1.1 FALSE.

Teaching values at school is not easy, as families and communities may hold different
values.

1.2 TRUE. Individuals do acquire knowledge in a formal manner across their lifespan, and household
settings play a role in developing communication skills and social behaviors.

1.3 FALSE. The apartheid government did not accept the principle that people are equal; it promoted
racial segregation and discrimination.

1.4 FALSE. Education is not solely focused on reading and writing; it also aims to empower
individuals with various skills and capabilities.

1.5 FALSE. A closed society typically restricts freedom of belief and information, not allows it.

1.6 TRUE. Curriculum encompasses more than just subjects; it includes various learning
experiences.

1.7 TRUE. The curriculum involves extracurricular activities and holistic learning experiences.

1.8 TRUE. The enacted curriculum refers to things that learners learn at school that are not explicitly
stated in the official policy document or curriculum plan.

1.9 FALSE. The hidden curriculum refers to unspoken or implicit lessons, not necessarily things that
should be in the curriculum.

1.10 TRUE. In South Africa, the Curriculum and Assessment Policy Statement (CAPS) document
provides teachers with the enacted curriculum.
Question 2

2.1 Explanation of Curriculum, Pedagogy, and Assessment:

Curriculum: Curriculum refers to the overall plan of what students should learn during their
educational journey. It includes the content, skills, and experiences that are deemed important for
students to acquire. This can encompass a broad range of subjects, extracurricular activities, and
other learning experiences. The curriculum sets the framework for what is taught in schools,
guiding educators in structuring their lessons and determining the educational goals for students.

Pedagogy: Pedagogy is the method and practice of teaching. It involves the strategies and
techniques educators use to impart knowledge and facilitate learning. Effective pedagogy takes
into account the diverse learning styles and needs of students, employing various instructional
methods to engage them. Pedagogical approaches can include lectures, group discussions,
hands-on activities, and the use of technology. It aims to create an environment conducive to
learning and understanding.

Assessment: Assessment involves the systematic evaluation of a student's performance and

understanding. It includes various methods such as tests, quizzes, projects, and observations to
gauge how well students have grasped the content outlined in the curriculum. Assessment serves
multiple purposes, including providing feedback to both students and educators, measuring
learning outcomes, and informing instructional decisions. It plays a crucial role in shaping the
teaching and learning process by identifying areas of improvement and success.

Connection and Dependency: These three components - curriculum, pedagogy, and assessment
- are interconnected and mutually dependent. The curriculum sets the learning goals, and
pedagogy determines how these goals are approached and achieved through teaching methods.
Assessment then evaluates the effectiveness of both the curriculum and pedagogical strategies.
The results of assessments inform adjustments to the curriculum and pedagogy, ensuring that
education remains dynamic and responsive to the evolving needs of students.
2.2 Knowledge and Academic Growth:

Explanation: The image of a boy climbing stairs made of books signifies the pursuit of knowledge
and academic growth. One purpose of schools is to provide students with a structured learning
environment where they can acquire a diverse range of knowledge across various subjects. The
ascending stairs symbolize the progression and elevation of intellectual capabilities through
education.

Educational Advancement and Achievement:

Explanation: The illustration suggests that schools serve the purpose of facilitating educational
advancement and achievement. Climbing the book stairs implies a continuous upward journey,
reflecting the idea that schools are instrumental in helping students advance academically. It
emphasizes the role of education in personal development and the attainment of academic
milestones.

Preparation for Future Opportunities:

Explanation: The image implies that schools prepare students for future opportunities. Climbing
the stairs made of books may represent the gradual preparation and accumulation of knowledge
and skills needed for success in various aspects of life. Schools play a vital role in equipping
students with the tools and abilities required to face challenges and seize opportunities in their
future endeavors.

The visual metaphor of a boy climbing stairs made of books underscores the idea that education
is a stepping stone to progress and personal growth. It emphasizes the transformative power of
learning in shaping individuals and preparing them for the challenges and opportunities that lie
ahead.
2.3.1 - Social and Civic Development: The main purpose represented in this statement is the social
and civic development of children. The emphasis is on learning to interact with different people,
behaving well in society, and becoming responsible citizens.

2.3.2 - Economic Independence and Employment: The main purpose indicated in this statement is
economic independence and employment. The focus is on acquiring basic literacy skills (reading
and writing) at school, which, in turn, enables individuals to find work and earn money.

2.3.3 - Workforce Preparation and Professional Skills: The primary purpose highlighted in this
statement is workforce preparation and the development of professional skills. It stresses the
importance of schools in teaching discipline, hard work, and the ability to listen to authority figures
qualities crucial for success in the professional world.

2.3.4 - Knowledge Acquisition for Problem-Solving: The central purpose outlined in this statement is
knowledge acquisition for problem-solving. It underscores the importance of learning
mathematics and science at school to equip individuals with the knowledge needed to address
societal challenges.

2.3.5 - Individual Development and Self-Expression: The primary purpose suggested in this statement
is the individual development of children and the encouragement of self-expression. It
acknowledges the role of schools in helping children discover and express their unique potential.

