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    Definition of Curriculum

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    seenauth tarachan
    Curriculum has been defined in many ways by different authors. It can refer broadly to the overall plan for teaching and learning, including content, lessons, and standards. More specifically, some see curriculum as the written content and lessons, while others view it as the implemented lessons in the classroom or the knowledge and experiences attained by students. Curriculum definitions vary depending on whether they focus on the intended plans, enacted teachings, or learned outcomes.

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    Definition of Curriculum

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    seenauth tarachan
    154 views2 pages
    Curriculum has been defined in many ways by different authors. It can refer broadly to the overall plan for teaching and learning, including content, lessons, and standards. More specifically, some see curriculum as the written content and lessons, while others view it as the implemented lessons in the classroom or the knowledge and experiences attained by students. Curriculum definitions vary depending on whether they focus on the intended plans, enacted teachings, or learned outcomes.

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    definition of curriculum

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    Definition of curriculum

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    Curriculum has been defined in many ways by different authors. It can refer broadly to the overall plan for teaching and learning, including content, lessons, and standards. More specifically, some see curriculum as the written content and lessons, while others view it as the implemented lessons in the classroom or the knowledge and experiences attained by students. Curriculum definitions vary depending on whether they focus on the intended plans, enacted teachings, or learned outcomes.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    154 views2 pages

    Definition of Curriculum

    Uploaded by

    seenauth tarachan
    Curriculum has been defined in many ways by different authors. It can refer broadly to the overall plan for teaching and learning, including content, lessons, and standards. More specifically, some see curriculum as the written content and lessons, while others view it as the implemented lessons in the classroom or the knowledge and experiences attained by students. Curriculum definitions vary depending on whether they focus on the intended plans, enacted teachings, or learned outcomes.

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    © All Rights Reserved
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    Definition of curriculum

    Across literature, numerous definitions of curriculum have been described. This is so because
    authors either do not agree with the existing ones or want to add their experiences to the
    definition (Porteli, 1987). Numerous curriculum critics have given their opinions on this subject.
    There are some which unfortunately “focus only on certain facets of early curriculum thought
    while ignoring other” (Hlebowitsh, 1993) while others concentrate only on same characteristics
    of curriculum (Toombs and Tierney, 1993). Furthermore, curriculum can be described as broad
    or narrow (Oliva, 2008). According to McTighe & Wiggins (2012), a curriculum is a selected
    blueprint derived from content and performance standards used for learning. It is the effective
    transformation of materials for learning and teaching purpose. “All aspects of the planning,
    implementation and evaluations of an educational process, the why, how and how well together
    with the teaching-learning process is the curriculum and learning should be experiential,
    physical, sensory, eventful, memorable and engage the whole personality of the learner”, Finney
    (2002). In other words, a curriculum is a group of specifically chosen lessons used for teaching.
    According to Richards (2013), curriculum is “the overall plan or design for a course and how the
    content for a course is transformed into a blueprint for teaching and learning which enables the
    desired learning outcomes to be achieved”.

    Cheng (1994) described curriculum as “a set of activities and content planned at the individual
    level, the programme level, or the whole school level to foster teachers’ teaching and students’
    learning. To this Nordin (1991) and Marsh and Willis (1998) explain that relevant activities and
    content can foster desirable experiences in the students towards the targeted goals. On the other
    hand, Selveraj (2010) describes curriculum as “specific subjects or topics within the curriculum
    of any learning institution”. Similarly Ramparsad (2001) describe curriculum as “a result of the
    interaction of objectively developed plans …created by teachers for the benefit of students, as
    well as for the better implementation of the plan. However, the plan is not the blueprint for
    student learning rather the strategy for curriculum development”. These are not in the same line
    with McTighe and Wiggins.

    Purkey and Smith (1998) describe curriculum as three dimensions which are namely:
    1. The “intended or planned curriculum”, the one produced by the developers or written
    curriculum ( Saylor et al., 1981;Mameyer 2003).
    2. The “implemented curriculum”, the one delivered in class,
    3. The “attained or realized curriculum”, the one learnt by the students. It is made up of the
    experiential and learned curriculum. While the former includes knowledge acquired
    through learning experiences, the latter refers to everything the student learns in direct
    contact with teaching and the learning process. The former is also referred to as the
    hidden curriculum and encloses everything the student learns outside the classroom but
    within the school premises.

    The Standard Curriculum for Primary Schools (SCPS) also describes curriculum as three
    dimensions, namely:

    1. “ Written curriculum”, program stating what the teacher should teach,


    2. “ Taught curriculum”, depicts the “knowledge acquired, skills developed, and values
    inculcated in the student”
    3. “Examined curriculum”, describes “knowledge, skills and values which are tested”.
    However, these three dimensions are not in line with what Purkey and Smith describe
    whereby curriculum is related merely to the different stakeholder unlike an amalgam of
    stakeholders and educational event as speculated by the SCPS.

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