What is a Hidden Curriculum?

In 2006, Jerald defined the hidden curriculum as an implicit curriculum that expresses and represents attitudes,
knowledge and behaviour which are conveyed or communicated without conscious intent. It is said indirectly by
words and actions that are parts of the life of everyone in society.

When we say education, the picture of a traditional school/college picture pops into our heads. The idea of students
scribbling in their notebooks while studying Mathematics, Science, English, and other essential subjects, comes very
naturally to us. But is that all that these institutions teach?

No. At school, a child also learns many concepts that are informally and unintentionally taught in the school system.
For example, Social expectations of gender, behavior, language or morals etc. All these, together, form the hidden
curriculum.

What is a Hidden Curriculum?

In 2006, Jerald defined the hidden curriculum as an implicit curriculum that expresses and represents attitudes,
knowledge and behaviour which are conveyed or communicated without conscious intent. It is said indirectly by
words and actions that are parts of the life of everyone in society.For example: Being punctual at school. It is never
taught explicitly. But a student often has to pay a late fine or visit the principal if they arrive late at school. These
unpleasant penalties teach them to show uptime.

Another example: Team/sportsman spirit. Children are never taught that outright, but every school has a physical
education class. When they play, they win sometimes and lose sometimes. These experiences teach them that.

Hidden Curriculum: Examples

 Being respectful to your peers in school.

 Working hard and responsibly.
 Raising your hand to speak.
 Not speaking when others speak.
 Working with other people in a team.
 Turning in assignments when due.
 Being on time in class.

Generally, hidden curriculum can be described as values and beliefs, and even lessons which are unofficial, unwritten or
unintentional which children get at educational institutions
A hidden curriculum can be defined as the lessons that are taught informally, and usually unintentionally, in a school
system.

PRESCRIPTIVE DEFINITION FOR CURRICULUM

John Dewey (1902) - Curriculum is a continuous reconstruction, moving from the child’s present experience out into
that represented by the organized bodies of truth that we call studies........

Ralph Tyler (1957) – (The Curriculum is ) all the learning experiences planned and directed by the school to attain its
educational goals
Harlod O.Rugg (1927) – Curriculum prepares learners for “ meeting and controlling life situations”

J.L. McBrien & R.Brandt (1997) – Curriculum refers to a written plan outlining what students will be taught ( a course
of study). Curriculum may refer to all the courses offered at a given school, or all the courses offered at a school in a
particular area of study.

Indiana Department of Education (2010) – Curriculum means the planned interaction of pupils with instructional
content, materials, resources, and process for evaluating the attainment of educational objectives.

Taylor (1974)in his book on ‘Curriculum Development’ has stated that the ‘curriculum’ includes the methods of
teaching subject matter and expectations associated with them and that implemented curriculum is formed through their
interaction.

▪ According to him it is clear that a curriculum is not merely a subject or a group of subject used for teaching. Taylor’s
definition states that a curriculum should include subject matter, methods of teaching and expectations and that their
interaction too is important in this regard.

CHARACTERISTICS OF CURRICULUM

 What is taught in schools : Everything that is taught in schools through any medium is a part of the curriculum.
 A set of subjects : Subjects are decided under the curriculum according to the class and levels of students.
 Content : Content is what is to be taught, that is decided by the curriculum experts. Content is prepared on the
basis of age and level of students.
 A program of studies : A programme is set under the curriculm that what subjects will be taught and how will
be taught. How much textual material will be used and how much practical and co.curricular activities will be
there.
 A set of materials : Material that will be used in curriculum that is set by the experts. That includes text books,
audio visual aids, anything that can be used while teaching.
 A sequence of courses : Sequnece is decided that which topic is taught first and afterwards. Sequence is very
important as simple and basic knowledge is to be provided first which leads to the understanding of complex
problems.

 A set of performance objectives : A set of small or short term objectives are set to achieve the final or long term
objective.
 A course of study : Complete course is decided on the basis of set objectives.
 Extra class activities : Extra class activities or out of the class activities are very important with inside
classroom activities.
 A series of experiences undergone by learners in a school.
 Everything that goes on within every field of school activities.
 Well-designed curriculum is built on clear vision of what it is trying to achieve.

