This article reports on a learning experience that was designed to investigate the extent to which a learning event would draw from both objectivist and constructivist traditions to provide learners with real-world projects so that they can construct their own programmes in collaboration with other individuals and develop new ideas for future systems. The study was done because the current South African curriculum for high school Computer Studies, in our opinion, is weak on higher
order thinking skills. An experimental lesson was presented to high school learners, and monitored to determine the extent to which a learning experience could be designed using predominantly objectivist methods, but presented in a constructivist
fashion. The evaluation showed that the lesson was successful. Learners scored
better in their year-end results than previous years, and indicated that they enjoyed the real-world style. Using techniques developed for this lesson should help learners to do real world programming, and this would narrow the gap between
school/university and the real world. Some recommendations for curriculum design emerge.