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HED4802 (Curriculum Studies)
Portfolio Assessment
DUE 16 January 2026
ACTIVITY 1: Task: Create a Visual Representation [20 marks]
1: Curriculum as a Syllabus (Traditional View) 2: Curriculum as a Plan or Programme of Study
Curriculum is understood as a fixed body of Curriculum refers to a planned programme that
knowledge and subject content that must be outlines learning objectives, content, teaching
covered within a specific period. It focuses on methods, and assessment strategies. It serves as a
topics, textbooks, and prescribed content that guide for teachers to organise instruction and
teachers are expected to deliver in a structured ensure learning goals are achieved.
manner.
4: Curriculum as Learning Experiences
3: Curriculum as Objectives (Tyler’s View)
Curriculum is not limited to content but includes
According to Tyler, curriculum is defined by all learning experiences provided to learners,
clearly stated educational objectives. Learning both planned and unplanned. This perspective
experiences are selected and organised to help emphasises what learners actually experience
learners achieve these objectives, and rather than what is merely intended.
assessment is used to determine whether they
have been met.
6: Curriculum as Product
5: Curriculum as Process From this perspective, curriculum is judged by
outcomes and measurable results. The
Curriculum is viewed as an ongoing process of emphasis is on what learners are able to
interaction between teachers, learners, and CURRICULUM
demonstrate at the end of instruction, such as
knowledge. It focuses on teaching and learning skills, competencies, and performance levels.
activities, classroom dialogue, and the dynamic
nature of learning rather than fixed outcomes.
8: The Null Curriculum
7: The Hidden Curriculum
The null curriculum consists of knowledge, skills,
The hidden curriculum refers to the unspoken values, or perspectives that are deliberately or
values, norms, attitudes, and behaviours that unintentionally left out of the curriculum. What is
learners acquire through schooling. These excluded can shape learners’ understanding of
include discipline, conformity, social roles, and what is considered important or unimportant.
expectations that are not formally stated in the
curriculum.
10: Curriculum for Social Justice and
Transformation
9: Curriculum as a Cultural and Social
Construct Curriculum is seen as a tool for promoting equity,
inclusion, and social change. It aims to address
Curriculum is shaped by social, cultural, political, issues such as inequality, marginalisation, and
and historical contexts. This perspective cultural relevance, and encourages critical
recognises that curriculum reflects societal thinking and active citizenship.
values, power relations, and dominant
knowledge systems.
, Reference List
1. Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
2. Taba, H. (1962). Curriculum development: Theory and practice. Harcourt, Brace & World.
3. Stenhouse, L. (1975). An introduction to curriculum research and development. Heinemann.
4. Apple, M. W. (1990). Ideology and curriculum. Routledge.
5. Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Bergin &
Garvey.
6. Kelly, A. V. (2009). The curriculum: Theory and practice (6th ed.). Sage.
SA's Home of Premium and Reliable Study Materials
HED4802 (Curriculum Studies)
Portfolio Assessment
DUE 16 January 2026
ACTIVITY 1: Task: Create a Visual Representation [20 marks]
1: Curriculum as a Syllabus (Traditional View) 2: Curriculum as a Plan or Programme of Study
Curriculum is understood as a fixed body of Curriculum refers to a planned programme that
knowledge and subject content that must be outlines learning objectives, content, teaching
covered within a specific period. It focuses on methods, and assessment strategies. It serves as a
topics, textbooks, and prescribed content that guide for teachers to organise instruction and
teachers are expected to deliver in a structured ensure learning goals are achieved.
manner.
4: Curriculum as Learning Experiences
3: Curriculum as Objectives (Tyler’s View)
Curriculum is not limited to content but includes
According to Tyler, curriculum is defined by all learning experiences provided to learners,
clearly stated educational objectives. Learning both planned and unplanned. This perspective
experiences are selected and organised to help emphasises what learners actually experience
learners achieve these objectives, and rather than what is merely intended.
assessment is used to determine whether they
have been met.
6: Curriculum as Product
5: Curriculum as Process From this perspective, curriculum is judged by
outcomes and measurable results. The
Curriculum is viewed as an ongoing process of emphasis is on what learners are able to
interaction between teachers, learners, and CURRICULUM
demonstrate at the end of instruction, such as
knowledge. It focuses on teaching and learning skills, competencies, and performance levels.
activities, classroom dialogue, and the dynamic
nature of learning rather than fixed outcomes.
8: The Null Curriculum
7: The Hidden Curriculum
The null curriculum consists of knowledge, skills,
The hidden curriculum refers to the unspoken values, or perspectives that are deliberately or
values, norms, attitudes, and behaviours that unintentionally left out of the curriculum. What is
learners acquire through schooling. These excluded can shape learners’ understanding of
include discipline, conformity, social roles, and what is considered important or unimportant.
expectations that are not formally stated in the
curriculum.
10: Curriculum for Social Justice and
Transformation
9: Curriculum as a Cultural and Social
Construct Curriculum is seen as a tool for promoting equity,
inclusion, and social change. It aims to address
Curriculum is shaped by social, cultural, political, issues such as inequality, marginalisation, and
and historical contexts. This perspective cultural relevance, and encourages critical
recognises that curriculum reflects societal thinking and active citizenship.
values, power relations, and dominant
knowledge systems.
, Reference List
1. Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
2. Taba, H. (1962). Curriculum development: Theory and practice. Harcourt, Brace & World.
3. Stenhouse, L. (1975). An introduction to curriculum research and development. Heinemann.
4. Apple, M. W. (1990). Ideology and curriculum. Routledge.
5. Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Bergin &
Garvey.
6. Kelly, A. V. (2009). The curriculum: Theory and practice (6th ed.). Sage.
