This definition includes "all" opportunities and so implies that there may be unplanned aspects which could be included. However it may be a little too open to interpretation. It is also the only definition that suggests the learning is aimed towards pupils.

4 also offers a good definition and suggests purpose behind teaching.

Definition 6 does not account for the unplanned opportunities and would benefit from being more open. Definition 5 seems negative and does not give an opinion towards what is being learned/taught or consider the learners.

Definition 1 is difficult to understand due to it suggesting there is responsibility at three levels and does not make it clear what these levels are.

Definition 1

"A curriculum is the formulation and implementation of an educational proposal, to
be taught and learned within a school or other institution and for which that
institution accepts responsibility at three levels, its actual implementation
and its effects." (Jenkins and Shipman, 1976)

Definition 2

"All the opportunities planned by teachers for pupils" (Nicholls and Nicholls, 1978)

Definition 3

"All the learning that is planned and guided by the school, whether it is carried on
in groups or individually, inside or outside the school. (Kerr, 1969)

Definition 4

"That the curriculum consists of content, teaching methods and purpose may in its
rough and ready way be sufficient definition with which to start." (Taylor,
1968)

Definition 5

“Due to the business of teachers and
maximum numbers of learners the curriculum is all too often simply whatever
course we happen to be teaching at the time.” (Armatage et al 1999),


Definition 6

“(the curriculum) is only properly used for planned, sustained learning which is
taken seriously, which has a distinct and structured content and which proceeds
via some kind of ‘stages of learning’.” (Wilson, 1969 cited in Neary 2002)

Definition 1 - We are not very keen on this definition because of its clinical and scientific connotations. The words 'formulation' and 'implementation' make this definition seem quite aggressive and sound like an order being given rather than a definition.

Definition 2 - Doesn't allow a lot of room for unplanned spontaneous topics that could arise from pupils. Very teacher led and 'old school'. We don't like number 5 as neither of us are keen on the idea of education and teaching being run like a conventional business. Education is NOT like any other business sector and therefore should not be treated like one

Definition 3- Allows for all learning opportunities to be taken advantage of. It refers to planning and guiding of the students which we perceive to be the 'unplanned' themes. We also like Definition 6 because it talks about the structure and stages of learning which we see to be the learner journey. Number 4 is a positive for us because we believe it to be a realistic definition, as more often than not 'your' curriculum is a rough working document.

The curriculum on the other hand can be more open for you to deliver the syllabus. This considers the opportunities to teach and is more of a guide than a rigid structure.

1. Which of the above definitions most fits with your own
ideas of what a curriculum is?

2. Critically evaluate the  quotations.

This is a none restrictive statement which allows interpretation of how the learning will take place and contains all the right elements for our view of curriculum.

Collective evaluation

The best definitions are the ones that give some guidance but allow us to put our own creativity upon it.

Definition 2 states that all activities need to be planned, which is not always the case. As we have discussed this morning, there are multiple unplanned elements. This definition does not cater for all that curriculum stands for.

On the other hand, too much information can be too restrictive as in definition 1. This definition is over complicated and you can get lost in the words without understanding the meaning of what is actually trying to be said.

Al, Stacey and Jody