All five of the interviewees understood the curriculum to be a formal document of subjects taught to students, and they all understand that there are extracurricular activities such as sports and playground time outside of official learning, but they were not aware ‘curriculum’ consists of more than just the formal curriculum, it is also other learning experiences that students undergo, which may including the things students learn without teachers realising it (hidden curriculum) like the values and importance of human connection (Pierson, 2013), and the things they learn even though educators avoid talking about it for example abuse (null curriculum) (Blaise & Nuttall, 2011, p. 82) and that it is a “story” about ourselves, our nations and the world, and a story about each child’s past, present and future (Gobby, 2014).
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92) should not be discussed in the classroom, only at home. One interviewee said “A child is a product of their environment, at home, in the community and at school”; we cannot always separate children from these external realities, they bring with them these experiences and feelings into the classroom (Malaguzzi, 2014, p. 1), which is why the majority of the interviewees felt that these topics should be touched on in the
92) should not be discussed in the classroom, only at home. One interviewee said “A child is a product of their environment, at home, in the community and at school”; we cannot always separate children from these external realities, they bring with them these experiences and feelings into the classroom (Malaguzzi, 2014, p. 1), which is why the majority of the interviewees felt that these topics should be touched on in the