Question 3

3.1. Before Apartheid: Before the dismantling of apartheid in South Africa, the purpose of schooling
was deeply entwined with the discriminatory policies and segregation enforced by the
government. The education system was designed to reinforce and perpetuate racial hierarchies,
with separate schools and curricula for different racial groups. The primary aim was to maintain
the dominance of the white minority, and education for non-white groups was limited and often
focused on preparing individuals for subservient roles in society. Schools were used as tools of
social engineering to institutionalize inequality and control the opportunities available to different
racial communities. The purpose of schooling, under apartheid, was not to foster equality,
diversity, or individual growth, but rather to reinforce the oppressive social structure and maintain
the status quo.
After Apartheid: Post-apartheid, South Africa underwent a profound transformation in various
sectors, including education. The purpose of schooling shifted dramatically towards the ideals of
inclusivity, equality, and nation-building. The new educational framework aimed to redress the
historical injustices of apartheid by promoting a unified and non-discriminatory system. The focus
became providing quality education for all, regardless of race, and fostering an environment where
diversity is celebrated. The curriculum was redesigned to be inclusive, offering a broader range of
subjects and perspectives. Education became a key tool for social cohesion, economic
development, and empowerment. The purpose of schooling after apartheid is aligned with building
a democratic and equitable society, ensuring that all South African children have access to quality
education as a foundation for individual development, social harmony, and national progress.

3.2.1 Strategy: Promoting Physical Well-being and Healthy Lifestyle

Evaluation: Successfully Implemented.

Reason: Teacher Liza's strategy of dedicating 10 minutes to stretching exercises demonstrates

a commitment to promoting physical well-being and a healthy lifestyle within the classroom. This
approach aligns with the value of a holistic education as outlined in the Manifesto on Values,
Education, and Democracy. By incorporating physical activity into the daily routine, Teacher Liza
not only contributes to the physical health of her learners but also fosters a positive and
supportive learning environment. The strategy is successfully implemented as it actively
reinforces the value of embracing a sound mind in a healthy body.

3.2.2 Strategy: Celebrating Diversity and Heritage

Evaluation: Successfully Implemented.

Reason: Maru Primary School's commemoration of Heritage Day through a concert featuring
diverse South African dance styles aligns with the value of cultural diversity and inclusivity as
stated in the Manifesto. By showcasing various dance styles, the school actively celebrates the
rich cultural heritage of South Africa. This strategy successfully reinforces the value of
recognizing and respecting the diverse backgrounds and traditions of learners. The inclusion of
different cultural elements in the school event promotes a sense of unity and understanding
among the students, contributing to the successful implementation of the strategy.
3.2.3 Strategy: Teaching Empathy and Conflict Resolution
Evaluation: Partially Implemented.

Reason: While Miss Anna's instruction for Zia to offer an apology addresses the need for conflict
resolution, the situation might benefit from a more comprehensive approach to teaching
empathy. Rather than solely focusing on the apology, additional steps such as discussing
feelings, understanding perspectives, and promoting empathy could enhance the
implementation of the strategy. While the initial step is taken, there is room for improvement in
ensuring a more thorough integration of the value of empathy and conflict resolution.

3.2.4 Strategy: Embracing Linguistic Diversity

Evaluation: Successfully Implemented.

Reason: Mrs. Kayla's task of having Grade R learners gather words in different languages and
showcasing them on the board aligns with the value of embracing linguistic diversity. By
involving the learners in collecting words from their own linguistic backgrounds and displaying
them collectively, Mrs. Kayla promotes the appreciation of diverse languages within the
classroom. This strategy successfully reinforces the value of acknowledging and respecting the
linguistic diversity present among the learners, contributing to a positive and inclusive learning
environment.
Question 4

4.1.1 Hidden Curriculum: In this scenario, the hidden curriculum is represented. The curriculum does
not explicitly include more complex mathematical concepts for Grade R learners, but Ms.
Johnson's emphasis on cooperation, teamwork, sharing, patience, and values during the shape
recognition activity indicates the unintentional transmission of societal and cultural norms and
values. The hidden curriculum goes beyond the formal subjects and aims to instill social skills
and values within the learners.

4.1.2 Null Curriculum: The null curriculum is evident in Meadows Primary School's Grade R program,
where more complex mathematical concepts like multiplication or division are intentionally
excluded. The curriculum deliberately omits certain subjects or topics deemed inappropriate or
exceeding the developmental stage of the learners. The null curriculum shapes the educational
experience by what is left out or not explicitly taught.

4.1.3 Official or Formal Curriculum: The scenario does not provide specific details for this type of
curriculum. However, it is implied that there is a defined Grade R program at Meadows Primary
School, indicating the existence of an official or formal curriculum that outlines the planned
subjects, content, and learning objectives for the learners.

4.1.4 Enacted Curriculum: The enacted curriculum is not explicitly represented in the given scenarios.
The enacted curriculum refers to what is actually implemented and experienced in the
classroom, which may or may not align perfectly with the intended formal curriculum.

