Curriculum Experiences Essay

754 Words 4 Pages
Understanding Curriculum Experiences

According to Blaise and Nuttal the curriculum is not just an outline of what must be taught or how, it is a more complex framework that incorporates five elements; the intended curriculum, the enacted curriculum, the hidden curriculum, the null curriculum and the lived curriculum. Each of these elements highlights a different way a student learns, understands and gains skills from the curriculum. (Blaise and Nuttal 2011)

The intended curriculum refers to what the curriculum intends the child to learn, such as the understanding and application of knowledge relating to particular subjects and topics and to develop the skills needed to succeed in school and in the world. The intended curriculum is when a
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A teacher’s philosophy and their prejudices will decide how and what pedagogy and curriculum approach they use, which will determine how they interact with a child, what work they give them and what they think a child is capable of achieving. (McLachlan, Fleer and Edwards, 2010)

The hidden curriculum incorporates what children learn outside the curriculum framework. This could include social and cultural prejudices or societal stereotypes and inequality between genders in the school or home environment. These issues can impact on the way a child thinks or behaves towards their peers, their teachers and in the community. (Blaise and Nuttal, 2011)
The hidden curriculum can relate directly to the null curriculum. The null curriculum refers to topics that are socially awkward, deemed inappropriate or offensive that teachers and adults exclude from teaching or talking about, such as sexuality, death, corporate punishment and rape. (Blaise and Nuttal, 2011)
The null curriculum is important because if children do not learn to talk and cope with these issues it can affect their self esteem and the way they view and approach situations such as school, work and future relationships. (Blaise and
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(Brady & Kennedy 2007)
These groups are called stakeholders. Each stakeholder has a different interest in what the school curriculum should contain. The Government and the business community have a similar interest in the curriculum to produce students who have the skills to contribute and boost the economy. The government also has a keen interest in students being socially, culturally and politically cohesive in society so the nation continues to be productive.(Brady & Kennedy, 2007)
Parents and teachers often have a shared vocational and personal investment in how the curriculum is made. Parents have aspirations for their children and want to see their children well prepared with the skills needed to succeed in life. Teachers have the hardest job they must implement the curriculum to satisfy all stakeholders and to engage and motivate their students to be competent and skilled learners. Students want the curriculum to be appealing, to be relevant and to incorporate their interests and learning practically. Unfortunately students have the least say in the creation and implementation of the curriculum. (Brady &

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