Hidden Curriculum Paper

What is curriculum? The text lists five definitions. It can be defined as a plan for action or a written document that includes strategies for achieving goals. This is specific and prescriptive. Secondly it can be

Curriculum development simply means the sum of all planned learned experiences which an institution decides for its students. Some authors define curriculum as the total effort of the school to bring about desired outcomes in educational institution and out of college situations (Gaberson, 2015). A curriculum is a comprehensive collection of statements that usually include a mission, vision, and philosophy. Faculty beliefs about teaching, learning, nursing, health, person, diversity, and environment are included (Gaberson, 2015). A conceptual framework organizes the curriculum information.

The enacted curriculum is how the teacher delivers the intended curriculum to engage their students

There are a variety of definitions in relation to the term “curriculum”. Hence, in the educational field curriculum has always been one of the main aspect. In other word, “curriculum” seems to be considered as what teachers are going to teach and what learners are going to learn. Moreover, it has been designed to develop the attributes, knowledge and skills to allow children to be successful, confident, responsible and effective learners. Therefore, I am going to look at curriculum transmitted like a body of knowledge, curriculum as product verses process and curriculum as praxis as different ways of approaching curriculum theory and practice.

An effective curriculum depends on its design. When developing and planning a curriculum, educators must focus on student success. According to Danielson (2002), “educators follow clearly defined steps that are designed to link the local curriculum to state and district content standards” (p. 81). Once a state has established a Standard Course of Study, educators can design a curriculum that will provide the most appropriate education possible for the diverse learners in that state. This will prepare students to become successful, contributing members in a 21st century society and

The intended curriculum is a theory that teachers want students to actually experience Blaise and Nuttall (2011, p. 82). Enacted Curriculum deviates from the intended curriculum as this is what the teacher actually teaches the children. The teacher’s decisions on how and what they will teach depends on their interpretation of the intended curriculum (Blaise & Nuttall 2011, p.87).

The curriculum involves all the developmental areas of a child’s growth, this moves around the attentions and needs of a child. The curriculum is also known as the outline around activities and lessons that are held in class that are premeditated and unpremeditated. As a teacher, you need to make sure that your curriculum is developmentally, individually and culturally appropriate before using it in your classroom. After obtaining understanding about each child’s background, and culture, you are able to incorporate all that information into your curriculum to make sure that your curriculum is culturally appropriate. You need to also find out about each child’s learning style, needs, interests, and their rate of growth so your curriculum can

Developing a curriculum is a difficult process, moreso when an educator has to keep in mind the number of students they are trying to reach. At the secondary level, it is not uncommon for a teacher to be responsible for 150 or more students. Each of these students presents a unique and trying task for educators who want to help students learn. Students have different modalities for which they gain knowledge, and it is the teacher’s job to engage those

In a recent study conducted by Laura L. Sagan, 134 students were asked to fill out a survey to determine the alterations that were desired by the students in accordance of how the curriculum was taught. Out of the 134, 19.4% believed that there was no need to change the way that the material was presented to them (Sagan 220). This is a critical fact when regarding to educators who oppose curriculum modifications. By knowing this fact, it is important to understand that the problem within the education system is not the fault of modifications in the curriculum but rather it is the fault of the educators. Innovations in the curriculum, then, are required after a certain amount of time.

The Curriculum is part of epistemological access. Epistemological access is the assess to school and to the resources within the school. These include the content. The curriculum is a guide or a plan which high lights the topics and the time line on grade to grade. It states what needs to be covered in a grade and how time should be spent on each topic.

“If the structure does not permit dialogue the structure must be changed” – Paulo Freire

Curriculum is the system that improves the educational system quality by planning and assessing the teaching program. Marsh and Wilss (2003:13) explain that curriculum is “an interrelated set of plans and experiences that a student undertakes under the guidance of the school”. On the other hand, Brubaker (1982:2) defines curriculum as “what persons experience in a setting."

Bron and Veugelers (2014) elucidate a classroom environment encompasses a vast and diverse student body that should be reflected in the utilized curriculum which will continually adapt to the ever changing elements and culture surrounding it. Important to realize, is that there is a very considerable group of stakeholders responsible for the advocacy of the curriculum map, those who are composed of neighborhood residents, youth involved in the justice system, unemployed, regulation enforcement agencies, contractors and developers, employers, ordinary community members, and government officials (Rabinowitz, 2017). Accordingly, whether stakeholders are directly or indirectly involved with the students, their input ensures successful outcomes in achievement for those focuses within the learning arena.

The hidden curriculum fosters intellectual curiosity and emotional growth. It provides opportunities for discovering new interests and developing new abilities. While open curriculum mainly provide knowledge, which are facts, theoretical ideas and formulaic matters. Though sometimes, there will be conflicts aroused between them, they are closely related and affecting each other. Due to the change in the society, in student's needs and in educational system, part of the open curriculum are disappearing and turn into hidden curriculum; while some part of the hidden curriculum which is more important, and which has been used adequately and was focus on, will then transform into open curriculum. According to L. F. Hopkins, he divided open curriculum into six categories: Subject curriculum, correlated curriculum, fused curriculum, broad field curriculum, core curriculum and the activity curriculum. The activity curriculum and the subject curriculum are at the two poles, and the activity curriculum and hidden curriculum has the most reciprocal influence. As what Bearne (1986) said: "What students learned in hidden curriculum has a farther effect and more profound meaning compared to what they learned from the open curriculum". But hidden curriculum can be both positive and negative. It can hinder the open curriculum and it can also promote it. As the two examples from my own experience will show:

There seems to be a lot of controversy and uncertainty as to ¡¥what is the curriculum?¡¦ As such, there is a distributing lack of consensus on an all-embracing definition of this comprehensive concept. This is, in part, due to the various interpretations, meanings, emphasis and approaches that the scholars of curriculum studies embark upon. This, in turn, leaves the education practitioners and the general public in the dark as to what constitutes that which should be considered as ¡¥good curriculum practice¡¦ in educational institutions.