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 plan for the overall running of classroom practice. This would include the planning of classroom practice, the management of classroom practice and the organisation of classroom practice. One must now explore the definitions and differences between a broad and narrow curriculum and the influence this understanding may have on the development of a learning programme. Booyse and Du Plessis (1998:2) believe a narrow definition of curriculum to be the list of what should be taught, the blueprint for teaching or the prescribed curriculum. It is also called the official or explicit curriculum and it excludes the environment for teaching, the social context for teaching or the direct or indirect factors which may hinder the act of teaching. In other words its emphasis is on what and how something should be taught and ignores the other aspects such as what is actually learnt and taught i.e. the implicit curriculum and other factors relevant to the teaching environment as a whole. A broad definition of curriculum according to Booyse and Du Plessis (1998:2/3) "is a more inclusive concept comprising all the opportunities for learning". Important to consider in this definition is that it goes further that just the specified aims and blueprints for teaching but considers the aspects and issues surrounding these specifics which will have a direct affect on the way in which these specifics will be taught. Included in a broader definition of curriculum are several aspects to the curriculum which are curriculum as practice, covert curriculum and hidden curriculum. As already mentioned curriculum in practice is what is actually learnt and taught in the classroom and includes misunderstandings and the lack of resources both of which will hinder the intended curriculum plan. The covert curriculum is the deliberate plan on the part of the teacher to hide a specific part of his or her teaching strategy and the hidden curriculum is the unintended curriculum on the part of both teacher...