A Post-constructivist Perspective
Chapter 8. The Planned, Living, and Enacted Curriculum
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THE PLANNED, LIVING, AND ENACTED CURRICULUM
Curriculum is all the planned, guided and implemented learning that occurs in a school. Queensland state schools develop school curriculum plans using the Key Learning Area syllabuses or New Basics organisers. (Aussie Educator, 2012)
[W]hile the course of action can always be projected or reconstructed in terms of prior intentions and typical situations, the prescriptive significance of intentions for situated action is inherently vague. (Suchman, 1987, p. 27, emphasis added)
All teachers learn to write lesson plans to specify what students are to learn. Teachers then implement these plans on a particular day and time as a way of guiding students so that they may learn what the plans intend them to learn. The result of the lesson leads to the “implemented learning.” Whether students have learned what has been stated as the intended learning outcome in the planned curriculum is evaluated by comparing the stated goals and objectives with students’ actual responses on some assessment. A plan for one or several lessons may be specified as represented in Figure 8.1. Although lesson plans vary in structure and detail, what is common to them is the specification of learning outcomes. Underlying such a specification is the idea that learning can be planned and anticipated on the part of the teacher. This, of course, flies into the face of any teacher’s observation in an actual classroom where ← 171 | 172 → students do not learn what the...
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