Enacted Curriculum Analysis: JCU ED5881 People in Organisations Report

This report provides an in-depth analysis of an enacted curriculum within the context of a "People in Organisations" module. It examines the instructor's communication strategies, focusing on a student-centered approach and the cyclical relationship between intended, implemented, and attained curricula. The report highlights the active participation of students, their reactions, and their understanding of the curriculum's practical applications. It identifies learning priorities, assessment methods (including values, ethics, motivational factors, and attitudes), and the relationship between intended and enacted curriculum. The report also touches upon Eisner’s Five Orientations, developmental influences, professional and personal tensions, and the concept of a null curriculum. The discussion includes insights gained from the exercise, offering a comprehensive overview of curriculum implementation and its implications.

Running head: ENACTED CURRICULUM
ENACTED CURRICULUM
Name of the Student
Name of the University
Author Note

1ENACTED CURRICULUM
Table of Contents
A. Introduction.................................................................................................................................2
B. Enacted Curriculum of People in Organizations.........................................................................5
1. Communications of the instructor through enacted curriculum: Student centered approach of
instructor..........................................................................................................................................5
2. Possible reaction and actions embarked upon by the students: Active participation of the
students............................................................................................................................................6
3. Identification of the priority of learning......................................................................................7
4. The aspects of development to be assessed and the method of assessment................................7
5. The aspects of the intended curriculum are inherent within the enacted curriculum..................8
6. Null curriculum..........................................................................................................................9
C. Eisner’s Five Orientations for Intended and Implemented Curriculum......................................9
D. Developmental insights into awareness of the curriculum.......................................................11
E. Professional or personal tensions of the congruence between intended and enacted
implemented curriculum................................................................................................................11
F. Insights gained from this exercise.............................................................................................12
G. Conclusion................................................................................................................................12
References......................................................................................................................................14

2ENACTED CURRICULUM
A. Introduction
Over the years the conceptions and orientations towards education has changed and that
has been motivated with the intention of providing the best possible educational facilities to the
children. That particular intention of catering to the best interest of the students is the driving
factor behind devoting much attention to the designing of curriculum, which is aimed at
developing a sound pedagogical approach. This hints at the basic definitional aspect of
curriculum which is basically aimed at the designing of a model that is meant for directing the
educational needs of the students. The model of education or the curriculum to be followed by
the teachers for the needs of the students is something which keeps on changing with the
progress of time in order to ensure that the academic progress of the students is nurtured and
catered to adequately (Brady & Kennedy, 2019).
The generic and the traditional understanding of curriculum is limited to the course
materials that are supposed to be taught to be at schools. The traditional understanding of
curriculum is the result which had resulted in the formation of the mainstream understanding of
education being academically oriented and essentially supposed to be offered by the schools.
However with the progress of time, in the post modern era the conception of curriculum has been
expanded and other aspects apart from academically oriented education which cater to the
overall development of the personality of a student is something which has been incorporated as
well. The post modern explanation of curriculum into account the areas of knowledge to be
incorporated into the materials to be studied, the skills that students are supposed to develop, and
most importantly the pedagogical approach to be employed by the teacher in order to ensure that
the educational requirements of the students are taken care of. Hence, the factors of learning

3ENACTED CURRICULUM
standard, the objectives of learning and the assessments are the key aspects that contribute to the
development of the post modern understanding of curriculum. Thus it can be concluded that the
factor of devoting equal amount of importance to the role of the teachers and the educational
needs of the students is what makes the post modern conception of curriculum unique and
distinct from the traditional conception of curriculum. By virtue of the broadness of the
definitional aspect of the post modern conception of curriculum which takes into account all the
areas of well being of the students and also aims at bettering the role to be played by the
teachers, that it is quite advanced and is suited to better deal with the educational needs of the
students (Brady & Kennedy, 2019).
Intended curriculum is oriented towards the objectives that are arrived at in the beginning
of the development of a curriculum plan with the intention of meeting the specific goals,
purposes and objectives through the process of dissemination of education. Intended curriculum
is the plan while the attained curriculum is the result that has been achieved through the
implementation of the intended curriculum. The purpose behind choosing intended curriculum
for the purpose of analysis in this report is owing to the fact that for the purpose of achieving the
optimum results in the meeting of the educational requirements of the students. The intended
curriculum is aimed at providing an idea about what the curriculum maker intends to achieve
through the designing of the curriculum. It is on the basis of the intended curriculum that the
enacted curriculum is formulated. Enacted curriculum implies the course material and the course
plan is implemented in the classroom. The issue of intended curriculum cannot be understood
without taking into account the implemented or the enacted curriculum as that is the practical
aspect of the intended curriculum. The intended curriculum is a brief idea about the goals and
objectives which are supposed to be achieved and the implemented curriculum is the actual way

