Understanding Curriculum

The curriculum that is delivered by the teachers to the students is termed as Taught Curriculum. Teachers, being the chief implementers of curriculum, occupy a crucial role in curriculum decision making. Taking the students into consideration, they decide how to achieve the intended learning outcomes. They decide the distribution of time to a particular activity/content. Even the external pressures like external exams cannot limit their freedom to exercise their own philosophy of instruction.

The Supported Curriculum is the curriculum supported by available resources. Such resources include both human (teachers) as well as physical (such as textbooks, workbooks, audio visual aids, teacher guides, grounds, buildings, library books and laboratory equipment). The Supported Curriculum not only plays a vital role in developing, implementing, and evaluating the curriculum, it also affects the quantity and nature of the learnt content (Glatthron, Boschee, & Whitehead, 2006, pp. 10-14).

The Written Curriculum is the curriculum that is sanctioned and approved for classroom delivery. It represents society’s needs and interests. It translates the broad goals of the “Recommended Curriculum” into specific learning outcomes. Glatthron, Boschee, and Whitehead (2006, p. 9) note that the “Written Curriculum” is specific as well as comprehensive and it indicates:

The Recommended Curriculum is the name given to the curriculum construed by the educational stakeholders at the national level. It is more general and usually consists of policy guidelines. It actually reflects the impact of “opinion shapers” such as:

Some definitions are descriptive because these define curriculum as “how things are” in the schools. In these definitions, educationists put the learners in focus and define things happening with respect to the learners. Some definitions of this category are given below.

Some definitions are prescriptive because these define curriculum as “how things ought to be” in the schools. These definitions acknowledge the dominant role of the institution or teacher who is influencing the learners. Here, the institution or teacher is responsible for transforming the learners’ personality in such a way that it is accepted by the society. Educationists like Dewey, Rugg, Tylor, and Triche give a prescriptive definition of curriculum: when they suggest that

The term curriculum has been defined in so many ways that it has become a hard to pin down term (Psifidou, 2007 p. 17). Different philosophies of education, divergent learning theories, and different approaches and theories of curriculum have contributed to the establishment of assorted definitions of curriculum. However, this variety in definitions of curriculum does not indicate its ambiguity but its comprehensiveness and richness of its scope. Actually, each definition communicates a particular aspect or characteristic of curriculum adding its depth and breadth.

Various books and journals (online as well as offline) were consulted to get different aspects of curriculum (see reference below). Personal professional knowledge and judgment also helped in identifying important concepts.