How would you define the term curriculum? Is it permanent courses such as grammar, mathematics, biology, or history? Is it a syllabus, a product, a process, a performance, or simply the boundary between formal and informal education?
The term curriculum has been defined in many ways. It can refer to a content-specific set of lessons and their assessments, or it can apply to a much larger system with both internal and external influences on decisions about improving teaching and learning. Most often, it refers to a specific course of study.
When you explore the dimensions of a school district’s curriculum, you infer a great deal about the district’s norms, values, and assumptions. You also delve into the social, historical, and political forces affecting curricular decisions. Traditionally, the main question pertaining to this concept is this: Does the curriculum promote democracy? As an educator, you must examine your mental models of schooling and curriculum.
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