Full Description
Curriculum: Organizing knowledge for the classroom addresses the vital question of how one understands and develops curricula. The book discusses pertinent issues such as persistent inequalities in relation to recent curriculum developments in South Africa and the shift towards an educational system in line with a democratic and globally competitive society.
Curriculum contains South African Institute of Distance Education (SAIDE) endorsed content that is practical and relevant in its approach. The textbook contains a series of case studies on a fictional school called Goniwe Primary that explore the different approaches to curriculum. Activity and thinking boxes contextualise teaching concepts, encouraging readers to engage critically with curriculum theory.
The third edition has been thoroughly edited and revised and features:
New sections on assessment and content framing
Reference to the national Curriculum and Assessment Policy Statement (CAPS), including CAPS examples to explore curriculum issues
New readings from academic and policy texts to deepen the reader's grasp of the issues.
Contents
SECTION 1: INTRODUCING THE MODULE; 1.1 WHAT DO WE WANT TO ACHIEVE WITH THIS BOOK?; 1.2 WHO IS THIS BOOK FOR?; 1.3 HOW DOES THIS BOOK TEACH?; 1.4 HOW SHOULD YOU STUDY THIS BOOK?; 1.5 WHAT IS EDUCATION FOR?; SECTION 2: WHAT IS THE CURRICULUM?; 2.1 INTRODUCTION; 2.2 CURRICULUM AS PLAN; 2.3 CURRICULUM IN PRACTICE; 2.4 THE ASSESSED CURRICULUM; 2.5 CONCLUSION; SECTION 3: HOW IS THE INTENDED CURRICULUM PRODUCED AND ORGANISED?; 3.1 INTRODUCTION; 3.2 PRODUCING CURRICULUM PLANS; 3.3 FORM AND STRUCTURE OF DIFFERENT CURRICULUM PLANS; 3.4 THINKING POLITICALLY ABOUT THE CURRICULUM; 3.5 ASSUMPTIONS UNDERPINNING DIFFERENT CURRICULUM MODELS; 3.6 CONCLUSION; SECTION 4: HOW IS KNOWLEDGE ORGANISED IN THE CURRICULUM?; 6.1 INTRODUCTION; 6.2 SHIFTING FORMS OF KNOWLEDGE ORGANISATION: COMPETENCE AND PERFORMANCE; 6.3 WHAT IS THE DEBATE ABOUT CURRICULUM INTEGRATION? COLLECTION AND INTEGRATED CODES; 6.4 SCHOOL KNOWLEDGE AND EVERYDAY KNOWLEDGE; 6.5 CONCLUSION; SECTION 5: HOW IS THE CURRICULUM ENACTED IN PRACTICE?; 5.1 INTRODUCTION; 5.2 ANALYSING THE ENACTED CURRICULUM: WHAT DO WE KNOW?; 5.3 ANALYSING THE ENACTED CURRICULUM: BERNSTEIN AND PEDAGOGY; 5.4 THINKING ABOUT THE CONTEXT OF CURRICULUM ENACTMENT: TIME, SPACE AND KNOWLEDGE; 5.5 WHAT'S THE BEST WAY TO TEACH?; 5.6 PULLING IT ALL TOGETHER - CURRICULUM ANALYSIS TASK; 5.7 CONCLUSION; SECTION 6: HOW WAS THE SOUTH AFRICAN CURRICULUM MADE?; 6.1 INTRODUCTION; 6.2 EDUCATIONAL IDEOLOGIES; 6.3 CURRICULUM IN APARTHEID SOUTH AFRICA; 6.4 CURRICULUM 2005; 6.5 THE NATIONAL CURRICULUM STATEMENT; 6.6 THE CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS); 6.7 CONCLUSION; SECTION 7: HOW IS THE CURRICULUM ASSESSED?; 7.1 INTRODUCTION; 7.2 WHAT PART DOES ASSESSMENT PLAY IN CURRICULUM?; 7.3 WHAT ARE THE DIFFERENT DIMENSIONS AND FORMS OF ASSESSMENT?; 7.4 THINKING ABOUT ASSESSMENT BROADLY - EVALUATION; 7.5 CONCLUSION; SECTION 8: THE READINGS
