Analyse ways in which the curriculum offer can differ according to the context in which it is provided

The idea of curriculum origins in Greece where was, literally, a course; in Latin, ‘curriculum’ was a racing chariot (currere was to run). Today the term ‘curriculum’ refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school and refers to the knowledge and skills students are expected to learn. In reality, curriculum is more than course. This is: ‘All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.’ (Kerr in Kelly, 1983:10). According to John Kerr’s definition: ‘Learning is planned and guided’ by specifying achievement and way to go about it in advance.

Definitions of curriculum present different perceptions and beliefs. Stenhouse describes: ‘On the one hand curriculum is seen as an intention, plan or perception….on the other, it is seen as the existing state of affairs in schools’ (Stenhouse, 1975 in Wilson, 2009: 507)). Shirley Grundy defines curriculum as: ‘A programme of activities designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives’ ( Grundy, 1987:11). Curriculum in generally need to consider the syllabus as the knowledge, the pedagogy as the process, the assessment as the product, the praxis as the style of delivery. Providing planned studying programme with consideration the grounds of its justifications, curriculum informs what and how is to be learned and taught.

According to the context curriculum offers principle to meet individual cases. This enables to evaluate the progress of students and teachers, and to implement according contexts of varying pr...

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...and presentation skills. This demonstrates the potential to develop skills for learning, life and work within the senior phase. E-learning curriculum is designed to be share on-line to support self-study. The main words using here are: bended learning and virtual learning environment. (Wilson, 2009)

Without attention to context curriculum as practice cannot be understood adequately or changed substantially. Valuable component of the academic or vocational programmes impact of socio-cultural relationships of the teacher, the student, the organization of classes, streaming and so on. These elements sometimes known as the ‘hidden curriculum ‘ enable students to develop socially valued knowledge and skills or to form their own peer groups and subcultures to contribute personal and collective autonomy which may critique and challenge of existing norms. (Cornbleth, 1990)