Curriculum can be looked at from alternative viewpoints: a base for learning and a base for teaching. As a result there are many interpretations of the idea of curriculum. To gain greater understanding of curriculum it is important to compare and contrast a range of ideologies applied by theorists. Many models are evident in today’s curriculum and are responsible for the development in curriculum, as they have explored new innovative ways to teach and learn. Two of the most apparent models are Ralph Tyler’s and Malcolm Skilbeck’s, and will be discussed to explain how their research has influenced development and structure in today’s Curriculum. The Australian Curriculum Assessment and Reporting Authority (ACARA) is also able to provide information on the structure of curriculum and how it caters for the needs of 21st century learners. By drawing information from theorists’ research, models, and the ACARA, we can analyse development and structure of the current curriculum and the needs for the diverse learners in the 21st Century.
Definition of Curriculum
There is infinite discussion across ‘curriculum’ but the central question is ‘what is curriculum?’ There are several different interpretations, the core argument emphasises whether “curriculum offers all learning experiences, or refers simply to a blue print for achieving restricted objectives” (Egan, 1978). By discussing versions of curriculum a greater understanding can be constructed.
The word 'Curriculum' is derived from the Latin word 'Currere' meaning race or a course of action. Through time, its meaning evolved to include the idea of a "running" sequence of learning experiences. In recent years, there have been many attempts to provide more specific definitions of curriculum. Pratt (1980) defines curriculum as a “written document that systematically describes goals planned, objectives, content, learning activities, evaluation procedures” and so forth; a very systematic approach that...