Deborah Arasomwan

Students are the recipients of the curriculum thus, listen to their voice on their experiences is of paramount significant to effective learning, productivity and success in performing their teaching role. To understand learning and why some university graduates are void of professional required skills, student reflection or viewpoint on the curriculum is of important. A good number of research have been conducted on reflective practices on teacher education. However, exploring students' reflections their experiences of the curriculum as it prepares them to practice on the field, especially in South African context has not been widely researched. Hence, this study explores students' reflections on foundation phase life skill curriculum as it equips them to carry out their teaching role to foundation phase learners. The study employs qualitative approach and adopted interpretive paradigm to conduct a single case study research in one of South African Universities. The study is framed around Biggs theory of constructive alignment supported by ten concepts of curriculum spider web. Thereafter, the instrument of data collection such as reflective essay writing and focus group structured interview was used to explore twenty fourth-year foundation phase students' who are purposively and conveniently selected to reflect on their experiences of the foundation phase curriculum as it relates to life skill programme. The generated data was analysed thematically using inductive and deductive reasoning approach, the results are analysed and discussed in detail.