Enacted and Implemented Curriculum

Enacted and Implemented Curriculum

Contents
Introduction...........................................................................................................................................3
The Intended Curriculum of People in Organisations............................................................................4
Enacted Curriculum of People in organisations.....................................................................................6
Eisner’s Orientations for Intended and Enacted Curriculum.................................................................9
Developmental impacts on Curriculum...............................................................................................10
Professional/Personal Tensions...........................................................................................................10
Conclusion...........................................................................................................................................10
References:..........................................................................................................................................12

Introduction
To start with, there is no doubt in the fact that curriculum forms an important part of the
whole learning process. A sound curriculum offers teachers, students, community
stakeholders and administrators a quantifiable plan and framework intended towards making
available quality education (Carl, 2009). Moreover, the curriculum basically recognizes the
learning outputs, standards as well as key abilities, which students need to exhibit prior to
advancing towards the subsequent level (Ellis, 2014). Teachers perform an important part in
devising, executing, evaluating and making changes to the curriculum. It has been observed
that an evidenced-based curriculum works like a road map for students and teachers for
following the path towards academic accomplishment (Shiro, 2012). The chief objective of
an effective educational initiative and therefore, sound curriculum development must be to
encounter the requirements and present needs of the culture, the community and the beliefs of
the populace that is being targeted (Chantal et. al., 2013). As a result, curriculum
development along with the educational reform procedure constantly goes through review
and modification.
Additionally, curriculum development could prove as being a challenging task, thus the
participation of all the stakeholders, particularly people who are directly engaged within
student instruction, are an important aspect in effective curriculum development as well as
modification (Glickman et. al., 2014). Curriculum development could be simply described as
the step-by-step procedure adopted for creating positive enhancements in the courses
provided through any school, college or university. The globe modifies daily and fresh
discoveries must be integrated within the education curricula. Ground-breaking teaching
approaches and techniques (like active or blended learning) are continuously being developed
for improving learning experience of the student. Thus, the educational institution must have
in place a plan for effectively acknowledging such shifts and then be capable of
implementing them in the curriculum. The manner in which ones understands and theorizes
about curriculum at the present time has changed considerably with passing years. Currently,
the most effective meaning of the term “curriculum” is the subjects including a course of
study at universities, schools or colleges (Ornstein and Hunkins, 2009).
Without a shred of doubt, the highly significant individual involved in the curriculum
implementation procedure is the teacher or instructor. Superior instructors assist superior
learning for the reason that they are highly well-informed with respect to the teaching

practice and are accountable for bringing together the curriculum within the class. In case if
other group has already devised the curriculum, the instructors require making effort for
knowing and understanding it (Handler, 2010). As a result, teachers must be engaged during
the curriculum development process. For instance, teacher’s views and perceptions must be
integrated into the curriculum for ensuring development. In contrary, the curriculum
development panel must take into consideration the teacher as fraction of the surroundings,
which have an effect upon the curriculum (Johnson, 2001). Henceforth, teachers’
participation is vital for meaningful and successful curriculum development. Additionally,
teachers being the main curriculum implementers are fraction of the final phase of the
curriculum development procedure. Further, considering the above discussion the following
sections of the paper are directed towards providing reflection of the intended curriculum and
enacted curriculum with respect to “people in organization”. Also, the paper makes use of
Eisner’s Orientations for Intended and Implemented Curriculum with the view to acquire
superior knowledge with respect to the selected subject.
The Intended Curriculum
The main purpose of this particular subject is offering detailed insight of the significant
spheres associated with the varied relationship among the individuals within the place of
work. The curriculum intends to examine conception of individual along with team
individuality in terms of changing nature of work and employee relationships. It involves a
comprehensive tactic towards human associations, probing various different aspects of
managers' behaviour at work and privately along with identifying their interdependence. In
addition, the curriculum intends to throw light upon diverse aspects of human behaviour,
leadership, individual identity, values, self-respect, interpersonal management, intrapersonal,
team competence and finally, emotional intelligence. The next section of the curriculum
makes use of the information for the investigating prevailing concerns confronted through the
managers such as changing organisational trends, diversity of the global workplace, work-life
balance and personal career development.
The Intended Course and Subject learning outcomes
Being a learner it is considered as being extremely important for one to precisely understand
course learning outcomes related to any specific subject or curriculum. After successfully