THE TYPES OF CURRICULUM

1. The recommended curriculum

2. The written curriculum

3. The supported curriculum
4. The taught curriculum

5. The tested curriculum

6. The learned curriculum

7. The hidden curriculum

The types of Curriculum

1. The recommended curriculum

It is construed by the educational stakeholders at the national level. It is more general and usually consists
of policy guidelines. It actually reflects the impact of “opinion shapers” such as Policy makers, Educationists
and Scholars.

2. The written curriculum

It is sanctioned and approved for classroom delivery. It represents society’s needs and interests. It embarks
the broad goals into specific learning outcomes. It includes Rationale of curriculum, General goals to be
realized, Specific objectives to be achieved, The sequence of objectives and Kinds of learning activities

3. The supported curriculum

It is reflected and shaped by the resources allocated to support and deliver ituch resources include both
human (teachers, lecturers and instructors)as well as physical things such as textbooks, workbooks, audio
visual aids, teacher guides, grounds, buildings, library books and laboratory equipment.

4. The taught curriculum

It is a delivered curriculum, a curriculum that an observer sees in action as the teacher teaches. The stuff
which is taught and done is known as taught curriculum.

5. The tested curriculum

The curriculum that is reflected by the assessment or evaluation of the learners is called the Assessed
Curriculum. It includes both formative and summative evaluation of learners conducted by teachers,
schools, or external organizations.

6. The learned curriculum

It is used to denote all the changes in values, perceptions, and behavior that occur as a result of school
experiences.

7. The hidden curriculum

The hidden curriculum explains all experiences derived from schools. Manyl important aspects of the hidden
curriculum can be changed by educators such as Organizational variables, Social-system variable and
Cultural variable.

SETTING GOAL & OBJECTIVES

• According to the needs assessment, goals & objectives are set. • Those should be SMART

Specific Measurable Achievable Relevant Time-bound

DESIGNING THE CURRICULUM

• Involves in
developing a framework for the curriculum including

the content,
instructional strategies, assessment methods & materials.

IMPLEMENTATION • The curriculum is implemented in the classroom.

• The teachers use it to guide their instruction.

• Should be done in systematic & consistent manner to ensure that the curriculum is delivered as intended.

EVALUATION

• Once the curriculum is implemented, the effectiveness is evaluated.

• The purpose is to
identify the strengths & weaknesses of the curriculum make adjustment.

What is curriculum change?

▪Curriculum change refers to the process of modifying, revising, or updating the content, structure, and delivery of a
curriculum.

▪The purpose of curriculum change is to improve the effectiveness of education and to better align it with the needs of
students, society, and the workforce.

▪Curriculum change is inevitable in any society. These changes occur because there is not perfect curriculum, and there
is most often a need to adjust to the economic, technological, social, political, and ideological needs in the society.

Need for curriculum change

▪ Society needs and aspirations are changing

▪ Society has also to become more and more refined

▪ Technology is developing fast and Educational technology has brought in changes in the concepts of aids, strategies,
and instructional purposes.

▪Curriculum content should be based on the current information and not the past information

▪Expansion of knowledge

Objectives of curriculum change

1. To restructure the curriculum according to the needs, interests or abilities of the learner
2. To eliminate unnecessary units, teaching methods and contents from existing curriculum
3. To introduce latest and updated methods of teaching and content in the curriculum
4. To change number of teaching hours of instruction according to the curriculum
5. To accommodate innovative strategies and techniques

Identifying the factors influencing on Curriculum changehange and Mobility

Decision of Board of
Substitution - The current curriculum will be replaced or substituted by a new one Alteration - Miner changes to the
existing or current curriculum

Restructuring - Its building a new structure that would mean major change or modification in the school system, degree
program, or educational system.

Perturbations - These are changes that are, disruptive, but teachers have to adjust to them within a fairly short time

Value orientation - A type of curriculum change, that was classify to respond to shift in the emphasis that the teacher
provides which are not within the mission or vision of the school or vise versa.

Curriculum innovation

• Innovation means doing things in new ways, and in curriculum, it means adopting different designs for learning to help
make learning more meaningful for 21st- century learners. Some practices in education have become outmoded, and
learning experiences should be redesigned to be more relevant to student interests, abilities, and cultures.

▪Curriculum Innovation is a response to the fact that the world is constantly changing, and education must change if we
want to avoid preparing students for a world that no longer exists.

