Teacher: Education and Assessment Standards
EDDHODJ Assignment 2 (Semester 2) Unique #: 298903 Due date: 16 September 2012
Clinton Kyle 49716964
Table of Contents Question 1 Question 2 Bibliography Pages 2-4 Pages 5-10 Page 11
Page 1 of 11
EDDHODJ Assignment 2 (Semester 2) Unique #: 298903 Due date: 16 September 2012 Question 1
Clinton Kyle 49716964
It is of primary importance that the teacher who is an interpreter of curriculum and a developer of learning programmes, acknowledge that his or her interpretation of curriculum whether it be narrow or broad will have a direct result on his or her development of a learning programme or programmes. It will also have a result on the teacher's ability to recognise outside influences on his or her interpretation. We must always remember that the teachers interpretation will influence his or her development of a learning programme. Firstly it is important to define a learning programme, what exactly it is and what it involves. Secondly it will be necessary to explore the differences between narrow and broad definitions of curriculum as they appear in the prescribed book. Finally it is then open for us to consider the above statements and to see how much of an affect a teachers interpretation of curriculum would have on the development of a learning programme. We can also consider the impact his or her interpretation would have on the teachers ability to recognise the influences which may affect these learning programmes. It should then remain whether or not a teacher, as interpreter and developer of learning programmes, should be able to distinguish between broad and narrow definitions of the concept "curriculum". According to Booyse and Du Plessis (1998:60) a learning programme is "the structured and systematic arrangement of activities that encourage the attainment of learning outcomes and assessment standards to ensure that the teaching, learning and assessment programme is coherent". In other words we can understand a learning programme to be a
Clinton Kyle 49716964
Table of Contents Question 1 Question 2 Bibliography Pages 2-4 Pages 5-10 Page 11
Page 1 of 11
EDDHODJ Assignment 2 (Semester 2) Unique #: 298903 Due date: 16 September 2012 Question 1
Clinton Kyle 49716964
It is of primary importance that the teacher who is an interpreter of curriculum and a developer of learning programmes, acknowledge that his or her interpretation of curriculum whether it be narrow or broad will have a direct result on his or her development of a learning programme or programmes. It will also have a result on the teacher's ability to recognise outside influences on his or her interpretation. We must always remember that the teachers interpretation will influence his or her development of a learning programme. Firstly it is important to define a learning programme, what exactly it is and what it involves. Secondly it will be necessary to explore the differences between narrow and broad definitions of curriculum as they appear in the prescribed book. Finally it is then open for us to consider the above statements and to see how much of an affect a teachers interpretation of curriculum would have on the development of a learning programme. We can also consider the impact his or her interpretation would have on the teachers ability to recognise the influences which may affect these learning programmes. It should then remain whether or not a teacher, as interpreter and developer of learning programmes, should be able to distinguish between broad and narrow definitions of the concept "curriculum". According to Booyse and Du Plessis (1998:60) a learning programme is "the structured and systematic arrangement of activities that encourage the attainment of learning outcomes and assessment standards to ensure that the teaching, learning and assessment programme is coherent". In other words we can understand a learning programme to be a
Bibliography: Clinton Kyle 49716964 Booyse, C & DU Plessis, E. 2008. The Educator as Learning Programme Developer. Pretoria: Van Schaik. Source: www.education.gov.za: Click NCS Guidelines. Page 11 of 11