4ENACTED CURRICULUM
in which the intended curriculum is put into practice in order to cater to the educational
requirements of the students.
In this particular report the focus of the discussion shall be upon the implemented
curriculum which shall be understood in the light of intended curriculum. In this particular report
the focus of the discussion shall be focusing upon the following research question in order to
justify the broader question of exploration and development of the conceptualisations of
implemented curriculum in relation to intended curriculum and the identification of the
implications for schools and schooling systems in general.
- The role played by the teacher in the task of dissemination of the academically oriented
exercise related to the educational needs of the students.
- The possible reaction and actions embarked upon by the students who have experienced
implemented curriculum.
- Identification of the priority of learning in by relating intended curriculum to
implemented curriculum.
- The aspects of development to be assessed and the method of assessment.
- The aspects of the intended curriculum are inherent within the enacted curriculum.
- Definitional aspect of null curriculum.
These are the research questions that are supposed to be addressed by keeping in mind its
implications on the implemented curriculum. Having answered thee research questions in
relation to the implemented curriculum the discussion shall be situation implemented curriculum
to,
- Eisner’s Five Orientations

5ENACTED CURRICULUM
- insights into awareness of the curriculum by considering development influences on the
curriculum
- professional or personal tensions that exist because of the congruence between
intended and enacted implemented curriculum
- insights gained from this exercise.
The first portion of the report shall be dealing with the psychological factors related to the
human behaviour and the second part shall be dealing with the challenges faced by the managers
in relation to the People in Organization.
B. Enacted Curriculum of People in Organizations
1. Communications of the instructor through enacted curriculum: Student centered
approach of instructor
Through the process of the enacted curriculum the instructor had related the audience to
the fact that intended curriculum, implemented curriculum and the attained curriculum are
interrelated to each other and they thus needs to be understood in that manner. The arrangement
of the stated curriculums as intended curriculum, implemented curriculum and the attained
curriculum is hierarchical in nature and the reason behind it lies in the fact that with regard to the
issue of getting the maximum amount of benefit from the designing of a curriculum it is expected
that the planning process of the curriculum is done seriously. The task of planning the curriculum
is done by the intended curriculum which seeks to provide the broader aims and goals to be
fulfilled hence the intended curriculum gives the guiding philosophy to embark upon the
implanted curriculum (Northam, 2014). The implemented curriculum is the actual execution of
the philosophical premise of the intended curriculum by means of adjudging the specific

6ENACTED CURRICULUM
educational needs of the students. For example, if the intended curriculum calls for adhering to
the spirit of securing the best of the students then implemented curriculum is about the syllabus
designing in order to ensure that the philosophical premise of the intended curriculum is upheld.
The attained curriculum is the results obtained after the implementation of the implemented
curriculum. The instructor has also mentioned that the relationship between the intended
curriculum, implemented curriculum and the attained curriculum is also cyclical in nature. The
attained curriculum shall be helpful in the deciding upon the next cycle of curriculum involving
the hierarchical arrangement of intended curriculum, implemented curriculum and the attained
curriculum by avoiding the mistakes in the previous curriculum and thereby serve the interests of
the students better (Brady & Kennedy, 2019).
2. Possible reaction and actions embarked upon by the students: Active participation of
the students
The reaction of the students who had participated in the teaching and the learning process
had been quiet attentive and were actively questioning and getting their queries solved. Most of
the students seemed to be quiet amazed with the fact that the intended curriculum, implemented
curriculum and the attained curriculum are cyclical in nature which they understood as watertight
compartments. It was thus an enchanting experience to learn the connection between the
intended curriculum, the implemented curriculum and the attained curriculum. Inspired by the
connection established by the professor between the three curriculums one of the participant
students had expressed the desire to implement that in their pedagogical process. One of the
participant students had also said that the intended curriculum is the only constant and that the
implemented curriculum and the attained curriculum are the only one which keeps on changing
as they are situational in nature and not a fixed philosophical premise like the intended

