The Theory and Practice of Curriculum

Running head: CURRICULUM
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Author Note

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Curriculum change is a way of learning for both teachers as well as schools. It is
necessary to have a clear knowledge of change and its necessity so that new curriculum can
be implemented into practice (Fastier 2016). It is essential for the policy makers, teachers and
other educational leaders to understand the importance of curriculum change in schools. It is
also essential for them to take into consideration new strategies that would be required for
curriculum change (Fastier 2016). Demographic changes, globalisation, changes in policy,
technological advancement and others are some of the challenges faced by curriculum
(Fastier 2016). The primary aim of the essay is to discuss the theory and practice of
curriculum.
Most of the curriculum is centred with the content. Most of the time curriculum is
connected to syllabus a concept that was originated in Greece. As pointed by many authors a
syllabus follows the approach of a traditional textbook (Taylor and Richards 2018).
Therefore, it should be noted that an approach to theory of curriculum as well as practice that
focuses on the aspect of syllabus is only concerned with the content. If curriculum is
synonymously used for syllabus then the plan of transmitting knowledge becomes limited
(Taylor and Richards 2018). Curriculum can also be seen as a product. Most of the time
education is referred to as a technical exercise that is curriculum most of the time is defined
as the activities that take place within the class and what steps the teachers take to prepare as
well as evaluate (Ord, J., 2016). There are a number of issues regarding the theory of
curriculum and practice. Firstly, plan as well as programme is of great importance, but most
of the time these plans exist outside learning experiences that has a direct effect on the
learners (Alsubaie 2016). Secondly, if the plan is strictly adhered to then the educators will
have little opportunity to indulge in interactions that occur. Thirdly, it is a challenge to
examine how educators teach in a classroom (Alsubaie 2016). Fourthly, another issue
regarding curriculum theory as well as practice is the issue of unanticipated results. Focus on

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pre-determined goals may also lead both the educators as well as the learners to overlook the
aspect of learning that occurs as a result of interactions (Alsubaie 2016). Therefore, it should
be noted that curriculum as a product relies heavily on the behavioural objective setting.
Process is another aspect that views curriculum from a different perspective. Viewing
curriculum as a process means that curriculum is not something that is physical but instead it
is shown to be the interaction between teachers as well as students and the knowledge that is
imparted among them (Shipman, Bolam and Jenkins 2018). Curriculum was introduced so
that the educators could think about their prescribed work before as well as during
interventions that would help the educational leaders to make judgements about the direction
in which their work was heading (Shipman, Bolam and Jenkins 2018). Thus, curriculum is
regarded as a special form of practice related to teaching. It should not be confused with
syllabus or materials that needs to be covered in the class. Examinations, social relationship
in school, the relationship of a teacher and student and others are considered as a hidden form
of curriculum (Shipman, Bolam and Jenkins 2018). The latter therefore, acts as a line
between formal as well as informal education.
Curriculum is also one of the essential pedagogical resources the other being teaching.
Most of the time curriculum makes a compromise of ideologies and that school curriculum
does not reflect a single ideology. There are many ideologies in education such as- religious
orthodoxy, progressivism, cognitive pluralism and others (Apple and Apple 2018).
Commitments to ideology are expressed as well as developed by the process of acculturation
as well as professional socialisation that are in turn reflected in the nature of reality, mind,
knowledge and education (Apple and Apple 2018). Religious education as well as knowledge
plays a distinctive role in the school curriculum. It helps in developing the knowledge as well
as understanding of religion, language, religious practices as well as beliefs and its influence
on the individual, communities and cultures (Apple and Apple 2018). Similarly

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progressivism too is an educational movement that was propounded by John Dewey who
stated that every student learns through their personal experiences. The concept of
progressivism in curriculum revolves around the needs of the students and at the same time
also focuses on teaching students to be good humans as well as learners (Williams 2017).
Believers of progressivism centre their curriculum on the needs, abilities, interests as well as
experiences of the students. Thus, progressivism when applied to curriculum means that
students interact with one another and at the same time develop qualities of cooperation and
tolerance (Williams 2017). Progressivism in curriculum includes inquiry, filed work, use of
electronic tools like computer, demonstration, role play, simulation and others.
Cognitive pluralism in curriculum argues that there are multiple ways of perceiving as
well as receiving information and every individual’s learning experiences are unique along
with their values as well as beliefs (Zembylas 2017). Similarly critical approach to
curriculum states that education is a process of imparting values. It is the learners who create
knowledge while they participate in the learning process by observing the critical look of who
holds power and what is the impact of that power (Radulović and Stančić 2017).
Furthermore, critical approach to education means to ask questions like how the educational
system can offer education in the best way (Radulović and Stančić 2017). Critical theory in
curriculum thus, encourages the students towards sensitive feelings of others, it gives students
the time required for planning as well as processing (Radulović and Stančić 2017). It also
helps in structuring lessons that helps the students to work safely as well as cooperatively and
at the same time helps the students to develop a concept of shared responsibility (Radulović
and Stančić 2017).
Curriculum is an essential aspect in the field of education. It assists the teachers as
well as other educational leaders to plan the process of education within a given period of
time. It should be noted that curriculum is a continuous chain of activities that helps in