MODULE: ETL 3511

ASSIGNMENT 01 2022
Due Date: 03 May 2022

SURNME + STUDENT No.

INTIALS
MUHUDI ME 11540473
MAKOFANE CP 17004114
MUTAVHATSINDI 18002221
P
NTIWANE LB 18005734
TSHITAKE ZG 19006430
MMAMAEME M 19001294
RADZHADZHI M 19008154
NGOETJANA MA 19019031
LIHAIWA ST 19004167
MBEDZI G 19015087
MABASA NJ 19016344
NKUNA CJ 19016757
 TABLE OF CONTENT

Headings Page number

Introduction 1
Body 1
Product and Process 2
Curriculum
1.1-1.5 3
Null Curriculum and the 5
NCS Curriculum
Conclusion 5
References 6
INTRODUCTION…
In this assignment I will be critically explaining and defining aspects related to curriculum. As
some scholars students define curriculum as a standards-based sequence of planned
experiences where students practice and achieve proficiency in content and applied learning
skills. Curriculum is the central guide for all educators as to what is essential for teaching and
learning, so that every student has access to rigorous academic experiences. The structure,
organization, and considerations in a curriculum are created in order to enhance student
learning and facilitate instruction. Curriculum must include the necessary goals, methods,
materials and assessments to effectively support instruction and learning.

BODY…
According to Smith (1996, 2000:1) ―the idea of curriculum is hardly new - but the way we
understand and theorize it has altered over the years — and there remains considerable
dispute. Therefore, defining the word curriculum is no easy matter.
 Curriculum means different things to different people; it is therefore important
to consider the context in which the term is used.
 The meaning attributed to the word ‗curriculum‘ is associated with particular
ideology or set of beliefs about education and the world.
 A number of issues and concerns that are central to the nature of curriculum
work itself are suggested by different usages and meanings of the term
‗curriculum‘.
.
1.1 Product Curriculum
The product model of curriculum development focuses on end results, with successful
completion of things like assessments and projects as the primary goal. Curricula that follow this
model have a few significant benefits, one of which is the ease with which progress can be
measured.
Process Curriculum
A curriculum that has been developed using the process model will often prioritize active
learning, discussion, and individual student response. The thinking behind this model is that
students will learn a significant amount by engaging in activities and discussions.
1.2 The role of the teacher and the learner in each curriculum.
2 Teachers play an essential role in education, most especially in the lives of the students
they teach in the classroom. What defines a teacher is his/her ability to teach students and
a positive influence on them.
3 Generally, the role of a teacher in education goes beyond teaching. In today’s world,
teaching has different faces, and a teacher has to carry out the part of being an external
parent, counselor, mentor, role model, and so on.

Teachers hold the key to the curriculum process. Using a wide variety of techniques, teachers
encourage learning by delivering content in creative and impactful ways. Whole-group
instruction, individualized attention, experiential education and using a global lens, are
methods that provide teachers with avenues for success in the curriculum process. Teachers
know the needs of all stakeholders of teacher education. Teachers can
understand the psychology of the learner. Teachers are aware about the teaching methods
and teaching strategies. Teachers also play the role as evaluator for the assessment of
learning outcomes. So teachers must possess some qualities such as planner, designer,
manager, evaluator, researcher, decision maker and administrator. Teachers play the
respective role for the each step of curriculum development process.
Curriculum planning involves analysis of philosophy, social forces, needs, goals and
Objectives, treatment of knowledge, human development, learning process & instruction, and
decision.
Curriculum preparation involves systematic data, content, selection, collection, assessment,
organization.
Design factors includes school (levels, types, Structures), educational technology, systemic
vocational, social reconstruction, Curriculum design, analysis of social needs, translating the
needs into Course/general/learning/terminal objectives, splitting the objectives into specific
objectives, grouping the specific objectives into subjects, deriving the subjects from the above
classification, specifying enabling objectives, unitizing each subject matter, specification of
required time, and syllabus formulation.
Curriculum development phases consist of Instructional development, Materials & media
development, Methods of teaching & testing.
Implementation of the Curriculum involves Instructional scheme of each subject to be
completed in the semester, Planning the lessons as per the timetable, Using the transactional
strategies, Using the appropriate media, Providing the learning resources, Promoting
classroom
learning experiences, Progressive testing
Curriculum evaluation involves, Intra-curricular evaluation, Teacher evaluation of students,
Student evaluation of teachers, Materials evaluation, Verification of methods, Evaluation of
tests and examinations, Checking the learning outcomes while on the field, Curriculum review/
improvement/ change/ modification, System revision.
After evaluating the prepared curriculum it is observed that the curriculum is not
satisfactory then developer turns for revising and improving phase.
1.3 Advantages of each approach
Advantages of the Product Curriculum
The product as a curriculum gives teachers and learners the best