7ENACTED CURRICULUM
curriculum. Thus the session was indeed quite interactive and the participant students could learn
beyond the bounds of the theories and have got a proper insight about the method in which the
curriculum should be implemented practically.
3. Identification of the priority of learning
With regard to the question of the priority of the learning it can be said that the insights
provided by the instructor have been quite beneficial in terms of learning the practical
application of the theoretical aspects of the curriculum. The teacher has made it very clear that in
order to be ensure that the educational requirements of the students it is extremely necessary that
the one who assumes the role of the teacher takes the student centered approach in teaching.
Learning should be the priority in the process of learning mentioned by the teacher. Learning is
not just important for the students but also for the teachers as well since the better one is learned
the more one is empowered to teach properly (Online Etymology Dictionary, 2017). Teaching
has an educative impact not just on the students but also on the teachers as well. Hence the
aspect of learning has been prioritized by the teacher concerned which shall be beneficial in
ensuring that the experience of education receiving and education dissemination is a vibrant
process through which students should not just learn the academically oriented course material
but also develop their personality (Dewey, 1938).
4. The aspects of development to be assessed and the method of assessment
The curriculum developer or the teacher had mentioned of three types of assessment
approaches which consisted of values and ethics; motivational factors and the attitudes. The
criteria of values and ethics were in form of personal diary notes within which the participating
students had been given the opportunity to apply practically whatever they had learned about the
concerned topic (Oorschot, 2019). The participants could share their experiences through the

8ENACTED CURRICULUM
journal which had made them more connected with the topic. Open to all discussion was another
assessment approach that was aimed at the examination of the level of companionship among the
classmates. The students had to form a group and prepare a note on a particular topic and also
deliver it which sought to check how much they understood the issues discussed. The
participating students had to resolve the situations of conflict that arose while the formation and
performance within a group. The teacher in charge was also assessing the groups and not just the
individuals which had encouraged the participants to toil as a team despite having their different
opinions over the similar topic. At final session the students were assessed on the basis of their
performances in the examination. On an overall basis the assessment approaches were quite
holistic. They had been beneficial for application to the personal experiences and theories in to
the practical aspect, perform well in a group and apply the theories in conflictuous situations.
However, the approaches such as the discussion forum in form of a feedback session could also
have been added as an assessment approach (Moseley & Bailey, 2014).
5. The aspects of the intended curriculum are inherent within the enacted curriculum
As it has been mentioned in the section dealing with communications of the instructor
through implemented curriculum that the hierarchical relation between the intended curriculum,
the implemented curriculum and the attained curriculum is also cyclical in nature, hence intended
curriculum and enacted curriculum are related to each other. It is the intended curriculum that
provides the philosophical guide to the enacted or the implemented curriculum. The vital job of
setting up the curriculum is prepared by the intended curriculum which seeks to provide the
broader aim and goal to be satisfied (Ornstein & Hunkins, 2017). Hence the intended curriculum
gives the guiding philosophy to embark upon the implemented curriculum. The implemented
curriculum is the genuine carrying out of the philosophical premise of the intended curriculum

