Surname and Names: Esterhuyse De Clerq Elizabeth
Student Number: 63558319
CURRICULUM STUDIES
Department of Curriculum and Instructional
Studies
Assignment Number: 02
Unique number: 756941
Module Code: CUS3701
QUESTION 1
1) Sense – making.
Example – Learners should listen, observe and understand what is expected of them.
2) Social Intelligence
Example – The ability to connect to others, showing curiosity, active listening to sense and stimulate
reactions and desired interactions
, 3) Novel and adaptive thinking
Example – The ability to come up with efficient solutions and responses beyond which is rote, theoretic
or rule-based
4) Cross – cultural competency
Example – Able to effectively interact, communicate with respect and people across cultures
5) Computation thinking
Example – ability to translate a substantial amounts of data understand data-based reasoning
6) New media literacy
Example – The ability to use new media forms to critically asses and develop content
7) Transdisciplinary
Example – being a risk taker and solve problems creatively
8) Design mindset
Example – The ability to create tasks and work processes for desired outcomes
9) Cognitive load management
Example – To maximize cognitive functioning using a variety of tools and techniques and the ability to
discriminate and filler information for importance
10) Virtual collaboration
Example – The ability to drive engagement and demonstrate presence as a member of virtual team and
work productively
QUESTION 2
1. Learners should understand what is expected of them
2. The task should be in witting and clear how it will be assessed
3. Keep sentences short and the vocabulary and terminology suitable to a level of the learners
4. The teacher must fit the action word in the task to the context
5. Use clear language according to the level/grade of the learner
6. Use action words to describe what activities should be part of preforming the task
7. Use active rather than passive voice
8. Avoid words with many syllables
9. Encourage learners to answer in ways with which they feel most comfortable. Allow several
different ways of answering such as giving a definition or labelled diagram.
10. Re-read task after setting them to make sure that no steps are left out.
QUESTION 3
The different definitions of “curriculum”
Student Number: 63558319
CURRICULUM STUDIES
Department of Curriculum and Instructional
Studies
Assignment Number: 02
Unique number: 756941
Module Code: CUS3701
QUESTION 1
1) Sense – making.
Example – Learners should listen, observe and understand what is expected of them.
2) Social Intelligence
Example – The ability to connect to others, showing curiosity, active listening to sense and stimulate
reactions and desired interactions
, 3) Novel and adaptive thinking
Example – The ability to come up with efficient solutions and responses beyond which is rote, theoretic
or rule-based
4) Cross – cultural competency
Example – Able to effectively interact, communicate with respect and people across cultures
5) Computation thinking
Example – ability to translate a substantial amounts of data understand data-based reasoning
6) New media literacy
Example – The ability to use new media forms to critically asses and develop content
7) Transdisciplinary
Example – being a risk taker and solve problems creatively
8) Design mindset
Example – The ability to create tasks and work processes for desired outcomes
9) Cognitive load management
Example – To maximize cognitive functioning using a variety of tools and techniques and the ability to
discriminate and filler information for importance
10) Virtual collaboration
Example – The ability to drive engagement and demonstrate presence as a member of virtual team and
work productively
QUESTION 2
1. Learners should understand what is expected of them
2. The task should be in witting and clear how it will be assessed
3. Keep sentences short and the vocabulary and terminology suitable to a level of the learners
4. The teacher must fit the action word in the task to the context
5. Use clear language according to the level/grade of the learner
6. Use action words to describe what activities should be part of preforming the task
7. Use active rather than passive voice
8. Avoid words with many syllables
9. Encourage learners to answer in ways with which they feel most comfortable. Allow several
different ways of answering such as giving a definition or labelled diagram.
10. Re-read task after setting them to make sure that no steps are left out.
QUESTION 3
The different definitions of “curriculum”
