Curriculum << kuh RIHK yuh luhm >> generally refers to the teaching and learning experiences provided by a school. But educators use the term in a variety of ways. Curriculum may refer to the subject matter taught or to the sequence of classes students follow. It may also describe a school’s planned educational program or the educational experiences of students. Educators often distinguish between the curriculum as taught and the curriculum as learned. The term hidden curriculum refers to all of the experiences, attitudes, values, and behaviors a student learns in school. The hidden curriculum may or may not be intentionally taught by teachers.
Curriculum content.
The United States, unlike other nations, has no standard national curriculum for public schools. However, most schools have similar curriculums. In elementary schools, the curriculum emphasizes the basic skills of reading, writing, and arithmetic. Instruction is also provided in art, music, social studies, science, and physical education. In many school districts, upper elementary (grades fourth through sixth) and middle school (grades sixth, seventh, and eighth) serve as a transition to high school. Middle school is also known as junior high school. Students study basic skills along with disciplines (recognized branches of knowledge) such as social studies or humanities.
High school curriculums center around disciplines. They usually offer broad choices in courses of study called tracks. Tracks guide students into a sequence of classes, such as college preparatory or vocational classes. High schools also offer electives, which are nonrequired courses. Various activities are offered as extracurricular, or voluntary, beginning in middle schools. These activities include sports teams, bands, drama groups, and a wide variety of clubs.
Beginning in the 1990’s, a growing trend in high school curriculum reform has included such movements as dual enrollment, international baccalaureate, or specialized curriculum (such as performing arts, medical, or technical). These programs may provide a combination of high school and college courses to compress the time it usually takes to complete high school and the first two years of college.
Most private and specialized schools have curriculums similar to those of public schools. However, these schools usually adopt a specialized approach to subject matter depending on the character and function of the school. For example, some private schools add a significant religious orientation to the overall curriculum. Also, many special public or private schools design curriculums to meet the needs of particular groups, such as disabled or intellectually gifted students.
Colleges offer a number of specialized curriculums. Students at community and technical colleges usually study for particular careers. Some junior colleges also have a general education curriculum. Four-year colleges offer curriculums for career fields, such as nursing, engineering, or education, along with a general or liberal arts curriculum. Students following the liberal arts curriculum choose a major, or special area of study, such as philosophy, history, or biology.
Graduate schools provide the most specialized curriculums. Some offer advanced work in a number of disciplines. Others, such as medical and law schools, focus on professional study. An increasing trend in colleges is experiential education—education that provides hands-on experiences for students in their courses. For example, students may be placed in internships or off-campus jobs in their field of study.
Curriculum planning
operates differently in the various educational institutions. School administrators and teachers usually develop the specific curriculum in public elementary and secondary schools. Their planning is influenced by such concerns as community expectations, broad national policies, and the teaching materials available. Curriculum planning is individualized at most colleges. However, departments within colleges play an important role in determining curriculums. College curriculums are also influenced by social and cultural institutions and concerns.
Curriculum changes
occur as knowledge expands into new fields or as social problems force the development of new ideas and attitudes. During the late 1950’s and the 1960’s, for example, the exploration of space and the growth of computer technology caused a demand for more engineers, mathematicians, and scientists. This need led to the development of new content and methods in science and mathematics courses.
The 1960’s and 1970’s were times when traditional curriculums were challenged. For example, minority groups and others demanded changes that would reflect their particular concerns and traditions. Intense social concerns over human rights and foreign policy resulted in pressure on schools to deal with the moral and value issues involved in education. Parents and teachers also urged schools to help students cope with such issues as sexuality and drug and alcohol abuse.
In addition, many educators focused on the major social, economic, and moral aspects of curriculums. Some stressed the question of curriculum regarding the purpose of education. Others focused on the values reflected in particular curriculum practices. Still others discussed how curriculums could be designed to provide for the freedom and dignity of all people.
In the early 1980’s, educators and parents began to demand more stress on achievement. This concern was reflected in the back-to-basics movement, which emphasized basic reading and arithmetic skills. As a result, elementary and secondary schools renewed their stress on traditional disciplines, such as English, history, mathematics, and science. Colleges followed the back-to-basics trend by increasing requirements and reducing electives.
Many schools also became interested in public accountability. They conducted competency tests or other forms of periodic testing to ensure specific types of learning have taken place. Beginning in the early 2000’s, a new form of accountability for public schools and teachers was introduced. Under the federal No Child Left Behind Act (NCLB), a school that failed to show adequate improvement on statewide standardized tests over several years could be closed or have its staff replaced. NCLB also sought to link student success to teacher merit pay and licenses.
In 2010, U.S. states began voluntarily adopting the Common Core State Standards. The standards, developed by education representatives from across the nation, established uniform expectations for what students in kindergarten through 12th grade should know in English language arts and mathematics. The guidelines seek to ensure that by graduation, all students have achieved college or career readiness. By 2013, most U.S. states and the District of Columbia had adopted the Common Core State Standards.
As schools limit what is taught, however, many educational theorists continue to challenge curriculums. Some theorists urge educators to consider the esthetic, moral, and political implications of their work.