9ENACTED CURRICULUM
by means of adjudging the specific educational needs of the students. The intended curriculum is
thus the most important aspect which leads to the fulfillment or the successful implementation of
the implemented curriculum. For the implementation of the implemented curriculum, it is
extremely important that the guidance from the philosophical premise of the intended curriculum
be taken as no execution of the curriculum can be possible without being guided by the intended
curriculum (Marsh, 2009). This particular aspect has been explained by the coordinating
instructor who had related the three curriculums.
6. Null curriculum
Null curriculum essentially means a class where there is no content taught and the
possibility of the students interacting with the teacher is minimal. In a null curriculum the
element of students asking questions to the teachers is totally avoided, and the students only
fulfill a passive role while the teacher only performs the active role of being the disseminator. In
such a system the students do not get the opportunity to express their views or challenge the
views expressed by the teacher, naturally such an interaction lacks the vibrancy of learning and
that is not beneficial for intellectual benefit of the students (Webster & Ryan, 2017). It is null
and void form of curriculum since the proliferation of knowledge happens through the exchange
of views and challenging the dominant narrative and if that is missing then the curriculum fails to
benefit the students. The session between the participant students were however not a null
curriculum as there was adequate among the participant students and the teachers and the vibrant
exchange of ideas was also carried out (Longstreet & Shane, 1993).
C. Eisner’s Five Orientations for Intended and Implemented Curriculum
The five basic ideas of Eisner are as follows:-

10ENACTED CURRICULUM
- Development of the cognitive capacities in order to enable the students learn the method
of providing opportunities to utilise and strengthen the intellectual faculties through the
process of learning. This is a part of the intended curriculum as it is a broad philosophical
premise which must be improvised on the basis of a precise action plan.
- Developing the spirit of Academic Rationalism so that the students learn to question the
wrong and not let the perpetration of the status quo. Education should allow the students
to develop and not remain stagnant. This is a part of the enacted curriculum as it is a
practical application.
- The element of Personal Relevance necessitates the system of education to be a system of
inter dependence between the teachers and the students. The students are individuals and
they are required to build a personal equation with the teachers since the process of
learning cannot be without any emotional touch. This is a part of the enacted curriculum
as the interdependence is a principle which must be applied practically and the
interdependence between teacher and students is a natural process.
- Social Adaptation and Social Reconstruction through the process of learning to
deconstruct the status quo and meet the social needs. The focus should be on real social
problems with the view to end it and that makes education not just about the
identification of the problems but also about the finding of the worthy solutions. This is a
part of the enacted curriculum as it has to be fulfilled through the process of practice.
- Treatment of Curriculum as Technology which shall aim the designing of the curriculum
to address the issue in the method of learning. It is a planning model which is sequential
and means to end. This is a part of the implemented curriculum as it is a part of the
planning process (Eisner, 1985).

11ENACTED CURRICULUM
D. Developmental insights into awareness of the curriculum
The Australian Curriculum is greatly inclined to the managerial and political viewpoint.
In my opinion the multicultural nature of the Australian society is one of the major factors that
influence the curriculum. From the Australian standpoint, the combination of Asian, European,
American and other cultural viewpoints straightforwardly influences the curriculum. The
curriculum developer must therefore be more cautious in the selection of the contents fpr
teaching Australian students (Australian Curriculum Assessment and Reporting Authority,
2010).
E. Professional or personal tensions of the congruence between intended and
enacted implemented curriculum
Occasionally, the teachers tend not to enact the curriculum in keeping with the intended
curriculum owing to the lack of congruence between these curriculums when the practical aspect
is concerned. The method in which the teachers convey the curriculum tends to reflect the views
and the value predispositions of the teachers. Consequently, several controversial issues such as
the legalisation of abortion, homosexual marriage, religious affairs are complicated to convey the
method it should be and the teachers themselves should not impose their viewpoints
straightforwardly on their students. In such circumstances, the teachers are supposed to be
neutral and convey the intended curriculum as expected and also allow the students allow the
counter-perspective of the concerned subject. It should be done so that the students can deal with
the circumstances when they are likely to face it. In this approach, the professional or personal
tensions created due to the incongruence between intended and enacted implemented curriculum
can be minimised (Eisner, 1994).