scheduled for the last period on a Friday,but Life
Orientation lessons often are.
The impact of teachers teaching subjects that they never studied themselves.
Classes that consist mainly of weak learners and repeaters.
The above are all examples of the enacted, experienced or lived curriculum which can explain why the
same prescribed curriculum can generate very different results in different schools.
The curriculum can be defined as an organised framework that delineates the content that learners are to
learn, the processes through which learners achieve the identified curricular goals, what teachers do to help
learners achieve the objectives goals, and the context in which teaching and learning occur.
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