finishing the whole subject, the students would eventually achieve both subject learning and
course learning outcomes.
Subject learning outcomes
Firstly, developing approaches intended to analyse and reflect upon the concerns effecting
human associations in the work environment. Secondly, incorporating interpersonal abilities
for the purpose of developing a stronger understanding related to relevant concerns. Thirdly,
brining into practice critical investigation of significant ‘work’ issues in the new economy
such as worldwide amalgamation, workplace diversity and impact of technology. Fourthly,
making possible for the candidates to evaluate and acknowledge the impact of these issues
with the career management practices.
Course learning outcomes
Firstly, signifying vital understanding vital for any career within business related professions.
Secondly, employing critical thinking in order to handle business problems. Thirdly, putting
across information smoothly and evidently, in superior quality transcribed form appropriate
for the viewers. Fourthly, making use of technical skills such numeracy, vital for specialized
practice in the business environment
Teaching and Learning
This particular curriculum employs various different strategies intended towards learning and
teaching, involving both students and teacher directed approaches. The content of curriculum
has been incorporated considering several different teaching strategies such as workshops,
case studies, discussions, team work, simulations and finally, readings. In addition, during the
beginning of each workshop, the students will be informed regarding the anticipated learning
outcomes, the manner in which such outcomes are appropriate for the business segment
together with the available resources that further support subject learning outcomes. One
needs to be a vigorous participant within the learning process and also, are encouraged for the
purpose of taking part in the workshops and carrying out readings every week. Students are
expected to pre-prepare themselves before every class. Additionally, this makes important to
pre-read the associated text sections, going through PowerPoint presentation and other help
material and lastly, forming responses for any required practices. Apart from the classroom,
learning experience of the students will be greatly enhanced if they collaborate and share

their thoughts with other students in the classroom. One among the highly effective means of
doing this is chiefly by developing one study panel holding 3-4 other students holding alike
prospects and requirements. Furthermore, students are estimated to be active contributors all
throughout the learning process and are encouraged for taking part within the
workshops/tutorials, engage in case or chapter readings on weekly basis and lectures.
Subject resources and special requirements
The text suggested for the curriculum i.e. Reece, 2014; Reece, 2016, is undeniably
significant for this particular subject area.
Assessment Tasks
This particular curriculum would evaluate students in terms of three different grounds i.e.
reflective journal, round table discussion as well as examination. The students would evaluate
themselves by taking into consideration all three activities. The students could easily reflect
upon the individual knowledge and apply conceptions on them and then, develop required
capabilities for ensuring effective business functioning.
Enacted Curriculum
This particular section of the paper throws light on the degree to which the intended
curriculum has actually been enacted.
Approach Adopted by the Instructor
The session started with throwing light upon few prominent sayings and maxims of the
academics related to character along with its development. Moreover, the teacher was
completely in line with the stated subject outline at the time when offering knowledge about
character. After that the teacher elucidated the five -part procedure for the purpose of
clarifying and developing ideals. There is no doubt in the fact the teacher was quite
interactive with the students all through the session. Additionally, the main focus of the
instructor was laid upon student-directed teaching strategies when teaching along with lecture
approach. Following this, the teacher employed few personal experiences for the purpose of
explaining the way in which values are developed and ways of making the correct ethical
decisions. Subsequent to this, the instructor steadily changed teaching approach and briefly

