Definition of Curriculum
Bloom (2006:6) states
that curriculum is typically considered to be the official written document from
a higher authority, such as the local school district or school board. Such a
document is seen as a mandated template that must be followed by all teachers.
Unfortunately, in many cases, teachers are supposed to follow such a mandated
curriculum.
Braslavsky (1999: 2)
states that according to the history of education, the term ‘curriculum’ was
originally related to the concept of a course of studies followed by a pupil in
a teaching institution. The concept of curriculum has evolved and gained in
importance. Increasingly, it is used universally within the framework of
globalization, the theory of pedagogy and the sociology of education. At the
same time, the concept acquired such an importance that since the 1990s certain
authors underscored the risk of an invading epistemology (i.e. the concept
being used to indicate all dimensions of the educational process, without
allowing any differentiated analytical approach to its complexity).
In fact, the term
curriculum is mostly used to refer to the existing contract between society,
the state and educational professionals with regard to the educational
experiences that learners should undergo during a certain phase of their lives.
For the majority of authors and experts, the curriculum defines: (i) why; (ii) what; (iii) when; (iv) where; (v) how; and
(vi) with whom to learn.
Using educational
concepts, we can say that the curriculum defines the educational foundations
and contents, their sequencing in relation to the amount of time available for
the learning experiences, the characteristics of the teaching institutions, the
characteristics of the learning experiences, in particular from the point of
view of methods to be used, the resources for learning and teaching (e.g.
textbooks and new technologies), evaluation and teachers’ profiles.
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