Oct/Nov 2012
Q1
1.1 Why is it not educationally acceptable to teach from a content based approach.
In many cases primary school pupils are taught subjects/topics as content
entities or disciplines.
In many cases these topics/subjects have become more process-
orientated and more child centred and concept based.
Skills, concepts and attitudes play a more dominant role.
1.2 Old and new views on curriculum development
TRADITIONAL VIEW CONTEMPORARY VIEW
Centrally designed Outcomes based
Prescriptive and rigid Devolution of design
Content based flexible
Factual approach Skills and concept based approach
1.3 How can educators used textbooks as an important resource when teaching
social sciences. Name 2 resources that can be used to supplement textbooks,
Textbooks contain illustrations, maps, diagrams etc. the teacher should
use these during lessons to develop concepts of time, space and reality
Textbooks can be used to prepare worksheets and tests/examinations
Set homework based on the content of the textbook
Set problems where questions are formulated based on the textbook.
Learners must try to solve these problems with the use of the textbook.
Resources used to supplement textbook
Models such as the world globe – gives learners perspective time,
space and reality.
Collections – objects of interest eg seeds, rocks, soil types, historical
artefacts. It is more interesting to see these items than to read about
them.
, 1.4 Using maps to teach history
The past can be linked the present – pupils asked to compare old maps
with modern maps.
South African map can be given to pupils for eg and they can be asked to
find as many towns as possible named after historical personalities.
Colour maps can be used to better understand particular changes in
countries
Educator can provide outline maps and ask pupils to locate and name
countries, cities, rivers and other features
Can be used by learners to trace a particular route for example taken by
the early 1820 settlers.
Q2
2.1 Principles informing curriculum design
Human resource development
To promote continued learning, to apply and develop new knowledge, skills
and technologies. To be flexible in job movement
Learner-Centredness
Curriculum development should put learners first, recognising and building on
their knowledge and experiences and responding to their needs. Learning
styles and paces od learning must be acknowledged and accommodated in
the learning situation and in attainment of qualifications.
Relevance
Learning programmes should be relevant and appropriate to the current and
future needs of learners and society. Economic success is dependent on well
educated learners who are equipped with the skills necessary to make a
positive contribution to society.
Integration
Integrated approach rejects rigid division between academic and applied
knowledge, theory, practice, knowledge and skills
Differentiation, redress and learner support
Q1
1.1 Why is it not educationally acceptable to teach from a content based approach.
In many cases primary school pupils are taught subjects/topics as content
entities or disciplines.
In many cases these topics/subjects have become more process-
orientated and more child centred and concept based.
Skills, concepts and attitudes play a more dominant role.
1.2 Old and new views on curriculum development
TRADITIONAL VIEW CONTEMPORARY VIEW
Centrally designed Outcomes based
Prescriptive and rigid Devolution of design
Content based flexible
Factual approach Skills and concept based approach
1.3 How can educators used textbooks as an important resource when teaching
social sciences. Name 2 resources that can be used to supplement textbooks,
Textbooks contain illustrations, maps, diagrams etc. the teacher should
use these during lessons to develop concepts of time, space and reality
Textbooks can be used to prepare worksheets and tests/examinations
Set homework based on the content of the textbook
Set problems where questions are formulated based on the textbook.
Learners must try to solve these problems with the use of the textbook.
Resources used to supplement textbook
Models such as the world globe – gives learners perspective time,
space and reality.
Collections – objects of interest eg seeds, rocks, soil types, historical
artefacts. It is more interesting to see these items than to read about
them.
, 1.4 Using maps to teach history
The past can be linked the present – pupils asked to compare old maps
with modern maps.
South African map can be given to pupils for eg and they can be asked to
find as many towns as possible named after historical personalities.
Colour maps can be used to better understand particular changes in
countries
Educator can provide outline maps and ask pupils to locate and name
countries, cities, rivers and other features
Can be used by learners to trace a particular route for example taken by
the early 1820 settlers.
Q2
2.1 Principles informing curriculum design
Human resource development
To promote continued learning, to apply and develop new knowledge, skills
and technologies. To be flexible in job movement
Learner-Centredness
Curriculum development should put learners first, recognising and building on
their knowledge and experiences and responding to their needs. Learning
styles and paces od learning must be acknowledged and accommodated in
the learning situation and in attainment of qualifications.
Relevance
Learning programmes should be relevant and appropriate to the current and
future needs of learners and society. Economic success is dependent on well
educated learners who are equipped with the skills necessary to make a
positive contribution to society.
Integration
Integrated approach rejects rigid division between academic and applied
knowledge, theory, practice, knowledge and skills
Differentiation, redress and learner support