4.2 Concepts Indicating Specialized Knowledge:

Identification of Geometric Shapes:

Description: The lesson focuses on learners identifying and recognizing various geometric
shapes such as squares, circles, triangles, rectangles, and diamonds. This concept requires
learners to develop the ability to visually distinguish and name different shapes.
Understanding Properties of Shapes:

Description: Teacher Rachel engages learners in discussions about the properties of each
shape, including the number of sides, corners, and unique characteristics. This concept
emphasizes the understanding of geometric properties and characteristics associated with each
shape.

Application through Hands-On Activities:

Description: The hands-on activity where learners create their own shapes using construction
paper and scissors involves applying the knowledge gained during the lesson. This concept
ensures that learners not only identify and understand shapes but also have the practical skills
to create and manipulate them, reinforcing a holistic understanding of the topic.

4.3. Curriculum 2005 and Curriculum Assessment Policy Statements (CAPS) in South Africa differ
significantly in their philosophical foundations, approach to flexibility and autonomy, assessment
strategies, and overall curriculum structure. Curriculum 2005, rooted in Outcomes-Based
Education, emphasized a learner-centered and outcomes-driven approach, promoting critical
thinking and individualized learning paths. In contrast, CAPS, introduced in 2011, shifted
towards a more prescriptive and content-focused model, providing detailed guidelines for
teachers and reducing the flexibility for personalized learning. While Curriculum 2005
emphasized continuous assessment and de-emphasized traditional exams, CAPS reintroduced
a stronger focus on summative assessments and examinations. These differences reflect the
evolving educational priorities and strategies in South Africa over time.
Question 5

5.1 Definition of 'Pedagogy': Pedagogy refers to the art and science of teaching, encompassing the
strategies, methods, and techniques employed by educators to facilitate effective learning
experiences for students. It involves the systematic approach to instruction, taking into account
the diverse needs and learning styles of learners while aiming to foster understanding, critical
thinking, and the acquisition of knowledge and skills.

5.2.1 Curriculum Component: The curriculum component of the lesson is focused on the recycling of
paper, plastic, and glass.

5.2.2 Pedagogical Approach in the Scenario: Two sentences indicating the pedagogical approach in
the scenario are:

"She decides to demonstrate to her learners how to sort the different waste materials."
"She will also set up a theme table to display the different examples of waste which could be
recycled."

5.2.3 Cognitive Engagement Evidence: Yes, there is evidence that Miss Michelle encourages
learners to be cognitively engaged. The sentence, "She wants to evoke interest in the topic so
that learners will change their behavior, stop littering and start recycling," suggests a cognitive
engagement strategy by aiming to stimulate interest and active mental participation among the
learners.

5.2.4 Recommendations for Effective Teaching and Learning: Three recommendations for effective
teaching and learning strategies are:

Active Learning Techniques: Incorporate activities that engage students actively in the learning
process, such as group discussions, hands-on sorting activities, and interactive displays to
enhance understanding.
Real-world Application: Relate the lesson content to real-life situations, as Miss Michelle does
with the recycling theme table, to make the material more relevant and meaningful for students.
Behavioral Change Emphasis: Consider incorporating elements that aim to bring about positive
behavioral change, such as encouraging students to stop littering and start recycling, fostering a
sense of responsibility and environmental consciousness.
5.3. Diverse Learning Needs: One significant challenge was addressing the diverse learning needs of
students within a single classroom. Students had varying learning styles, paces, and preferences,
making it challenging to tailor lessons to meet everyone's needs effectively.

Limited Resources: The scarcity of teaching materials and resources posed a considerable
obstacle. Insufficient textbooks, outdated technology, and a lack of classroom supplies hindered
my ability to provide interactive and engaging learning experiences for the students.

Classroom Management: Maintaining effective classroom management proved challenging,

particularly in larger classes. Dealing with disruptive behavior, fostering a positive learning
environment, and ensuring that all students could actively participate required continuous effort
and adaptation of strategies.

Language Barriers: In a multicultural classroom, language barriers emerged as a significant

impediment to learning. Students with limited proficiency in the language of instruction struggled
to comprehend complex concepts, hindering their ability to fully engage in lessons and activities.

Assessment Disparities: Addressing disparities in student assessments was another challenge.

Varied levels of preparation and understanding among students often resulted in marked
differences in performance. Developing fair and inclusive assessment strategies that accurately
reflected each student's capabilities required careful consideration and adjustment.
Question 6

1. American Psychological Association. (2020). Publication Manual of the American

Psychological Association (7th ed.). American Psychological Association.
2. Strunk, W., Jr., & White, E. B. (2000). The Elements of Style (4th ed.). Longman.
3. The Chicago Manual of Style (17th ed.). (2017). University of Chicago Press.
4. Oxford English Dictionary Online. (n.d.). Oxford University Press. https://www.oed.com/
5. Sutherland, J. (Ed.). (2003). The Oxford Companion to English Literature (7th ed.). Oxford
University Press.