▪Curriculum innovation is the introduction of new and improved practices and methods into how students are taught. It
covers both planning and implementation and involves a wide range of actors that include learners, teachers, guardians,
and education experts,, among others.

Curriculum innovation mainly focuses on

Curriculum holds an outstanding place when seeking to promote innovation in education, as it reflects the vision
for education by indicating knowledge, skills, and values to be taught to students. It may express not only what
should be taught to students, but also how the students should be taught.”

Models of Curriculum Innovation

Various scholars have proposed different models of innovation. For instance, Ronald Havelock (1969) identified three
main models of innovation:

• Research, Development, and Diffusion (RD&D) model • Social Interaction (SI) model
• Problem-Solving (PS) model

What is an example of a non-formal curriculum?

Examples of non-formal learning include swimming sessions for toddlers, community-
based sports programs, and programs developed by organisations such as the Boy
Scouts, the Girl Guides, community or non-credit adult education courses, sports or fitness
programs, professional conference style seminars, and continuing ...
 What are the characteristics of non-formal curriculum?
Characteristics of Non-formal Education
 Offers flexible courses according to the abilities of the student.
 It is not necessary to follow a timetable and syllabus.
 Enhances practical and technical skills.
 Caters to any age group.
 Students can choose from full-time or part-time learning.

Types of Education

Education goes beyond what takes places within the four walls of the classroom. A child gets
the education from his experiences outside the school as well as from those within on the basis
of these factors. There are three main types of education, namely, Formal, Informal and Non-
formal. Each of these types is discussed below.

Formal Education

Formal education or formal learning usually takes place in the premises of the school, where a
person may learn basic, academic, or trade skills. Small children often attend a nursery or
kindergarten but often formal education begins in elementary school and continues with
secondary school.

Post-secondary education (or higher education) is usually at a college or university which may
grant an academic degree. It is associated with a specific or stage and is provided under a certain
set of rules and regulations.

The formal education is given by specially qualified teachers they are supposed to be efficient in
the art of instruction. It also observes strict discipline. The student and the teacher both are
aware of the facts and engage themselves in the process of education.

Examples of Formal Education

 Learning in a classroom
 School grading/certification, college, and university degrees
 Planned education of different subjects having a proper syllabus acquired by attending the
institution.

Characteristics of formal education

 Formal education is structured hierarchically.

 It is planned and deliberate.
 Scheduled fees are paid regularly.
 It has a chronological grading system.
 It has a syllabus and subject-oriented. The syllabus has to be covered within a specific time
period.
 The child is taught by the teachers

Advantages of Formal education:

 An organized educational model and up to date course contents.

 Students acquire knowledge from trained and professional teachers.
 Structured and systematic learning process.
 Intermediate and final assessments are ensured to advance students to the next learning phase.
 Institutions are managerially and physically organized.
 Leads to a formally recognized certificate.
 Easy access to jobs.

Disadvantages of Formal education:

 Sometimes, brilliant students are bored due to the long wait for the expiry of the academic
session to promote to the next stage
 Chance of bad habits’ adoption may be alarming due to the presence of both good and bad
students in the classroom
 Wastage of time as some lazy students may fail to learn properly in spite of motivation by the
professional trainers.
 Some unprofessional and non-standard education system may cause the wastage of time and
money of the students which leads to the disappointment from formal education and argue
them to go for non-formal education.
 Costly and rigid education as compare to other forms of learning

Informal Education
Informal education may be a parent teaching a child how to prepare a meal or ride a bicycle.

People can also get an informal education by reading many books from a library or educational
websites.

Informal education is when you are not studying in a school and do not use any particular
learning method. In this type of education, conscious efforts are not involved. It is neither pre-
planned nor deliberate. It may be learned at some marketplace, hotel or at home.

Unlike formal education, informal education is not imparted by an institution such as school or
college. Informal education is not given according to any fixed timetable. There is no set
curriculum required. Informal education consists of experiences and actually living in the family
or community.
 Examples of Informal Education
 Teaching the child some basics such as numeric characters.
 Someone learning his/her mother tongue
 A spontaneous type of learning, “if a person standing in a bank learns about opening and
maintaining the account at the bank from someone.”

