This document discusses different types of curriculum, including formal curriculum (written textbooks and lesson plans), informal curriculum (implicit lessons learned), null curriculum (what is not taught), actual curriculum (both written and unlearned lessons), subject curriculum (traditional organization by subjects), child curriculum (focusing on student experiences), core curriculum (compulsory common lessons), broad field curriculum (combining subjects), correlated curriculum (teaching subjects correlated to each other), task curriculum (project-based learning), intended curriculum (documented plans), extra-mural curriculum (non-official lessons), objective curriculum (focusing on objectives, experiences and behaviors), rhetorical curriculum (ideas from officials), phantom curriculum (lessons from media), concomitant curriculum

1. M.Ed
Dept.of.education
Periyar university
Salem-11
P. MERCY RANI
TYPES
OF
URRICULUM

2. FORMAL CURRICULUM
Formal instruction of the schooling experience.
Explicit curriculum include those things in textbooks.
The written curriculum is an important component of
authentic literacy- the ability to read, write and think
effectively.
The overt curriculum is the open, or public,
dimension and includes current and historical
interpretations, learning experiences, and
learning outcomes.
Textbooks, learning kits, lesson plans, school
plays etc.

3. INFORMAL CURRICULUM
Implicit curriculum has to do with how
particular assumptions about schooling
and learning manifest practice.
They are also learning and modifying
attitudes, motives, and values in
relationship to the experiences…in the
classroom.

4. NULL CURRICULUM
We do not teach, thus giving students the
message that these elements are not
important in their educational experiences or
in our society.
The null curriculum is
what is not taught.
The null
curriculum is what
a multi faceted
concept.

5. ACTUAL CURRICULUM
This to both
written and
unwritten
syllabuses from
which students
encounter
learning
experiences.
- tanner and tanner
1975
Actual
informal
formal

6. SUBJECT CURRICULUM
Traditional curriculum
Curriculum is organized according to
how essential knowledge has been
developed in the various subject areas.
LIMITATIONS:
 Learner interest & needs have no place.
 More stress is given to content.
 No place for personal experience.
 Memorization is mostly encouraged.

7. CHILD CURRICULUM
Experience curriculum
establishes the relationship
between school and society.
Activity curriculum empowers
students through ownership of
knowledge.
LIMITATIONS:
 Content not specific.
 No common curriculum is possible.
 Transforming the experiences into organized
knowledge is difficult-no proper guidance is
provided.

8. CORE CURRICULUM
This not an independent type of
curriculum.
Compulsory course of study
It relationship between life and
learning.
History, political structure,
democracy, cultural, family,
science.

9. BROAD FIELD CURRICULUM
Fused curriculum is combining
several specific areas into large
fields/areas.
Integrated curriculum – several
courses have been merged into one.
“Environmental pollution”-chemistry,
physics, biology, geography.

10. CORRELATED CURRICULUM
In this type of curriculum different
subject of school are taught by
correlating each other.
Mathematics science

11. TASK CURRICULUM
John Dewey has suggested this type of
curriculum.
kelpertrik has given project-method
teaching for this curriculum.
Mahatma Gandhi emphasized on basic
education.(i.e) 3H-education Hand, Head
and Heart.

12. INTENDED CURRICULUM
It serves as a documented map of
theories, beliefs and intentions about
schooling, teaching and knowledge
evidence in the development of teacher
proof curriculum.
Processes, content, knowledge
combined with the experiences and
realities of the learner to create new
knowledge.

13. EXTRA-MURAL CURRICULUM
It refers to those learning activities or
experiences students are exposed to
by their teachers but which are not
stipulated in the formal or official
curriculum.
OBJECTIVE CURRICULUM
B.S BlOOM has suggested this
tri polar process educational
objectives-learning experience-
change behaviour

14. RHETORICAL CURRICULUM
Elements from the rhetorical
curriculum are comprised from ideas
offered by policymakers, school
official, administrators or politicians.
The rhetorical curriculum may also
come from the publicized works
offering updates in pedagogical
knowledge.

15. PHANTOM CURRICULUM
The message prevalent in
and through exposure to
media.
CONCOMITANT CURRICULUM
This type of curriculum may be received
at church, in the content of religious
expression, lessons on values, ethics or
morals, moulded behaviours, or social
experiences based on a family's
preferences.

16. OCCUPATIONAL CURRICULUM
On the content to be covered within the
three learning components.
Learningcomponents
knowledge
Practical skill
Work
experience

17. TESTED CURRICULUM
What is tested is a limited part of what is
intended by policy makers, taught by
teachers and learned by students.
The test curriculum is that set of learning's
that is assessed in teacher-made
classroom tests; in district-developed,
curriculum-referenced tests and in
standardized test.

18. E-CURRICULUM
Those lessons learned through
searching the internet for information
or through using e-forms of
communication.
CD-ROM, network, internet, intranet,
video, audio, animation, e-mails, FB,
YouTube.
E-Electronic