Curriculum as a Program of Planned Activities
The second image keeps the subjects of the first one but widens the frame. It moves the focus from what is taught to everything planned for the teaching of it.
Curriculum as the full plan for action
Here the curriculum is not just the subjects but everything planned in advance for delivery to learners. It includes the scope and sequence of the subject matter, the interpretations given to it, the balance between topics, the motivational strategies, the teaching techniques, and anything else a teacher arranges before walking into the room.
The shift from the first image to this one is the shift from “what” to “what plus how.” Subject matter is still there, but now the plan also says how learners will be motivated and how teachers will teach effectively. The picture grows from a list of topics into a full plan for action.
This image is wide-ranging in another way too. The plan can be a formal written document, or it can be unwritten, living in the mind of the teacher who carries it into class. Both count. A teacher who has thought through the lesson, the activities, and the order of events has a curriculum in this sense, even if none of it is on paper.
It adds the how, not just the what
Subject matter is the list of topics. Planned activities keep the subjects but add scope, sequence, motivation, and teaching techniques. The plan can be written or held unwritten in a teacher’s mind.
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