The Understanding Curriculum Theory

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Understanding curriculum
Blaise and Nuttall (2011) provide an explanation of what curriculum is and the key concepts in curriculum theory, explaining that there are three main aspects of curriculum framework; what will be learnt, when it will be learnt and how teachers and parents know it has been learnt. The concepts in curriculum theory provide an explanation of how curriculum is implemented. The five key factors are as follows; “intended curriculum (what teachers want students to experience), enacted curriculum (what the teacher actually provides), hidden curriculum (what children learn without teachers realising), null curriculum (what teachers don’t want kids to learn) which together result in the lived curriculum (what children actually
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Blaise and Nuttall (2011) describe many changes that the curriculum has under gone including the arranging of students in ages groups which are referred to as ‘relatively new phenomenon compared to the history of Western education’ as well as the structure of which subjects are arranged.
Both Interviewee One and Two considered the curriculum to be the content that teachers need to teach. This definition is similar to what Blaise and Nuttall (2011) refer to as the curriculum framework which ‘guides...planning and assessment’. The curriculum can be described in many ways but to truly understand what curriculum is, one must be able to understand and identify the five key concepts in curriculum theory as listed by Blaise and Nuttall (2011). The key concepts are as follows; the intended curriculum, the enacted curriculum, the hidden curriculum, the null curriculum and the lived
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Both of the Interviewees had a solid understanding of the content and were able to articulate themselves well and provide evidence when responding to questions.
Interviewee One was able to give a satisfactory definition of the curriculum framework and was able to list content that may have changed since they were in primary school. I was shocked by the fact that they refer to their parents as their main influence during primary school with no mention of their teachers. This response could be because the Interviewee does not respond well to the rigid environment that school entails.
Interviewee Two seemed to respond on their time at primary school with more fondness than Interviewee One. While stating that their parents played a large factor during primary school, they were also able to appreciate the effort that their teachers put in. Interviewee Two was also very vocal when asked about stakeholders and the curriculum. They answered this question with lots of evidence to support their claims and strongly felt that more influence from other stakeholders such as teachers and parents would be highly

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