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ICS620S - INTRODUCTION TO CURRICULUM STUDIES - 1ST OPP - NOV 2024 |
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nAmI BIA un IVERSITY
OF SCIEn CE
TECHn OLOGY
FACULTYOF HUMAN SCIENCES
DEPARTMENTOF TECHNICALAND VOCATIONALEDUCATIONAND TRAINING
QUALIFICATION:DIPLOMA IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING:
TRAINER
QUALIFICATIONCODE: 06DTVT
LEVEL: 6
COURSECODE:ICS620S
SESSION:NOVEMBER 2024
DURATION: 3 HOURS
COURSENAME: INTRODUCTION TO CURRICULUM
STUDIES
PAPER: 1
MARKS: 100
EXAMINER(S)
FIRSTOPPORTUNITY EXAMINATION QUESTION PAPER
Dr Oksana Kachepa
MODERATORS: Ms Claudia Maritshane
INSTRUCTIONS
1. This question paper consists of Sections A and B.
2. Answer all the questions carefully.
3. Number the answers clearly.
THIS QUESTION PAPERCONSISTSOF SIX (6) PAGES(INCLUDING THIS COVERPAGE)
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SECTION A
Question 1: Multiple Choice questions
(20]
1.1 Which curriculum approach is the oldest and most widely used for curriculum design and
development?
(2)
a. Systems
b. Behavioural
c. Postmodern
d. Academic
1.2 Which educational philosophy belongs to a traditional group?
(2)
a. Essentialism
b. Progressivism
c. Contemporary
d. Pragmatism
1.3 Which is NOT a component of curriculum?
(2)
a. Aims
b. Objectives
C. Experiences
d. Application
1.4 Learning should focus on the affective domain together with the psychomotor and_
(2)
a. the genuine domain
b. the freedom domain
c. the cognitive domain
d. physical domain
1.5 This method encourages learners to investigate and find answers for themselves and to
critically evaluate information.
(2)
a. Discussion
b. Direct instruction
c. Research
d. Observation
1.6 This design is also called the interdisciplinary design.
(2)
a. Subject design
b. Broad-fields design
c. Discipline design
d. Product design
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1.7 This approach focuses on starting with a general design and working toward specifics. (2)
a. Inductive
b. Deductive
c. Mixed
d. Experimental
1.8 This model focuses on involving the teachers to develop the curriculum and would start
with the teachers to identify the needs of the students and specific objectives.
(2)
a. Tyler's model
b. Doll's model
c. Taba's model
d. Bobbitt's model
1.9 Educational philosophy for the TVETcurriculum in Namibia is biased towards
(2)
a. Progressivism
b. Reconstructionism
c. Perennialism
d. Pragmatism
1.10 Which curriculum content selection criteria concerns with the authenticity of the
content selected?
(2)
a. Validity
b. Feasibility
C. Utility
d. Practicality
Question 2: Matching
[10]
2.1 Match the different types of curriculum designs with their descriptions.
[S]
Curriculum design
1 Child-centred
2 Experience-
centred
3 Radical
4 Humanistic
5 Subject-centred
Curriculum design
A Curriculum focus is on separate subjects within a discipline.
B Curriculum is pre-planned and adjusted according to the
student's interests and needs.
C Curriculum focus is on allowing a person to develop to reach
his/her highest potential based on his/her needs, interests, and
experiences.
D Curriculum focus is on empowering the student to having their
own voice and become free from conforming to a society which is
seen to be corrupt.
E Curriculum is not pre-planned and evolves according to the
student's experiences and interests
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2.2 Match the following curriculum content selection criteria with its correct definition. [5]
1 Self-
sufficiency
2 Interest
3 Utility
4 Learnability
5 Feasibility
A Used by those who favour the learner-centred design.
B Learning knowledge and skills allow one to function independently in
society.
C This criterion requires curriculum planners to consider content in
light of the time allocated, the resources available, the expertise of
current staff, the nature of the political climate.
D Concerns the usefulness of the content for the present and future.
E Relates to the optimal (best) placement and appropriate organization
and sequencing of content.
Question 3: True/False
[5]
Identify the True and False statements.
3.1 The CBETmodel is based on the behaviourist learning theory.
(1)
3.2 Development of higher order thinking skills such as problem solving is one of the
principles of the humanistic learning theory.
(1)
3.3 The curriculum development model used in Namibia applies the principles of Bobbitt and
Charter as Namibia's TVETcurriculum is intended to contribute to society, the economy,
and family life.
(1)
3.4 A curriculum which focuses on the development of the feelings and attitude, inclusion of
student experiences and development of the whole person applies the principles of
behaviourist learning theory.
(1)
3.5 Evaluation is the formal determination of the quality, effectiveness, and value of a
curriculum.
(1)
SECTION B
Question 4
[8]
4.1 The principles and training approaches in CBETare based on the behaviourist learning
theory. How do behaviorists define curriculum?
(2)
4.2 Explain any three of the facilitation methods you can use in your trade.
(6)
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Question 5
[15]
5.1 State four (4) basic principles of Tyler's curriculum model.
(4)
5.2 Give ONE strength of Tyler's curriculum model.
(1)
5.3 Which organisations are responsible for development of the TVETcurriculum in Namibia?
(2)
5.4 William Doll proposed the 4 R's as a criteria to determine whether a curriculum developed
is successful or not. Name and explain these criteria.
(8)
Question 6
[14]
6.1 Who are the key players in the TVET curriculum implementation? List at least five (5) key
players.
(5)
6.2 The focus of the Concerns-based (CBA) model is on addressing the teachers' concerns
regarding content, materials, pedagogies, technologies, and educational experiences.
Explain the following concerns: concern for self, concern for teachers and concern for
students.
(6)
6.3 What are some of the principles of effective implementation you can identify from the
CBA model and how does it differ from the ORCand OD models?
(3)
Question 7
[12]
7.1 What is the role of philosophical foundations in curriculum theory?
(2)
7.2 Which educational philosophies inform the TVETcurriculum in Namibia?
(2)
7.3 State the characteristics of one of the philosophies stated in 7.2.
(4)
7.4 Explain how humanistic principles can be applied in the class. Provide four (4) facts. (4)
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Question 8
[16]
8.1 The unit standards have been developed by the NTA together with the industry and other
stakeholders and are grouped to form a National Vocational Certificate (NVC) qualification
in the CBET model. Explain why the CBET model did not keep its promise of skills
development and economic competitiveness for Namibia. Name at least four
(4) facts.
(8}
8.2 List the societal factors which have influenced the TVET curriculum design in Namibia.
Explain how these factors below affected the TVET curriculum. Provide at least four (4)
factors.
(8}
[END OF PAPER]
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