A brief discussion on curriculum and the types of curriculum

1. CURRICULUM
DR HARIKRISHNAN M
CPAS CTE
NEDUMKANDAM

2. CURRICULUM DEFINITIONS
• curriculum is defined as the total learning
experiences of the individual. This definition is
anchored on John Dewey’s definition of
experience and education.
• A plan for action or a written document that
includes strategies for achieving desired goals
or ends (Tyler, 1949)

3. DEFINITIONS CONTD..
• A set of plans and arrangements regarding the
objectives, content and learning materials as well
as the means used to guide the implementation
of learning activities to achieve specific
educational objectives. (Law No. 20 of 2003 on
National Education System in Article 1 (19))
• Caswell and Campbell viewed curriculum as “all
experiences children have under the guidance of
teachers”.

4. Definition Contd..
• Marsh and Willis view curriculum as all the
“experiences in the classroom which are
planned and enacted by the teacher, and also
learned by the student
• These definitions are influenced by the
political social and demographic cultural
experiences of the individuals and are
pointers of the needs of the society

5. TYPES OF CURRICULUM
Allan Glatthorn (2000) describes seven types of
curriculum operating in the schools.
• Recommended curriculum- proposed by scholars and
professional organizations.
• Written curriculum- appears in school, district, division
or country documents.
• Taught curriculum- what teachers implement or
deliver in the classrooms and schools Types of
Curriculum Operating in Schools
• Supported curriculum- resources textbook computers,
audio visual materials which support and help in the
implementation of the curriculum.

6. Types of Curriculum Contd…
• Assessed curriculum, that which is tested and
evaluated.
• Learned curriculum-what the students actually
learn and what is measured
• Excluded curriculum: topics or perspectives that
are specifically excluded from the curriculum.
There are many other divisions like..
• The null curriculum: That which we do not teach
thus giving learners the message that this
curriculum elements are unnecessary educational
experiences for their society or future

7. Types of curriculum contd..
• Explicit curriculum: subjects that will be
taught, the identified "mission" of the school,
and the knowledge and skills that the school
expects successful students to acquire.
• Implicit curriculum: lessons that arise from the
culture of the school and the behaviors,
attitudes, and expectations that characterize
that culture, it is also an unintended
curriculum.

8. Types of Curriculum Contd…
• core curriculum is a set of courses that are
considered basic and essential for future class
work and graduation. Math, science, English,
history and geography are an example of core
curriculum in a middle school or high school
• Phantom curriculum: The messages prevalent in
and through exposure to any type of media
• Concomitant curriculum: What is taught, or
emphasized at home, or familial experiences
which may be religious or political

9. Types of Curriculum
• Hidden curriculum-. Things which students learn,
‘because of the way in which the work of the
school is planned and organized but which are
not in themselves overtly included in the
planning or even in the consciousness of those
responsible for the school arrangements (Kelly,
2009).often learned unknowingly. As per
Longstreet and Shane (1993) it refers to the kinds
of learnings children derive from the very nature
and organizational design of the public school, as
well as from the behaviors and attitudes of
teachers and administrators

10. Types of curriculum ….
• Rhetorical curriculum: elements from the
rhetorical curriculum are comprised from ideas
offered by policymakers, curriculum framers,
school officials, administrators, or politicians.
• The internal curriculum: Processes, content,
knowledge combined with the experiences and
realities of the learner to create new knowledge.
• The electronic curriculum: Those lessons learned
through searching the internet for information, or
through using e-forms of communication

11. References
• Onwuka, U. (1984). Curriculum development for
Africa. Onitsha: Africana Publishers Limited
• Shane, A. (1993). Arms of curriculum. Etats-Unis:
Springer press.
• Scheffler, I. (1960). The language of education.
Springfield: Charles Thomas Publisher
• Tanner, D. & Tanner, L.N. (1980). Curriculum
development and instruction. Chicago: University
of Chicago Press
• Wheeler, D.K. (1979). Curriculum process.
London: Hoobler and Stoughton