enlightened the concepts of ethical decision forming and behaviour within the workplace.
Although, the teacher illuminated the subject quite effectively but was ineffective in
maintaining sound interaction with the learners. Thus, to enhance the learning experience of
the learners, the teacher could have used other materials including videos related to the value
and ethics within the workplace along with lecture notes. The teacher was going as per the
flow of intended curriculum.
Learners Response
Provided that the curriculum subject was extremely associated with the individual
experiences as well as understandings of the students, the teacher vigorously involved them
in the teaching- learning process. But, due to high strength of students, the question-answer
approach proved ineffective as just few students got an opportunity to answer the stated
questions. Thus, few students were able to connect with the teacher and the conversation.
Moreover, the adopted approach of discussion was unsuitable for wider group of students due
to large strength. The answer and perception was one student, were not acknowledged
through other student. This shows that the teacher failed at involving intensely at the time of
discussion, although he explained all the concepts so excellently.
Learning Precedence
In terms of learning priority, it can be stated that the teacher held sound understanding
regarding what actually he was focussing upon. However, the instructor was unsuccessful in
following the intended curriculum completely. Despite the fact that the teacher involved and
highlighted various diverse paradigms for evaluation, but was ineffective in explaining the
actual manner way of carrying it out and thus, leaving the learners in high confusion. The
instructor only explained the curriculum rubric but not the approach of accomplishing the
stated rubric requirements. Therefore, this left the students ineffective in associating their
personal experience with real work surroundings. He was also ineffective in gaining students
focus even after focussing upon student directed approaches.
Assessment strategies
There were basically three different grounds for evaluating the students taking in reflective
journal, round table discussion and examination. First of all, during reflective journal
exercise, the students were given a chance to apply what all they learnt, in practical sense to

the selected subject area. Second, the round table discussion aimed at understanding and
evaluating how effectively the students adjust with one another in the classroom. But, in this
the instructor focussed chiefly on group outcomes and completely disregarded individual
contribution and outcome. Finally, the teacher evaluated the examination performance of the
students. In general, the evaluation strategies were efficient. Still, the evaluation strategies
should have focussed upon individual outcome also along with group efforts. For doing so,
the teacher should have considered personal discussion with the students to understand their
individual perceptions and understanding.
Enacted and Intended curriculum
It has been clearly observed that there were some variances between intended as well as
enacted curriculum. As stated in the above sections, the intended curriculum aimed at
offering detailed insight of the significant spheres associated with the varied relationship
among the individuals within the place of work and examine conception of individual along
with team individuality in terms of changing nature of work and employee relationships.
However, the teacher was ineffectual in actually enacting the curriculum in the directed and
vibrant manner. Despite the fact that the teacher involved and highlighted various diverse
paradigms for evaluation, but was ineffective in explaining the actual manner way of carrying
it out and thus, leaving the learners in high confusion. The instructor only explained the
curriculum rubric but not the approach of accomplishing the stated rubric requirements.
Therefore, this left the students ineffective in associating their personal experience with real
work surroundings. The teacher just asked the learners for providing name with whom, they
prefer building strong relationship and apply course conceptions. This again proved
ineffective. The teacher should have provided few real-life instances of how people as well as
corporations make sure sound relations within the work atmosphere.
Null curriculum
The topics, which are associated with ethics and morals, which differ greatly from person to
person form null curriculum (Wiles and Bondi, 2007). In the provided case, I observed that
the instructor did not lay mush focus upon religious and political factors as these subjects are
seen as being one among the highly controversial subjects. Since the students belonged to
diverse backdrops and religion, the teacher did not go into great detail with respect to these
topics. However, rather than avoiding them the teacher should have made an attempt to make

