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Education, Reviews

Curriculum in Education System and its Types

What is meant by the term curriculum? [100 words]

The curriculum is the total guided educational system that is designed to simplify learners so that they can learn for launching an excellent connection between what is learned in the school and what functions outside the school. The curriculum is the combination of many training courses that are arranged in a specific sequence. It is an integrated course that teaches academic studies. It is the method of continuous reconstruction of the organized body of trust that we usually called as studies. There are various studies that are concerned. The curriculum is also defined as the aggregate of the course that is given in the school to for studies. (Slattery, 2012)

What is the difference between the intended, implemented and experienced curriculum? Why are these differences important? Explain why an understanding of each of these is critical in any discussion of ‘curriculum’ [400 words]

An intended Curriculum is referred to as the set of goals that are set at the starting of any curricular strategy. The intended Curriculum launches the objective, the explicit determinations, and the instant goals that are needed to be completed. it has the solution to everything that the curriculum wants him to make. Certain indicators exist that are used to measure the intended curriculum. There are liberal queries that can be responded to by applying the Intended Curriculum. (Danesh, 2008)

Implemented Curriculum entails putting the official syllabus course for studies and subjects. This process is also involved in learning and helping the attained information and knowledge or experience. A learner is needed for implemented curriculum to take place. The learner is the main figure in the implementation of the curriculum. Implementation occurs with the help of the leader who has a plan and intended knowledge experience. Ideas, Skills, and attitudes that are aiming the learner to perform effectively in the social community. Curriculum implementation also has taken to the stage where an education program is being put into the effect. An Implementation agent is also required for operations. To achieve the goals, the teaching material, personality, and teaching environment should interact with the learner. Curriculum implementation is hence defined as the smooth and formally planned progression which needs to be considered is interpreted by the instructor into the curriculum, arrangements, and instructions so that they can be distributed to the learner. (Parkay, Anctil, & Hass, 2014)

The experienced curriculum is defined as how the student replies to, involves in, or acquires from the actions, persons, resources, and public or expressive atmosphere of the teaching space. The idea of a skilled curriculum is not identical to any student-focused curriculum or instructor-focused curriculum. Reflection of the qualified curriculum as an amount for learner education needs that the full, skilled sense that classroom contribution has for students is firm and then appraised in contradiction of the implication of that skill regarding its instructive assessment. The skilled curriculum may be prejudiced by aligning with, the scheduled or planned curriculum as scheduled by the instructor or forced by other exterior forces. It varies from other stages of the curriculum (including instructed, official, and capable). (Lund & Tannehill, 2010)

The large influences on curriculum include many factors. These may be political (power, ideology, government), economic (financial gain), or cultural transmission and or cultural transformation. Select TWO of these influences and explain using specific examples how they impact a curriculum. [600 words]

Several factors can affect all of the curriculum growth in gathering the requirements of a modern era.  Factors that are affecting curriculum growth comprise management guidelines, which results in brings other significant issues in the development. Legal curriculum development necessitates mindfulness of the variety of the board public informally, economically and emotionally. Factors that are affecting curriculum growth comprises government curriculum extension comprise government directions, which results in bringing other issues into the guidelines, Legal curriculum growth needs development.  Curriculum development requires mindfulness of the uniformity of the goal mindfulness. (Pinar, 2013)

Two of the factors are explained below

Technological Factor

Technology-determined curriculum growth is the custom of the modern era. The computerized expertise of the modern era is influencing curriculum growth at all levels of education. Educational hubs and teaching spaces progressively offer computers as necessary communication for education amongst learners. Hi-tech programs use inspiration learning objectives and education involvements amongst learners. Technology has always contributed significantly to the curriculum of the modern world. The use of technology is changing is improving the standards for designing curriculum

Technological alteration is defined not only by how to communicate effectively but also in defining how we need to educate ourselves and to the nation. The prepared readiness of info has pointed to the requirement for a curriculum that is instructor concentrated and engrained in the goal to formulate people for a manufacturing civilization. The growth of logical expertizes and advanced command thoughts are progressively significant attention of the modern syllabus. The participants and concerned individuals in this course are several and diverse, with the burden for alteration and improvement carried from instructors, institutes and Institute councils, administration establishments, manufacturers and learners themselves. All of them have contradictory viewpoints on the top curriculum preparation prototypes to the pact with this alteration. (Shawer, 2010)


Undergraduate and graduate degrees in computer technology escalations in reputation. These degree reforms with the modern era. The technological factor is always involved in the computer science degree. In addition to this new and advanced programming software’s used with the passage of time


Curriculum growth disturbs by diversity unlocks knowledge chances. Community diversity comprising faith, art, music, and literature and community groups improve curriculum development because of these features in spirit the categories of subjects, and approaches for training material. The rising applicable curriculum takes into justification civilization’s potential, accepting group civilizations and endorsing equal opportunity.

 Economic factors

Economics greatly impacts curriculum growth. The curriculum established for in community exercise in organizations emphasizes cultivating staff for upgrades that carry improved yields in revenues. Nations financing instruction supposes a financial yield from educated learners and their contribution to the nation’s economy with worldwide rivalry skills in practical fields. If the Nation spends more funds for their education, It results in the betterment of their economy. It is a time taking process, but it is a guaranteed method for the long-term prosperity of the nation as a whole. If a country doesn’t spend much of its resources on the curriculum of the country, then the country will never grow and prosper in the long term (Pinar, 2013).


