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Teaching Notes for Curriculum Studies 2 (1)

The document outlines twelve types of curricula essential for understanding curriculum theories and models, including formal, non-formal, recommended, entitlement, achieved, intended, implemented, hidden, informal, actual, core, and extra-mural curricula. Each type serves a distinct purpose in the educational landscape, from official knowledge to experiential learning and societal values. Understanding these types helps educators effectively design and implement curricula that meet diverse learning needs.

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26 views3 pages

Teaching Notes for Curriculum Studies 2 (1)

The document outlines twelve types of curricula essential for understanding curriculum theories and models, including formal, non-formal, recommended, entitlement, achieved, intended, implemented, hidden, informal, actual, core, and extra-mural curricula. Each type serves a distinct purpose in the educational landscape, from official knowledge to experiential learning and societal values. Understanding these types helps educators effectively design and implement curricula that meet diverse learning needs.

Uploaded by

kasongobiven09
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© © All Rights Reserved
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Curriculum Studies Teaching Notes 2

There are so many types of curricula. Understanding the different types of curricula is
important to understanding the theories and models of curriculum.
Types of Curricula
Basically, there are about 12 types of curricula. These are:
1. Formal Curriculum

This refers to the officially selected body of knowledge which the government,
through the education department, wants the learners to learn. In a more specific way,
it is called a syllabus.
This type of curriculum is meant to meet specific objectives at a given grade level.

2. Non-formal Curriculum

This refers to learning planned outside the formal learning system. For example,
learning taking place through students with similar interests coming together and
exchanging viewpoints, e.g. in clubs, youth organizations or workshops; or even in
various games.

3. Recommended or Ideal curriculum

This is what is proposed by researchers, scholars, and evaluators in order to come up


with solutions to bring about appropriate curriculum. Therefore, research is the main
tool used to come up with the ideal curriculum.

4. Entitlement curriculum

This is what society believes learners should be exposed to as part of their learning to
become effective members of society. Society provides us with learners and after
learners have learnt they go back to society, this type of curriculum is an entitlement
curriculum. We need to impart relevant values, skills and attitudes in learners.

5. Achieved or experiential curriculum

This is what learners actually learned as a result of the interactions with the
implemented curriculum. In real terms, achieved curriculum is reflected through acts
and responses from the learners.

6. Intended Curriculum

This is what organisation develop for learners in the education system and what
should be taught by teachers in that system. CDC provides the intended curriculum.

7. Implemented Curriculum
This is sometimes called instructional curriculum. The actual work taught to the
learners. This signifies the actual content learners have covered, not what is to be
covered. Therefore, standards’ and supervisors check for implement curriculum as
they tour schools.

8. Hidden curriculum

This includes norms and values of society. This is the purpose of education which is
not openly expressed. For example, the purpose of learning agriculture science in
school is not to pass exam but to increase food security; history is to appreciate the
past; Religious Studies enables students to appreciate the existence of supernatural
deities.
The influence of hidden curriculum manifests itself in learners through their
behaviours and attitudes both during learning and afterwards.

Tanner and Tanner (1975) recommend that positive learning from the hidden
curriculum should be acknowledged and treated as an integral part of the planned and
guided learning experiences.

9. Informal Curriculum

Informal curriculum is what teachers and instructors include or add to the formal
curriculum as they teach as part of knowledge relevant to the learners. Urevbu
(1985:3) refers to informal curriculum as the curriculum in use.

10. Actual Curriculum

This refers to both written and unwritten syllabi from which students encounter
learning experiences (Tanner and Tanner 1975). Learning experiences can be selected
from other sources rather than the prescribed, official and formal syllabi. The actual
curriculum is the total sum of what students learn and teachers teach from both formal
and informal curricula.

11. Core Curriculum

It refers to the area of study, courses or subjects that students must understand in order
to be recognised as educated in that area. In other words, ‘core’ refers to the ‘heart’ of
experiences which every learner must go through. The learner has no option but to
study the prescribed course or subjects.

12. Extra-Mural Curriculum

Refers to those learning activities or experiences that students are exposed to by their
teachers but which are not stipulated in the formal or official curriculum. Teachers
deliberately plan and teach these experiences and sometimes even assess their
outcomes. Coaching and training in various aspects of school sports are some of the
extra-curricular learning experiences available to students. As you know, these
experiences are not stipulated in the formal curriculum.

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