students understand diverse cultures and backgrounds as well as ways of interacting with
students from diverse backgrounds.
Eisner’s Orientations for Intended and Enacted Curriculum
The contribution made by Eisner (1985) has been quite noteworthy in offering instructors as
well as developers of curriculum a sound understanding of the concept of curriculum. Eisner
(1985) holds the view that curriculum involves five fundamental orientations i.e.
Development of Cognitive Processes, Personal Relevance, Academic Rationalism, Social
Adaptation and Social Reconstruction and finally, Curriculum as Technology. Moreover,
considering the present subject and curriculum, it can be stated that Social Adaptation and
Social Reconstruction orientation is highly suitable. Social Adaptation and Social
Reconstruction orientation is essentially revolves around developing sound the relationships
among people and this is completing related to the subject of ‘People in organization’. The
chief purpose of any school is to offer adequate educational services within the society and
among the students. The present curriculum has been fundamentally set around prevalent
requirements of the overall society along with their anticipations. Additionally, the intended
subject curriculum concentrates on the association among diverse people in any workplace
and this is directly linked to the society in general. It is highly believed that superior
understanding with respect to the nature, purpose and importance of individuals and lastly,
relation in the workplace could significantly help individuals in developing a sound link with
different people in the society (Ebert et. al. 2013). Apart from this, the present curriculum
incorporates varied themes including teamwork, human resource management, change
management, leadership, conflicts solving, cultural aspects, communication, diversity, work-
life balance and other related topics. However, as mentioned in the above discussion some
variation has been observed in the enacted and intended curriculum. The enacted curriculum
is directed highly towards academic rationalism rather than social adoption. The intended
curriculum lays focus on social reforms whereas in contrary the enacted curriculum
concentrates on being self- centred.
Developmental impacts on Curriculum
There is no doubt in the fact that there are several different factors that can have an impact
upon the curriculum. The managerial as well as political standpoints have a high impact upon

Australian Curriculum. Additionally, the multi-cultural society also affects curriculum.
According to Australian perspective, the combination of diverse cultural philosophies
including Asian, European and others have high effect on the overall curriculum development
and implementation. It is highly suggested that the curriculum developers must be highly
careful at the time when selecting and incorporating any material or content that it is free any
kind of culture or ethical concerns and subjects.
Professional/Personal Tensions
Development of a resourceful curriculum is not any an easy task and involves high efforts
(Ramparsed, 2000). Nonetheless, implementing the curriculum that has been developed by
someone else is a seen as being a more complex task as it is not easy to match the
perspectives of developers and implementers. As a result, it is likely for the instructors to face
professional as well as personal problems chiefly because of disparity in opinions and
perspective. In addition, making changes to the set curriculum can also lead to personal
tension amid the old teachers chiefly those teachers, who do not hold the latest technical
knowledge. They may feel more comfort with the prevailing curriculum and teaching styles.
They are likely show less interest and reluctance towards new teaching patterns and format
and eventually resulting in the low teaching quality. Further, the teachers can also experience
ineffectiveness when implementing the curriculum as they might not be able to implement it
the manner it is thought to be implemented by the developer. Also, there are some debatable
topics on which the point of view people greatly vary such as religious and political subjects,
as a result, teachers prefer not to touch those subjects at the time of teaching and prefer being
unbiased.
Conclusion
To conclude, it can be clearly stated that this particular curriculum has been quite informative
from the very start. It has acquainted me with several topics related to management such as
teamwork, leadership, conflict resolution, communication and several others. I have gained
good knowledge about ways of ensuring and maintain sound relationships within the
workplace. All the learning acquired all throughout this curriculum would surely help me in
future career and add up to my job profile. Additionally, as observed in the above sections, a

difference has been observed between intended and enacted curriculum. Such difference
might be due to difference in perspective of the curriculum developer and teacher actually
implementing it. In such a situation, it is believed that the teachers can only help in bridging
such disparity amid the intended and enacted curriculum in order to ensure that utmost
objectives of the curriculum are achieved in the most effective manner possible.
There is no doubt in the fact the teacher was quite interactive with the students all through the
session. Additionally, the main focus of the instructor was laid upon student-directed teaching
strategies when teaching along with lecture approach. Following this, the teacher employed
few personal experiences for the purpose of explaining the way in which values are
developed and ways of making the correct ethical decisions. Although, the teacher
illuminated the subject quite effectively but was ineffective in maintaining sound interaction
with the learners. Thus, to enhance the learning experience of the learners, the teacher could
have used other materials including videos related to the value and ethics within the
workplace along with lecture notes. The teacher was going as per the flow of intended
curriculum

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