Characteristics of Informal Education

 It is independent of boundary walls.
 It has no definite syllabus.
 It is not pre-planned and has no timetable.
 No fees are required as we get informal education through daily experience and by learning new
things.
 It is a lifelong process in a natural way.
 The certificates/degrees are not involved and one has no stress for learning the new things.
 You can get from any source such as media, life experiences, friends, family etc.

Advantages of Informal Education

 More naturally learning process as you can learn at anywhere and at any time from your daily
experience.
 It involves activities like individual and personal research on a topic of interest for themselves by
utilizing books, libraries, social media, internet or getting assistance from informal trainers.
 Utilizes a variety of techniques.
 No specific time span.
 Less costly and time-efficient learning process.
 No need to hire experts as most of the professionals may be willing to share their precious
knowledge with students/public through social media and the internet.
 Learners can be picked up the requisite information from books, TV, radio or conversations with
their friends/family members.

Disadvantages of Informal Education

 Information acquired from the internet, social media, TV, radio or conversations with
friends/family members may lead to the disinformation.
 Utilized techniques may not be appropriate.
 No proper schedule/time span.
 Unpredictable results which simply the wastage of time.
 Lack of confidence in the learner.
 Absence of discipline, attitude and good habits.
 Read also: Importance of education: comprehensive article

Non-formal Education
Non-formal education includes adult basic education, adult literacy education or school
equivalency preparation.

In nonformal education, someone (who is not in school) can learn literacy, other basic skills or
job skills.

Home education, individualized instruction (such as programmed learning), distance learning

and computer-assisted instruction are other possibilities.

Non-formal education is imparted consciously and deliberately and systematically

implemented. It should be organized for a homogeneous group. Non-formal, education should
be programmed to serve the needs of the identified group. This will necessitate flexibility in the
design of the curriculum and the scheme of evaluation.

Examples of Non-formal Education

 Boy Scouts and Girls Guides develop some sports program such as swimming comes under
nonformal education.
 Fitness programs.
 Community-based adult education courses.
 Free courses for adult education developed by some organization.

Characteristics of Non-formal Education

 The nonformal education is planned and takes place apart from the school system.
 The timetable and syllabus can be adjustable.
 Unlike theoretical formal education, it is practical and vocational education.
 Nonformal education has no age limit.
 Fees or certificates may or may not be necessary.
 It may be full time or part-time learning and one can earn and learn together.
 It involves learning of professional skills.

Advantages of Non-formal Education

 Practiced and vocational training.
 Naturally growing minds that do not wait for the system to amend.
 Literacy with skillfulness growth in which self-learning is appreciated.
 Flexibility in age, curriculum and time.
 Open-ended educational system in which both the public and private sector are involved in the
process.
 No need to conduct regular exams.
 Diploma, certificates, and award are not essential to be awarded.

Disadvantages of Non-formal Education

 Attendance of participants is unsteady.
 Sometimes, it’s just wastage of time as there is no need to conduct the exam on regular basis
and no degree/diploma is awarded at the end of the training session.
 Basic reading and writing skills are crucial to learn.
 No professional and trained teachers.
 Students may not enjoy full confidence as the regular students enjoy.
 Some institutes provide fake certification through online courses just for the sake of earning.

 Levels 1-3 are called lower order thinking skills (or LOTS), and levels 4-6 are called higher order thinking
skills (or HOTS), based on the degree of thinking effort they require.
 There are also three 'domains' that divide each level into skills, but we won't discuss these today (look out for
them in a later issue!).
 To make teaching easier, each level has a list of verbs that can be used when planning or giving instructions.
You'll often see these verbs used in coursebooks or exams.

Level Objectives and Examples

Level 1: Remember

 Objective: to remember facts and simple concepts.

 Verbs: define, duplicate, list, memorise, repeat, state.
 Example learning aim: Learners will be better able to list five new food vocabulary items.

Level 2: Understand

 Objective: to explain ideas or concepts.

 Verbs: classify, describe, discuss, explain, identify, locate, recognise, report, select, translate.
 Example learning aim: Learners will be better able to list five new food vocabulary items.

Level 3: Apply

 Objective: use information in new situations.

 Verbs: execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch.
 Example learning aim: Learners will be better able to use the present simple to discuss things they can
and can’t do.

Level 4: Analyze

 Objective: make connections between ideas.