Nations sponsoring education suppose a financial return from sophisticated learners backing to the nation’s economy with global rivalry skills in all of the technical fields. National Sponsoring education expects that the spending on curriculum with returning to eight times the initial investment. Every country of the world spends at least 4% of its GDP (gross domestic product) on its curriculum and expects that this will return in the financial and economic growth of the country and learners one get educated will support the economy of the country.

Do we need a curriculum? For what purpose(s)? Who and what should a curriculum serve? Who benefits? Who loses? [900 words].

Yes, Curriculum is very important for our education system.  Curriculum expansion must be observed as a procedure through which gathering student requirements result in the enhancement of learner’s learning. Curriculum makers should collect as much data as they can collect. This data should also comprise the anticipated results or outlooks of a great superiority platform. The role of this assessment is the present position of learner success and definite platform content. The data should also reflect the worries and arrogances of trainers, managers, parents, and learners. The statistics should also contain models of valuations, educations from lecturers, tasks, notches on national uniform examinations, workbooks presently used, learner awareness and response from parents. (Svensson & Wihlborg, 2010)

The curriculum is destructively watched as a program which may boundary the preparation of lecturers to a thought of the satisfied or the body of information they request to convey or a list of the topics to be trained or both. In additional words, only transport topic information is inadequate to be an active curriculum. It must propose much more than a declaration about the knowledge contained in the direction to be a creative curriculum.

To accomplish this, the clarifications of the curriculum motivate me to reflect on what kind of instructor one would become in the coming. Being an instructor is not just about assigning topic information to learners, he or she has the duty to let the Author study in a daily location. Teachers should not restrain themselves in the curriculum, but take the enterprise to teach as much as they can. I believe that if instructors communicate with students enthusiastically, they will recollect what they have educated, and translate them into services that may be valuable in their everyday lives

Equipped with an agreement of understandings that rises from the documentation of matters and movements, a curriculum growth group is intelligent enough to comportment a requirements assessment to best determine the observations, fears, and needs of all of the participants in the procedure. By observing this information cautiously, it may disclose key matters that should impact the curriculum project. For example:

  •  Instructors may be disappointed with older courses and methods with the arrival of the latest research;
  •  Examination scores may be deteriorating or lesser than expected in many or all areas;
  •  Instructors may not have resources or may not know how to use these resources to improve their considerations;
  •  Instructors may want to make better use of technology to improve knowledge;
  •  Instructors and others may request to narrate the content of the platform more carefully to modern difficulties and matters;
  •  Instructors may be observing for methods to raise the quantity of inter-disciplinary effort in which learners are involved;
  •  Learners may express a necessity for different and augmented curricular prospects;
  •   Parents and others family members may have worries about the implementation of these programs.(Ryder & Banner, 2011)

 Who benefits from the curriculum?

It saves time.

Dozens of manhood have capitalized thousands of hours in scripting a customary of Essential Meetings that proceeds around four years to explain through if you view it endwise. All the documents and contributions are permitted for taking online.

 It’s supportive for new instructors.

Additionally, it’s supportive for new instructors. With a reliable curriculum, you can be more assured in the content than if a new instructor organized an example from the start.

Moreover, instructing a convenient moral is a much less frightening duty for a new instructor than ending up with forty-five minutes value of course themselves. It is a lot more relaxed for most of the instructors to study the subjects of a document or message than to make them.

Thus, the curriculum could be a great instrument for working out with new instructors. And educating a convenient course can be a valuable pacing stone into a more stimulating place. (Jenkins & Pfeifer, 2012)

 It can produce more attention from the audience.

Third, the curriculum can make more attention from the audience. The curriculum opens the door to distinct, time-restricted, honestly short-lived courses. And both the less time promoting and their (often) up-to-date emphasis more interest (Jenkins & Pfeifer, 2012)

 Who loses from the curriculum?

Normally teacher who is teaching this curriculum loses their jobs when the whole curriculum is changed with the coming of new technology. Teachers either have to update themselves with the latest technology so that the new curriculum won’t hit hard to them. The change of curriculum also hits the students or learners as they have a new methodology of being taught. The losses of the curriculum are no severe and damaging. There could be some loss of the individuals only. Sometimes the new curriculum is not made by the student’s understanding, and students are unable to get familiar with the curriculum. This causes huge problems for the students, and their mental abilities disturb by this and causes loss in term of education for the students


Lund, J., & Tannehill, D. (2010). Standards-based physical education curriculum development. Jones & Bartlett Learning.

Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum leadership: Readings for developing quality educational programs. Prentice Hall.

Pinar, W. F. (2013). International handbook of curriculum research. Routledge.

Ryder, J., & Banner, I. (2011). Multiple aims in the development of a major reform of the national curriculum for science in England. International Journal of Science Education, 33(5), 709–725.

Shawer, S. (2010). Classroom‐level teacher professional development and satisfaction: teachers learn in the context of classroom‐level curriculum development. Professional Development in Education, 36(4), 597–620.

Slattery, P. (2012). Curriculum development in the postmodern era: Teaching and learning in an age of accountability. Routledge.

Svensson, L., & Wihlborg, M. (2010). Internationalising the content of higher education: the need for a curriculum perspective. Higher Education, 60(6), 595–613.

Jenkins, J., & Pfeifer, R. S. (2012). The Principal as Curriculum Leader. Principal Leadership, 12(5), 30–34.

Danesh, H. B. (2008). The education for peace integrative curriculum: Concepts, contents and efficacy. Journal of Peace Education, 5(2), 157–173.

Pinar, W. F. (2013). International handbook of curriculum research. Routledge.



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