Question 1
1. Sense-making: the ability to make sense of the deeper meaning of what is
said.
2. Social intelligence: the ability to get along with different people on different
levels.
3. Novel and adaptive thinking: the ability to respond quickly to a problem with a
solution.
4. Cross-cultural thinking: the ability to communicate and work with people from
different backgrounds and cultures. This helps to develop the mutual
understanding and human relationships in the workplace.
5. Computational thinking: the ability to translate various types of data into
concepts to understand data-based reasoning.
6. New media literacy: the ability to use new media tools to engage in a digital
society. It is important to create messages in different forms.
7. Transdisciplinary: the ability to understand concepts that crosses many
disciplinary boundaries.
8. Design mindset: the ability to represent and develop tasks and work
processes for desired outcomes.
9. Cognitive load management: the ability to maximise the performance of the
working brain by using a variety of tools and techniques i.e. take advantage of
auditory and visual channels in working-memory.
10. Virtual collaboration: the ability to work as a member of a virtual team to
accomplish tasks or projects.
Question 2
Keep sentences short and use vocabulary and terminology at the level of the
learners’ understanding.
Use active voice instead of passive voice.
Try not to use words with many syllables.
When using pronouns, make sure it is clear what they refer to.
Encourage learners to answer on the ways that they feel most comfortable in.
Use clear language according to learners’ grades.
Use action words to describe what activities are part of the task.
Link instructions to the set outcomes and the assessment criteria in order to
make sure that what is expected is what is assessed.
Re-read tasks after setting them to make sure that no steps are left out.
1 CUS3701. Assignment 2
, Question 3
The interpretation and definition of the word “curriculum” is long-standing. People
often have different understandings of the same word which makes it difficult to give
one definition. Stenhouse says, “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.”
The definition of “curriculum” could receive different answers according to the views,
background, and experience of the respondent. In general, “curriculum” can be
distinguished in terms of what is included or excluded in the description. The older
and narrower definition says that “when studying curriculum, we must look at the
curriculum plan. The curriculum plan is a document that sets out the intention of
what, how and why something should be taught – in this case a curriculum is a
“course study” or a “study programme.” Narrow definitions are more like to cultivate a
conception of curriculum change as a limited and largely technical exercise. The
National Education Policy Initiative’s (RSA, 1993) broad definition includes:
• the aims and objectives of the education system and the specific goals of the
school
• the selection of content to be taught, how it is arranged into subjects and
what skills and processes are included
• ways of teaching and learning, and relationships between teachers and
learners
• forms of assessment and evaluations used.
The following aspects must be considered when the curriculum is defined as an
organised framework:
1. Official, explicit, intended curriculum – this is the prescribe curriculum also
known as the “blueprint” of teaching. It is the plan or intentions of the
Department of Basic Education, which means that a single plan can be used
for different learners.
2. Enacted curriculum – this is the curriculum as it is experienced and learned.
3. Covert curriculum – this is the teaching that is implicit (not spelt out), but
deliberate on the part of the teacher or the school. This is really important,
especially in the early years of schooling when “consideration for others, order
and obedience, teamwork and co-operation” are the focal points.
4. Hidden curriculum – “hidden” refers to the learning that is hidden form the
teachers and the learners. This can be seen as another form of implicit
learning which the teachers did not intend or were not even aware of. The
environment of the schools and classrooms plays a crucial part in learning
about the world and having different perspectives of the world.
5. Assessed/attained curriculum – this is the knowledge and the skills that are
measured to determine a learner’s achievement or what objectives or learning
outcomes has been attained.
It is hard to give a brief answer as curriculum can be both written and unwritten.
Usually, a curriculum is what schools use to attempt to teach. Sometimes it might
include aspects of social behaviour as well as content and thinking skills. A
curriculum is a combination of “instructional practices, learning experiences, and
2 CUS3701. Assignment 2
1. Sense-making: the ability to make sense of the deeper meaning of what is
said.
2. Social intelligence: the ability to get along with different people on different
levels.
3. Novel and adaptive thinking: the ability to respond quickly to a problem with a
solution.
4. Cross-cultural thinking: the ability to communicate and work with people from
different backgrounds and cultures. This helps to develop the mutual
understanding and human relationships in the workplace.
5. Computational thinking: the ability to translate various types of data into
concepts to understand data-based reasoning.
6. New media literacy: the ability to use new media tools to engage in a digital
society. It is important to create messages in different forms.
7. Transdisciplinary: the ability to understand concepts that crosses many
disciplinary boundaries.
8. Design mindset: the ability to represent and develop tasks and work
processes for desired outcomes.
9. Cognitive load management: the ability to maximise the performance of the
working brain by using a variety of tools and techniques i.e. take advantage of
auditory and visual channels in working-memory.
10. Virtual collaboration: the ability to work as a member of a virtual team to
accomplish tasks or projects.
Question 2
Keep sentences short and use vocabulary and terminology at the level of the
learners’ understanding.
Use active voice instead of passive voice.
Try not to use words with many syllables.
When using pronouns, make sure it is clear what they refer to.
Encourage learners to answer on the ways that they feel most comfortable in.
Use clear language according to learners’ grades.
Use action words to describe what activities are part of the task.
Link instructions to the set outcomes and the assessment criteria in order to
make sure that what is expected is what is assessed.
Re-read tasks after setting them to make sure that no steps are left out.
1 CUS3701. Assignment 2
, Question 3
The interpretation and definition of the word “curriculum” is long-standing. People
often have different understandings of the same word which makes it difficult to give
one definition. Stenhouse says, “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.”
The definition of “curriculum” could receive different answers according to the views,
background, and experience of the respondent. In general, “curriculum” can be
distinguished in terms of what is included or excluded in the description. The older
and narrower definition says that “when studying curriculum, we must look at the
curriculum plan. The curriculum plan is a document that sets out the intention of
what, how and why something should be taught – in this case a curriculum is a
“course study” or a “study programme.” Narrow definitions are more like to cultivate a
conception of curriculum change as a limited and largely technical exercise. The
National Education Policy Initiative’s (RSA, 1993) broad definition includes:
• the aims and objectives of the education system and the specific goals of the
school
• the selection of content to be taught, how it is arranged into subjects and
what skills and processes are included
• ways of teaching and learning, and relationships between teachers and
learners
• forms of assessment and evaluations used.
The following aspects must be considered when the curriculum is defined as an
organised framework:
1. Official, explicit, intended curriculum – this is the prescribe curriculum also
known as the “blueprint” of teaching. It is the plan or intentions of the
Department of Basic Education, which means that a single plan can be used
for different learners.
2. Enacted curriculum – this is the curriculum as it is experienced and learned.
3. Covert curriculum – this is the teaching that is implicit (not spelt out), but
deliberate on the part of the teacher or the school. This is really important,
especially in the early years of schooling when “consideration for others, order
and obedience, teamwork and co-operation” are the focal points.
4. Hidden curriculum – “hidden” refers to the learning that is hidden form the
teachers and the learners. This can be seen as another form of implicit
learning which the teachers did not intend or were not even aware of. The
environment of the schools and classrooms plays a crucial part in learning
about the world and having different perspectives of the world.
5. Assessed/attained curriculum – this is the knowledge and the skills that are
measured to determine a learner’s achievement or what objectives or learning
outcomes has been attained.
It is hard to give a brief answer as curriculum can be both written and unwritten.
Usually, a curriculum is what schools use to attempt to teach. Sometimes it might
include aspects of social behaviour as well as content and thinking skills. A
curriculum is a combination of “instructional practices, learning experiences, and
2 CUS3701. Assignment 2