 Verbs: differentiate, organise, relate, compare, contrast, distinguish, examine, experiment, question, test.
 Example learning aim: Learners will be better able to evaluate which grammar structure is best to
express an emotional opinion.

Level 5: Evaluate

 Objective: Justify your opinion or decision.

 Verbs: Appraise, argue, critique, defend, judge, select, support, value, weigh.
 Example learning aim: Learners will be better able to defend their opinions and choices with modal
verbs.

Level 6: Create

 Objective: create new or original work.

 Verbs: assemble, author, construct, design, formulate, investigate.
 Example learning aim: Learners will be better able to create a dialogue about a disagreement they had
with a family member.

CURRICULUM DESIGN
 Curriculum design involves the creation of an organizational plan for education professionals to use in their
class. Teachers can use curriculum design to arrange their courses, create a schedule and design lesson plans.
  In their curriculum design, teachers plan activities, coursework and educational assessments to help students
achieve academic success. Teachers may also design curriculum according to their school's specific guidelines
and teaching standards.

  The concept of curriculum design refers to the intentional and systematic organization of curriculum within a
class or course. It encompasses the way curricula are created, and therefore the terms curriculum organization
and curriculum design are used interchangeably. In simpler terms, curriculum design is the process through

which teachers plan instruction .

 COMPONENTS OF CURRICULUM DESIGN

  Curriculum design consists of several components, including objectives, attitudes, time, students and
teachers, needs analysis, classroom activities, materials, study skills, language skills, vocabulary, grammar, and
assessment. However, there are four major components that are essential to any curriculum design:

 1. Curriculum Aims, Goals

2. Objectives,
3. Curriculum Content or Subject Matter, 4. Curriculum Experiences
5. Curriculum Evaluation.

 BENEFITS OF CURRICULUM DESIGN

  Improve learning environment  Develop learning goals

 Track student's progress
 Boost student engagement

 HOW TO DESIGN A CURRICULUM

  Selecting learning objectives

 Choosing assessments
 Creating lesson plans and learning activities:  Establishing a timeline for completion

 CHALLENGES OF CURRICULUM DESIGN

  The Absence of a Curriculum Framework  Change

 Communication Tools
 Tradition

  Time and Fund

 Focused on the Product  Hidden Curriculum Management?

 The success of a curriculum depends on its proper planning and efficient implementation. Curriculum
management means making arrangements for the proper planning and implementation of the curriculum. This
lesson discusses the curriculum management process at school level. Here an attempt has been made to explain
the concept of curriculum management at school level as well as the various stages of the curriculum
management process.
  Curriculum Management is an integral part of the LMS that allows educational institutions to create and
execute the curriculum. Teachers use the curriculum management system to handle tasks related to growth,
integration, and curriculum launch

 What is authentic based learning?

 It is a style of learning that encourages students to create a tangible, useful, quality
product/outcome to be shared with their world.” Connecting what instructors teach to
real-world issues and problems is at the core of authentic learning.D

In education, authentic learning is an instructional approach that

allows students to explore, discuss, and meaningfully construct
concepts and relationships in contexts that involve real-world
problems and projects that are relevant to the learne
Taba’s Model of Curriculum Development
Hilda Taba

Hilda Taba contributed to the theoretical and pedagogical foundations of concept

development and critical thinking in the social studies curriculum, as well as helped to lay
the groundwork for education. She also developed a multipurpose teaching paradigm that
incorporates a variety of processes, such as listing, grouping, re-grouping, labeling, and
synthesizing. Taba’s “Grassroots method” is a modified version of Tyler’s model.

Steps of Hilda Taba’s Curriculum Development Model

This learning paradigm was created by Hilda Taba. Taba thought that constructing a
curriculum follows a logical and linear order. She advocates for the “Down-Top model”,
also known as the “Grassroots method.” She advocates for teachers to play a prominent
role. Following are the seven steps of Taba’s Grassroots model.

 Learners’ Needs Diagnosis:

The teachers who are also the curriculum designers begin the process by determining the
requirements of the pupils for whom they need to design the curriculum. For example, the
majority of students are incapable of critical thinking.

 Establishing Objectives:

After the instructors recognizes the learners’ needs that require attention, they determine
the goals that they will use to meet those requirements.