1.3. Advantages of two approaches to curriculum.

Curriculum as a product Curriculum as a process
 It gives teachers tangible resources  Encourages and improves
and goals, stimulates creativity, and participation.
enables self-reflection.  Provide the opportunity to foster
 Students benefit from organised collaborative learning.
curriculum held to a high  Makes learning more fun.
expectation.
 Documenting curriculum improves
student outcomes
(Kelly, 1999 ; Stenhouse, 1975).

1.4. Disadvantages two approaches to curriculum.

Curriculum as a product Curriculum as a process
  A change in the attitude on the part  It frequently relies on the teacher's
of learners, teachers and community ability to generate materials that are
is difficult to develop. tailored to the expressed
. requirements of the students.
 Lack of sources and resources.  It necessitates greater instructor
expertise, as well as more time and
resources.
 Limitations due to rigid  It might be challenging for teachers
administration, planning and to strike an appropriate balance
management between competing student needs
and interests.
(Kelly, 1999 ; Stenhouse, 1975).

1.5. Why approach would you recommend and why?

Curriculum as a process

This method involves the learner in the process and encourages them to think about what
they're learning and how they're learning it. It also aids in the development of life skills. It is an
excellent teaching approach because it promotes creativity, assists students in learning from
their mistakes, develops reflective thinking, and prepares them for future experiences. It can be
useful in a variety of situations, including science investigations, sports coaching, and group
projects.

1.6. Discuss the difference between the hidden and null curriculum in relation to your NCS
(RSA).
The hidden curriculum is a set of lessons that develop from the local school district's culture, as
well as the district's specified behaviours, attitudes, and beliefs. Character education is one
example of a concealed curriculum. Character education can address ideals that aren't covered
in the state's curriculum. While character education is included in the stated curriculum, the
intricacies of the character education program may be influenced by a variety of elements in the
local school district, such as the cultural expectations, beliefs, and viewpoints of the school
community( Orón Semper & Blasco, 2018).Null curriculum refers to material that schools do not
teach: the choices kids do not have, the viewpoints they may never learn about, much less be
able to apply, and the concepts and skills that are not part of their intellectual toolkit. In content
areas, there are various examples of null curriculum that may be found. In social studies, for
example, the teacher can give a general review of science history while discussing the scientific
revolution. This material, however, is not included in the regular curriculum. Another example is
Darwin's theory of evolution being excluded from the official biology curriculum. Specific facts
omitted in a given unit of study could be represented by null content (Cahapay, 2021).

REFERENCES…
Cahapay, M.B., (2021). A systematic review of concepts in understanding null curriculum:
Understanding null curriculum. International Journal of Curriculum and Instruction, 13(3),
pp.1987-1999.

Kelly, A.V., (1999). The Curriculum, Theory and Practice, 5th Edition (Sage).

Lee, J.Y., Lee, S.H. and Kim, J.H., (2018). A review of the curriculum development process of
simulation-based educational intervention studies in Korea. Nurse Education Today, 64, pp.42-
48.

Orón Semper, J.V. and Blasco, M., (2018). Revealing the hidden curriculum in higher education.
Studies in Philosophy and Education, 37(5), pp.481-498.

Spurlin, M.L., (2018). Curricular Agency: Contemplating Curriculum as a Process to Empower

Teachers (Doctoral dissertation, University of Denver).

Stenhouse, L., (1975).An introduction to Curriculum Research and Development, London.