[Originally written as a reflection paper for the Master of Education program (EDUC 925), July 2012.]
Curriculum is what is presented for learning and student development within the school environment. It comprises academic subjects and other activities. The term “presented” can cause complications since it limits the curriculum to delivery. However, curriculum is sometimes what is intended to be delivered. It is the environment defined by school officials in which students can grow according to the standards and values the school officials wish to share with them.
An effective curriculum should encompass both academic and pro-academic learning. It should focus highly on not what students learn but how they learn and their approach to learning. It should prepare students for life, meaning that as a result of the curriculum they would be able to live in and contribute diligently and actively to society.
Too often, curricula become subject based with the end of preparing students to pass an exam to obtain an academic or professional title. Many students leave school “well educated” yet lack practical knowledge and essential life skills. Students may lack professional etiquette, critical thinking skills, adaptability, creativity, money-management skills, an understanding of basic services, the ability to balance work and home responsibilities, and the skills needed to nurture healthy relationships. Though highly knowledgeable there is a significant number of students who leave school unable to adapt their thinking processes to situations they did not study at school.