 Choosing the Content:

The objectives chosen or produced suggest the curriculum’s subject or substance. It is

necessary to determine the validity and significance of the chosen content in addition to the
aims and substance, that is, the content’s relevance and significance.

 Organization of the Content:

A teacher must not only select content but also organize it in a particular sequence that
takes into account the learners’ maturity, academic achievement, and interests.

 Choosing Learning Experiences:

Students must be presented with content and be actively interested in it. At this point, the
teacher should choose an educational style that will engage pupils in the material.

 Organizing Learning Activities:

Learning activities should be ordered in a sequence based on both the content sequence
and the characteristics of the learners. The teacher must consider the kids he or she will be
instructing.

 Evaluation:

The curriculum planner, that is, the educator, must determine whether the objectives were
met. To assess the achievement of learning objectives, evaluation processes need to be
created.

Tyler’s Model of Curriculum Development

Ralph Tyler

The Tyler Model is the definitive prototype of curriculum development in the scientific
approach, developed by Ralph Tyler in the 1940s. One might virtually argue that every
licensed teacher in America, and possibly abroad, has designed a curriculum using this
paradigm or one of its numerous versions, either directly or indirectly.

Tyler did not aim for his contribution to the curriculum to serve as a development model.
Initially, he put his thoughts down in a book called Basic Principles of Curriculum and
Instruction for his students to give them an understanding of how to make curriculum.
Tyler’s model is brilliant since it was one of the earliest, and it was (and still is) a very
simple model consisting of four steps.

Curriculum and Instructional Fundamentals

 Determining the Goals of the School (AKA Objectives)

The first step is to figure out what the school’s goals are. To put it another way, what must
students do in order to be successful? Each subject has its own set of natural goals that
serve as signs of mastery. All objectives must be congruent with the school’s philosophy,
which teachers frequently overlook in curriculum development. For instance, a school
designing an English curriculum would set a goal for pupils to produce essays. This would
be just one of the curriculum’s numerous goals.

 Identifying Educational Experiences that are Relevant to the Goal

Step two is to create learning experiences that will assist students in completing step one.
For instance, suppose educators require students to complete an essay. They may
demonstrate how to write an essay as part of the learning experience. The pupils may then
get the opportunity to practice writing essays. The experience (essay writing and
demonstration) is in line with the goal (students will write an essay).

 Organizing the Experiential Learning

The third step is to classify the experiences. Is it better for the teacher to demonstrate
initially, or for the pupils to learn by writing right away? Either technique could work, and
the preference is determined by the teacher’s mindset and the students’ needs. The point
is that the teacher must decide on a logical order for the students’ experiences.

 Assessing the Objectives

The fourth and last phase is to evaluate the objectives. The teacher is now evaluating the
students’ abilities to compose an essay. This can be accomplished in a variety of ways. For
example, the teacher could assign pupils to write an essay on their own. If they are able to
do so, it indicates that the students have met the lesson’s goal.

This model has a few variations. Educators, on the other hand, still widely regard the Tyler
model as the most effective paradigm for curriculum development.

Wheeler’s Model of Curriculum Development

D. K. Wheeler

Wheeler created a five-phased cyclical model of curriculum development, which appeared

to address Tyler’s criticisms. His cyclical model resembles both linear and Taba’s
interactive models in many ways. The following are the essential components of Wheeler’s
model:

 Aims, goals, and objectives must be chosen.

 Educators must select learning experiences.
 Content selection which delivers specific types of experiences
 The organization and integration of learning experiences and content in relation to
the teaching-learning process in the classroom and school
 Evaluation of all aspects of all other phases’ effectiveness in achieving the goals

This model depicts a cyclic and continuous process, implying that curriculum development
should always be moving from one step to the next; it should never stop. The curriculum
planner and the teacher are involved in a series of continual decision-making processes
about a wide range of elements in Wheeler’s approach, which is considered dynamic rather
than static. Because of its broad application, Wheeler advises that educators must employ
this technique in all curriculum development at any level.

This model has a number of advantages. The cyclic model responds to changing needs,
which necessitates continuous updating of the curricular process.
They are adaptable and relevant to students in specific scenarios. Adoptions and
adaptations are conceivable due to the dynamic nature of the system, as long as there is a
good objective that the activities fulfill.

The aspects of the curriculum are seen as interconnected and interdependent in this
model. It allows for some interaction between the various aspects of the program.