The world curriculum stems from the Latin verb currere which means to run. The latin noun curriculum refers to both “course” and “vehicle”. In the context of education is to view it as Course for learning. The very short definition of curriculum is a plan for learning. This simple definition does not easily or unnecessarily narrow the perspective, but permits all sorts of elaboration for specific curricular levels, contexts and representations.
The core of a curriculum generally concerns the aims and content of learning and other various aspects. A clarifiying way to visualize the relationship between the various aspects is the so called curricular spider web
The core of a curriculum generally concerns the aims and content of learning and other various aspects. A clarifiying way to visualize the relationship between the various aspects is the so called curricular spider web
The core and the nine threads of the spider web refer to the ten parts of a curriculum, each concening an aspect of learning.
Component ---------------------------------------------------------- Rationale Aims and Objectives Content Learning activities Teacher role Materials and resources Grouping Location Time Assessment | Core Question ---------------------------------------------------------- Why are they learning? Towards which goals are they learning? What are they learning? How are they learning? How is the teacher facilitating their learning? With what are they learning? With whom are they learning? Where are they learning? When are they learning? How is their learning assessed? |
A first extremely useful, distinction appears to be a spesification of the level of curriculum, the following division into five segments has proved to be very useful to understand the different levels which curriculum products may apply
Level ----------- Supra Macro Meso Micro Nano | Description -------------------------- International National School, institute Teacher, classroom Pupil, Individual | Examples ------------------------------------------------------------------------- Common European Framework of References for Languages Core objectives, Examination programmes School Programme Teaching Plan Personal Plan for learning |
A second, clarifiying distinction concerns the different forms in which curricula can be represented. The following three levels, split up into six forms, will normallly suffice for cler communication
Intended Implemented Attained | Ideal Formal Perceived Operational Experimental Learned | Vision Curriculum documents Interpreted by its user Actual Process of learning Experiences perceived by learners Resulting learning outcomes |
In any case this distinction of forms emphasizes the different layers of the curriculum concept, an often voiced desire is to reduce the gap between dreams actions and results
Source: Thijs, A., & Akker, J.van den (2009). Curriculum in development. Enschede: Netherlands Institute for Curriculum Development (SLO).
Source: Thijs, A., & Akker, J.van den (2009). Curriculum in development. Enschede: Netherlands Institute for Curriculum Development (SLO).