CURRICULUM STUDIES - DEVELOPMENT, INTERPRETATION, PLAN AND PRACTICE

Preface
1.A theoretical framing of curriculum development
1.1 INTRODUCTION
	1.2 THE CONCEPT OF “CURRICULUM”: DESIGN, INTERPRET
	1.2.1 What is the difference between a “curriculum
	1.2.2 Defining a curriculum
	1.2.3 What is meant by “curriculum development”?
		1.2.4 The nature and extent of curriculum design
		1.2.5 Considerations in curricular design for a di
1.3 APPROACHES TO CURRICULUM STUDIES
	1.3.1 Curriculum dimensions – the questions about
	1.3.2 The objectives (instrumental) approach – Ral
	1.3.3 The process approach – Lawrence Stenhouse (1
	1.3.5 Tyler, Stenhouse, Freire and the interpretat
	1.3.6 The impact of these approaches in terms of c
		1.4 CONCLUSION
		REVIEW QUESTIONS
		2.Influences on the teacher’s interpretation of curr
		2.1 INTRODUCTION
		2.2 THE IMPACT OF CONTEXT ON CURRICULUM INTERPRETA
		2.2.1 A socio-constructivist view of the impact of
		2.2.2 The influence of changes in the South Africa
		2.2.2.5 The influence of the educational system, i
		2.3 CURRICULUM, CONTEXT, AND THE TEACHER
		2.4 CONCLUSION
3 Considering policy in curriculum interpretation
3.1 INTRODUCTION
	3.2 CURRICULUM AS POLICY
	3.2.3 The role of the teacher in curriculum change
	3.3 FROM NATIONAL CURRICULUM STATEMENT TO CURRICUL
4.Putting the curriculum plan into teaching practi
	4.1 INTRODUCTION
	4.2 TOWARDS THE IMPLEMENTATION OF THE CURRICULUM
		4.3 CURRICULUM IMPLEMENTATION IN THE SOUTH AFRICAN
	4.3.1 The relationship between whole-school develo
	4.3.2 Stages of planning for curriculum interpreta
		4.4 IN-SERVICE TEACHER LEARNING: WHAT AND HOW
		4.5 HOW DIFFERENT WAYS OF UNDERSTANDING HOW LEARNI
		4.6 TEACHING STRATEGIES AND TOOLS TO ENHANCE IMPLE
		4.8 THE USE OF TAXONOMIES IN ASSESSMENT
		4.9 TOWARDS EFFECTIVE QUESTIONING
		4.9.2 Features of effective questioning
		4.10 FEEDBACK – CLOSING THE TEACHING, LEARNING AND
	Work through the following example:
		4.10.1 Assign tasks that illuminate learners’ thin
		REVIEW QUESTIONS
		Biblography