The document discusses various aspects of curriculum including its meaning, concept, types, and key terms. It provides definitions of curriculum, explaining it refers to the totality of a student's learning experiences, both inside and outside of school. It outlines several definitions of curriculum provided by different educational experts. It also discusses the concept of curriculum and different dimensions it can be evaluated in. It then discusses key terms related to curriculum - curriculum framework, syllabus, and textbook. It provides definitions and comparisons of these terms. Specifically, it states that a curriculum framework outlines learning outcomes and standards, a syllabus refers to topics covered in a subject, and a textbook is a manual used for studying a particular subject. Finally, it

1. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 1
Unit-II Concept of Curriculum
1. Meaning and Concept of Curriculum
a. Meaning of Curriculum:
 Curriculum (Noun) the subjects comprising a course of study in a school or
college.
 In education, a curriculum is broadly defined as the totality of student experiences
that occur in the educational process.
 Etymological Meaning of Curriculum: The word "curriculum" began as
a Latin word which means "a race" or "the course of a race" (which in turn derives
from the verb currere meaning "to run/to proceed").
Definitions:
There is no generally agreed upon definition of curriculum. Some influential definitions
combine various elements to describe curriculum as follows:
 Curriculum is, perhaps, best thought of as that set of planned activities which are
designed to implement a particular educational aim – set of such aims – in terms of the
content of what is to be taught and the knowledge, skills and attitudes which are to be
deliberately fostered together with statements of criteria for selection of content, and
choices in methods, materials and evaluation.
 Kerr defines curriculum as, "All the learning which is planned and guided by the school,
whether it is carried on in groups or individually, inside or outside of school."
 Braslavsky states that curriculum is an agreement among communities, educational
professionals, and the State on what learners should take on during specific periods of
their lives. Furthermore, the curriculum defines "why, what, when, where, how, and with
whom to learn."
 Outlines the skills, performances, attitudes, and values pupils are expected to learn from
schooling. It includes statements of desired pupil outcomes, descriptions of materials, and
the planned sequence that will be used to help pupils attain the outcomes.
 The total learning experience provided by a school. It includes the content of courses (the
syllabus), the methods employed (strategies), and other aspects, like norms and values,
which relate to the way the school is organized.
 The aggregate of courses of study given in a learning environment. The courses are
arranged in a sequence to make learning a subject easier. In schools, a curriculum spans
several grades.
Curriculum can be ordered into a procedure:
Step 1: Diagnosis of needs.
Step 2: Formulation of objectives.
Step 3: Selection of content.
Step 4: Organization of content.
Step 5: Selection of learning experiences.
Step 6: Organization of learning experiences.
Step 7: Determination of what to evaluate and of the ways and means of doing it.
b. Concept of Curriculum: 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, but it is rarely used in such a general sense in
schools.

2. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 2
The concept of curriculum is as dynamic as the changes that occur in society: In its
narrow sense, curriculum is viewed merely as a listing of subject to be taught in school;
while in a broader sense, it refers to the total learning experiences of individuals not only
in schools, but in society as well.
To accommodate difference of view, Hamid Hasan (1988) telling that curriculum concept
can be evaluated in four dimension, that is
1. Curriculum as an idea; yielded pass or through research and theory's, specially in the
field of education and curriculum
2. Curriculum as plan written, as materialization of curriculum as an idea; what in it load
about target, materials, activity, appliances, and time
3. Curriculum as an activity, representing execution of curriculum as a plan written; in
the form of study practice
4. Curriculum as a result of representing consequence of curriculum as an activity, in the
form of got of curriculum target namely reaching of change of certain ability or
behavior from all educative participants.
Curriculum: Curriculum is a focus of study, consisting of various courses all
designed to reach a particular proficiency or qualification. A curriculum can consist
of more than one course. Curriculum refers to the training assigned to a student.
Curriculum is a focus of study, consisting of various courses all designed to reach a
particular proficiency or qualification.
2. Meaning of Curriculum Framework, Syllabus and Textbook
Introduction: A curriculum is considered the “heart” of any learning institution which means
that schools or universities cannot exist without a curriculum. With its importance in formal
education, curriculum has become a dynamic process due to the changes that occur in our
society. Therefore, in its broadest sense, curriculum refers to the “total learning experiences
of individuals not only in school, but in society as well”.
Meaning of Curriculum Framework: A curriculum framework is an organized plan or set
of standards or learning outcomes that defines the content to be learned in terms of clear,
definable standards of what the student should know and be able to do. A curriculum
framework is part of an outcome-based education or standards based education reform
design. A plan that interprets educational aims vis-a-vis(in relation to/ with regard to)
both individual and society, to arrive at an understanding of the kinds of learning
experiences school must provide to children.
Graphical Representation of Curriculum Framework:

3. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 3
 Curriculum: Curriculum is, perhaps, best thought of as that set of planned activities
which are designed to implement a particular educational aim – set of such aims – in
terms of the content of what is to be taught and the knowledge, skills and attitudes
which are to be deliberately fostered together with statements of criteria for selection of
content, and choices in methods, materials and evaluation.
 The curriculum is defined as the guideline of the chapters and academic content covered
by an educational system while undergoing a particular course or program.
 In a theoretical sense, curriculum refers to what is offered by the school or college.
However, practically it has a wider scope which covers the knowledge, attitude,
behaviour, manner, performance and skills that are imparted or inculcated in a student.
It contains the teaching methods, lessons, assignments, physical and mental exercises,
activities, projects, study material, tutorials, presentations, assessments, test series,
learning objectives, and so on.
 The curriculum is well planned, guided and designed by the government or the
educational institution. It is aimed at both physical and mental development of a
student. It is the overall learning experience that a student goes through during the
particular course of study.
Meaning of Syllabus: Syllabus refers to the content of what is to be taught and the
knowledge, skills and attitudes which are to be deliberately fostered; together with stage
specific objectives.
 The syllabus is defined as the documents that consist of topics or portion covered in a
particular subject. It is determined by the examination board and created by the
professors. The professors are responsible for the quality of the course. It is made
available to the students by the teachers, either in hard copy or electronic form to bring
their attention towards the subject and take their study seriously.
 A syllabus is considered as a guide to the in charge as well as to the students. It helps
the students to know about the subject in detail, why it is a part of their course of study,
what are the expectations from students, consequences of failure, etc. It contains general
rules, policies, instructions, topics covered, assignments, projects, test dates, and so on.

4. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 4
Meaning of Textbook: The textbook becomes an embodiment of syllabus - all that is in it
has to be taught, and that is all that is to be taught. It becomes a methodological guide—has
to be read and substantial portions memorized through repeated reading. It also becomes the
evaluation system-questions at the end of each chapter have to be answered orally and in
writing, reproducing the text from the book itself. Here the textbook is an embodiment of
the syllabus and of all aspects of classroom practices.
 A textbook used as a standard work for the study of a particular subject.
 A textbook is a manual of instruction in any branch of study. Textbooks are produced
according to the demands of educational institutions.
 A book that contains detailed information about a subject for people who are
studying that subject.
Textbook:
 A coursebook, a formal manual of instruction in a specific subject, especially one for
use in schools or colleges.
 A textbook in the principles of science teaching It is likely to kill interest, and give
both teacher and pupils a didactic, textbook attitude at the very beginning.
 ...a kind of descriptive account or a social, geographical, anthropological, or historical
commentary that may at times have a certain textbook tone to it.
Comparison among Curriculum, Syllabus and Textbook
Basis for
Comparison
Curriculum Syllabus Textbook
Meaning Curriculum is the overall
content, taught in an
educational system or a
course
Syllabus is the document
that contains all the
portion of the concepts
covered in a subject
A textbook used as a
standard work for the
study of a particular
subject.
Origin Curriculum is a Latin
term
Syllabus is a Greek term
Set for A course A subject
Nature Prescriptive Descriptive
Scope Wide Narrow
Set out by Government/Board/Cou
ncil/ the administration
of school, college or
institute
Exam board
Term Till the course lasts For a fixed term,
normally a year
Uniformity Same for all teachers Varies from teacher to
teacher
Difference among Curriculum, Syllabus and Textbook
Curriculum Syllabus Textbook
The Curriculum refers to the
overall content, taught in an
educational system or a
course.
The syllabus is described as
the summary of the topics
covered or units to be taught
in the particular subject.

5. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 5
The curriculum is same for all
teachers.
The syllabus varies from
teacher to teacher .
The term curriculum is a Latin
origin.
The term syllabus is a Greek
origin.
The curriculum has a wider
scope than the syllabus.
The syllabus has a narrow
scope than the curriculum.
Normally the curriculum is not
made available to the students
unless specifically asked for.
The syllabus is provided to the
students by the teachers so
that they can take an interest
in the subject.
The curriculum is prescriptive
in nature.
Syllabus is descriptive in
nature.
Curriculum covers a particular
course of study or a program.
Syllabus is set for a particular
subject.
Curriculum is decided by the
government /board. the school
/ college administration.
Syllabus is prepared by
teachers.
The curriculum lasts till the
completion of the course.
The duration of a syllabus is
for a year only.
3. Types of Curriculum: Core, Hidden, Null and Latent curriculum
Types of Curriculum
1. Overt, Explicit, or Written Curriculum (ಪ್ರಕಟ, ಸ್ಪಷ್ಟ, ಅಥವಾ ಲಿಖಿತ ಪ್ಠ್ಯಕರಮ): Is usually
confined to those written understandings and directions formally designated and reviewed
by administrators, curriculum directors and teachers, often collectively.
2. Societal Curriculum (or Social Curricula) (ಸಾಮಾಜಿಕ ಪ್ಠ್ಯಕರಮದ (ಅಥವಾ ಸಾಮಾಜಿಕ
ಪ್ಠ್ಯಕರಮದಲಿಿ): Societal Curriculum The massive, ongoing, informal curriculum of family,
peer group, neighborhoods, churches organizations, mass, media and other socializing
forces that “educate” all of us throughout our lives.
3. The Hidden or Covert Curriculum (ಗುಪ್ತ ಅಥವಾ ಗೂಢಾಚಾರಿಕೆಯ ಪ್ಠ್ಯಕರಮ): The Hidden or
Covert Curriculum Implied by structure and nature of school, which refers the kinds and
learning's of children derive from the very nature and organizational design of the public
school as well as the behaviors and attitudes of teachers and administrators.
4. The Null Curriculum (ಶೂನ್ಯ ಪ್ಠ್ಯಕರಮ): The Null Curriculum Which we do not teach, thus
giving students the message that these elements are not important in their educational
experiences or in our society.
5. Phantom Curriculum (ಚಿತತಭಾರಾಂತಿ/ ಭೂತ/ ಪೆರೇತ ಪ್ಠ್ಯಕರಮ): Phantom Curriculum the
messages prevalent in an through exposure to any type of media. These components and
messages play a major part in the enculturation of students into the predominant meta-
culture, or in acculturating students into narrower or generational subcultures.
6. Concomitant Curriculum (ಸ್ಹವತಿಿ ಪ್ಠ್ಯಕರಮ): Concomitant Curriculum This type of
curriculum may be received at church, in the context of religious expression, lessons
values, ethics or morals, molded behaviors, or social experiences based on the family’s
preferences.

6. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 6
7. Rhetorical Curriculum (ಆಲಾಂಕಾರಿಕ ಪ್ಠ್ಯಕರಮ): Rhetorical Curriculum Ideas offered by
policy makers, school officials, administrators, or politicians.
8. Curriculum-in-use (ಬಳಕೆಯಲಿಿನ್ ಪ್ಠ್ಯಕರಮ): Curriculum-in-use Is the actual curriculum that
is delivered and presented by each teachers.
9. Received Curriculum (ಸ್ವೇಕರಿಸ್ಲಾದ ಪ್ಠ್ಯಕರಮ): Received Curriculum Those things that
students actually take out of classroom; those concepts and content that are truly learned
and remembered.
10.The Internal Curriculum (ಆಾಂತರಿಕ ಪ್ಠ್ಯಕರಮ): The Internal Curriculum Processes,
content, knowledge combined with the experiences and realities of the learners to create
new knowledge. While educators should be aware of this curriculum, they have little
control over the internal curriculum since it is unique to each students.
11.The Electronic Curriculum (ವಿದುಯಜ್ಜನಿತ ಪ್ಠ್ಯಕರಮ): The Electronic Curriculum Those
lessons learned through searching the internet for information, or through using e-forms of
communication.
The following four type of curriculum dealt in detail:
Core curriculum:
 A curriculum in which all or some of the subjects or courses are based on a central
theme in order to correlate the subjects and the theme.
 At the undergraduate level, individual college and university administrations and
faculties sometimes mandate core curricula, especially in the liberal arts. But because
of increasing specialization and depth in the student's major field of study, a typical
core curriculum in higher education mandates a far smaller proportion of a student's
course work than a high school or elementary school core curriculum prescribes.
 The Core Curriculum is the set of common courses required of all undergraduates
and considered the necessary general education for students, irrespective of their
choice in major. The communal learning-with all students encountering the same
texts and issues at the same time-and the critical dialogue experienced in small
seminars are the distinctive features of the Core. Begun in the early part of the 20th
century, the Core Curriculum is one of the founding experiments in liberal higher
education in the United States and it remains vibrant as it enters its tenth decade. Not
only academically rigorous but also personally transformative for students, the Core
seminar thrives on oral debate of the most difficult questions about human
experience. What does it mean, and what has it meant to be an individual? What
does it mean, and what has it meant to be part of a community? How is human
experience relayed and how is meaning made in music and art? What do we think is,
and what have we thought to be worth knowing? By what rules should we be
governed? The habits of mind developed in the Core cultivate a critical and creative
intellectual capacity that students employ long after college, in the pursuit and the
fulfillment of meaningful lives.
 The simple definition for the word core is central, and this perfectly describes the
intention of core curriculum. While unlimited sets and subsets of new information are

7. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 7
available to learn between kindergarten and college, the core curriculum movement
has organized all those items that educational researchers have determined are best
learned at each grade level and decided which concepts are central to the learning
experience. It is important to note that core curriculum is what is taught, not how it is
taught.
Hidden curriculum:
 The hidden or covert curriculum -That which is implied by the very structure and
nature of schools, much of what revolves around daily or established routines.
 This type of curriculum has to do with how particular assumptions about schooling
and learning manifest in practice. For example, when a teacher has her or his desk at
the front of the classroom and "teaches" from this area, the message that is being
learned by students is that the teacher is in control, including being the knowledge
authority, and is the center of attention. The teacher is also of central importance.
Another example involves the value of particular topics that is communicated
implicitly. Such values can be communicated by time spent, by tone of voice, or by
how the topic is treated (e.g., trivialized or marginalized).
 Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons,
values, and perspectives that students learn in school. While the “formal” curriculum
consists of the courses, lessons, and learning activities students participate in, as well
as the knowledge and skills educators intentionally teach to students, the hidden
curriculum consists of the unspoken or implicit academic, social, and cultural
messages that are communicated to students while they are in school.
 A hidden curriculum is a side effect of an education, "[lessons] which are learned but
not openly intended" such as the transmission of norms, values, and beliefs conveyed
in the classroom and the social environment. Any learning experience may teach
unintended lessons.
 Any learning experience may teach unintended lessons. Hidden curriculum often
refers to knowledge gained in primary and secondary school settings, usually with a
negative connotation where the school strives for equal intellectual development (as a
positive aim). In this sense, a hidden curriculum reinforces existing social inequalities
by educating students according to their class and social status. The unequal
distribution of cultural capital in a society mirrors a corresponding distribution of
knowledge among its students.
Null curriculum:
 The null curriculum is what is not taught. Not teaching some particular idea or sets of
ideas may be due to mandates from higher authorities, to a teacher’s lack of
knowledge, or to deeply ingrained assumptions and biases. Teachers and schools may
not teach that Christopher Columbus slaughtered many of the native peoples he
encountered when he "discovered" the Americas. Many teachers are under pressure
not to teach evolution.
 The null curriculum - That which we do not teach, thus giving students the message
that these elements are not important in their educational experiences or in our
society. Eisner offers some major points as he concludes his discussion of the null
curriculum.
 The "Null", or "excluded" curriculum is a concept that was formulated by Eisner
(1979) and consists on the amount of teaching material which is not covered, taught,
nor included in the typical curricula of school districts.

8. Unit-II Concept of Curriculum: Notes prepared by Dr. G R Angadi Page 8
Latent curriculum:
 Editor-Prideaux has provided an interesting and useful summary of approaches to a
medical school curriculum. ... The first is the latent curriculum, first described by
Eisenberg, whereby students learn what is “really” important from role models,
especially clinicians.
 High schools have a “latent curriculum,” a set of rules and norms that are written in
considerable measure by fellow students, argues Cookson.
4. Differentiated curriculum:
Differentiated curriculum is one that is individualized to meet the diverse needs of all
of the students in one class. As gifted children expert Susan Weinbrenner says, "Equality
means giving everyone equal opportunities to learn, not teaching everyone in exactly the
same way." If implemented appropriately, differentiation does not have to mean more work
for the teacher. In fact, it will allow a teacher to spend his or her time more efficiently with a
greater number of students.
Gifted students need the opportunity to work through the curriculum at a faster pace
and need less time on basics and revision. A differentiated curriculum is a program of
activities that offers a variety of entry points for students who differ in abilities, knowledge
and skills. In a differentiated curriculum teachers offer different approaches to what students
learn (content), how students learn (process) and how students demonstrate what they have
learned(product).
Differentiation ranges from slight to major modifications of the curriculum through
adjustments to content, processes and skills. It provides a planned, documented and
challenging curriculum that matches the ability of gifted students to:
 Learn at faster rates
 Find, solve and act on problems more readily
 Manipulate abstract ideas and make connections to an advanced degree.
Differentiation should include enrichment and extension activities. Enrichment refers
to the broadening of the curriculum to develop knowledge, application, thinking skills and
attitudes, to a degree of complexity appropriate to the students’ developmental level.
Enrichment activities are often found only in extra-curricular provisions and need to be
written into programs to ensure all students have access. Extension activities involve the
deepening of students’ knowledge, understanding and skills.