Three Types of Curriculum
Hidden Curriculum
is Focused:
in practices and procedures resulting from decisions made when implementing the explicit curriculum, unintended outcomes that occur as the explicit curriculum is implemented.
Various aspects of learning contribute
to the success of the hidden curriculum
including practices, procedures, rules, relationships and structures. Many aspects of learning give rise to aspects of the hidden curriculum. These sources are, but not limited to, the social structures of the classroom, the teacher's exercise of authority, rules governing the relationship between teachers and students and standard learning activities.
Consist:
of the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school.
Taught Curriculum
Taught curriculum is the delivered curriculum, a curriculum that an observesees in action as the teacher teaches.
Teachers, being the chief implementers of curriculum, occupy a crucial role in curriculum decision making. Taking the students into consideration, they decide how to achieve the intended learning outcomes.
They decide the distribution of time to a particular activity/content. Even the external pressures like external exams cannot limit their freedom to exercise their own philosophy of instruction.
Consist:
of the courses, lessons, and learning activities students participate in, as well as the knowledge and skills educators intentionally teach to students,
National Curriculum
OBJECTIVE
The curriculum is an educational project or research that is developed with the objective of knowing what are the primary needs in education and what measures must be taken to satisfy them. This curriculum is constituted as "a benchmark for the accountability of the educational system and for evaluations of the quality of the system, understood as its ability to effectively achieve the educational intentions set"
is Focused:
1. PREPARATION OF AN OUTPUT PROFILE.
All the characteristics of this profile are brought together in three characteristics that are justice, innovation and solidarity.
2. DRAFTING OF A SET OF CONTENTS BASED ON THAT ALREADY HAD.
The following curricular elements are established here: general objectives of the area, objectives of the sublevels, objectives of the areas by sublevels and the basic content determined in the skills with criteria When giving their classes, teachers must take into account two goals: a goal called EQUITY, which consists of establishing a set of minimum content that students can acquire. These contents are called essential basics. The second goal is known as EXCELLENCE, it is what allows students to advance beyond what they have learned in class and here are the basic desirable content.
3. INTEGRAL EVALUATION PROPOSAL FOR ALL THIS SET OF CONTENTS.
Two types of evaluation appear here, one INTERNAL, which is carried out by the teacher in the classroom and uses the performance criteria and indicators; and another EXTERNAL evaluation carried out by INEVAL, determining the learning standards.