Defining, Developing, and Using Curriculum Indicators

Intended Curriculum and Enacted 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........................................................................................................... 11
References:.......................................................................................................... 12

Introduction
To start with, the term curriculum basically implies towards the lessons as well as academic
material taught in a school or during some particular course or program (Kim and Dopico,
2014). Moreover, curriculum is frequently described as the courses made available through a
school, nevertheless it is infrequently employed in such a general sense within schools
(Adams and Adams, 2003). Based upon how widely the educators employ or define the
concept of curriculum normally implies towards the skills and knowledge that students are
projected to learn that involves the learning objectives or learning standards they are
anticipated to encounter; the lessons and units, which instructors teach; the projects and
assignments provided to the students; materials, the books, videos, presentations as well as
readings utilized during a course and lastly, the tests, assignments along with other
techniques used for evaluating students’ learning (Dewey, 2012). Additionally, an individual
instructor’s curriculum, for instance, will involve the particular lessons, learning standards,
assignments and lastly, materials utilized for organizing and teaching a specific course
(Braslavsky, 2003). At the time when the concept curriculum or curricula is adopted in
educational settings in the absence of qualification, particular instances, or extra elucidation,
it might be hard to decide exactly what exactly terms imply towards—chiefly for the reason
that they can be used for either all or just few of the constituent fractions of academic
program or courses of any school (Kim and Dopico, 2014).
Moving ahead, in a number of situations, instructors create their own curricula, every so often
filtering and enhancing it with passing years, even though it’s also usual for instructors to
become accustomed to syllabi and lessons developed through other instructors, make use of
curriculum templates as well as guides for structuring their courses and lessons, or buy pre-
packaged core curriculum from people and corporations (Dewey, 2012). During few
situations, schools but all-inclusive, multi-grade curriculum packages—frequently within a
specific subject area, like mathematics, which instructors must utilize or follow (Kim and
Dopico, 2014). Moreover, curriculum might also include a school’s academic needs for
graduation, like the programs the students must undertake and pass, overall credits students
need to achieve and other needs, like finishing any capstone project or a specific number of
society-service hours. Normally, curriculum involves several diverse forms within schools
(Kelly, 2009). Additionally, it is highly essential to consider that although curriculum
includes various prospective educational and instructional procedures, instructors frequently
hold a quite specific, technical connotation in mind at the time when they utilize the concept
(Reys et. al., 2003).

The majority of teachers put in a good amount of time thinking regarding, studying,
deliberating as well as examining curriculum and several instructors have gained an expert’s
proficiency in curriculum development—i.e., they very well understand ways of structuring,
organizing and delivering lessons in manners, which enable or quicken students learning
(Kim and Dopico, 2014). For non-educators, few curriculum materials might appear as being
straightforward or simple, nevertheless they might mirror a sophisticated and high knowledge
related to any academic discipline and regarding the highly resourceful approaches of
learning acquisition as well as classroom management (Dewey, 2012). Further, taking the
above discussion into consideration the continuing sections intend to provide reflection of my
intended curriculum and enacted curriculum of people in organization. The paper also
employs Eisner’s Orientations for Intended and Implemented Curriculum in order to gain
better understanding of the chosen subject.
The Intended Curriculum of People in Organisations
This subject intended to offer great overview of the important areas of the relation amid the
people as well as the workplace. Concepts of individual and team individuality are examined
with respect with the altering work nature and employment relations. It undertakes an all-
inclusive approach towards human relationships, examining several facets of managers'
conduct i.e. both privately as well as at work and recognizing their interdependence.
Additionally. the foremost fraction of the subject provides a chance for exploring few among
the psychological aspects of human conduct and leadership like identity, motivation, personal
values, self-esteem, management of interpersonal, intrapersonal and team efficiency and
lastly, emotional intelligence. Moving ahead, the second section of the subject employs this
information to the investigation of few among the present issues faced by the managers like
altering organisational patterns, diversity of the worldwide workplace, personal career
development and work-life balance.
The Intended Course and Subject learning outcomes
Being a student it is highly significant for one to comprehend the way how the outcomes of
course learning are being taken into consideration by the subject although particular subject
learning, which one requires achieving. The students that effectively finish this subject would