Curriculum Definition

Definition of Curriculum
Introduction
Falcon School District 49 is located in Colorado Springs, Colorado and consists of 18 schools: three high schools, five middle schools and 10 elementary schools. A thorough review of the district website turned up several documents and a small blurb from the superintendent which points to a curriculum definition in line with “subjects useful for living.” Following is an analysis of these documents detailing how I arrived at my conclusion. Following this analysis is a brief discussion of the common problems associated with curriculum definition as it relates to the documents viewed.
Definition 2 as defined by Marsh and Willis is “Curriculum in those subjects that are most useful for living in contemporary society.” Subject matter is therefore chosen based on the current needs (problems and issues) of today’s society while allowing students to decide what subjects are most appropriate for the individual. The authors quote from Reid (2004) stating “curriculum involves identifying the capabilities needed to live enriched lives and to participate in democratic life” (Marsh & Willis, 2007). Henderson and Kesson are quoted as taking a similar position: “curriculum wisdom to solve personal and social problems in democratic societies.” Because, as Marsh and Willis explain, the definitions are ordered to reflect a broadening of knowledge from academic alone to more general, those schools that fall under Definition 2 will still include a strong focus on core subjects.
Analysis
Upon initial review of the District website (District 49), one may believe the District tends towards the “permanent subjects.” Terms and phrases such as “core subjects,” “knowledge about government, our history and academically prepared…” and “classical approach to achieve standards” leads one to believe the focus is on the permanent or core subjects. And, indeed, core subjects are considered a high priority and very relevant for this district. However, when the reader digs a bit deeper into the website, we begin to see other phrases that key one in to the “subjects that are most useful for living” definition. These phrases include “pilot programs,” “specialized fields,” and “exploratory electives.”
The Board of Education’s policies include a policy of academic freedom that “fosters social responsibility.” One definition of social responsibility is the responsibilities citizens have to their society and nation. This can be interpreted to be a “useful” and necessary subject for living in today’s society to “solve personal and social problems” as noted by Henderson and Kesson. Indeed, the mission statement for the District includes preparing students to be “useful citizens in a global society” – a concept not heard of twenty years ago. The Superintendent states in his letter to parents “District 49 schools offer unique, groundbreaking programs that provide a solid foundation for students to compete in the 21st century workforce.” The implication here being the District offers a curriculum in-line with the changing needs of the labor force.
Curriculum development for the District includes the “constant adaptation and development to meet needs…” and the necessity to “recommend modifications of practice and changes in curriculum…the addition of new courses.” The basic instructional program refers to the need to provide “opportunities…to develop specific talents and interests in more specialized fields…” Here, specialized fields is read to mean areas other than the core or permanent subjects especially since it is followed by the opportunity to study “exploratory electives” such as technical education and business at the middle school level. The curriculum development policy goes on to state that skills taught at all levels will allow a student to become “a competent member of the workforce.” A reading of this statement leads one to conclude that courses will be developed and added based on what is needed in the working world thus going beyond the “basics.” These courses may or may not tie into the core subjects but will be relevant to the demands of business.
A brief review of the Topics in Unit Plans for the district show topics not present previously. This indicates the district’s desire to adapt to the changing climate of the country both educationally and politically. This desire does impact students even when not directly or blatantly implemented in the classroom through various “hidden agendas/curriculums.” Suggested topics in the Unit Plan that leads one to conclude the District is concerned about “useful living” include opportunity for differentiation, cultural responsiveness, and 21st century skills.
New and sometimes controversial subjects are already showing up that were not taught five-ten years ago including Family Life/Sex Education and HIV-AIDS Education. Some parents may feel these topics should be taught at home while others may feel it is the school’s responsibility to teach a curriculum “useful for living in a contemporary society.” District 49 appears to see these as a necessity in order to address contemporary issues in society. While not student curriculum, the District is also offering counseling to parents on subjects including inhalant abuse, the choking game, 3rd Millennium Classroom Instruction (instruction on dealing with misdemeanor violations, drug and alcohol intervention, and prevention courses), and self-injury. These are indeed 21st century “subjects that are most useful for living in contemporary society.”

Definition Problems
According to the authors, problems with the definition “curriculum is those subjects that are most useful for living in contemporary society” include the implication of contemporary issues as more valuable than long-lasting; the open questions of what is useful knowledge, stability in curriculum, and what happens to intellectual development when practical skills are emphasized?
Reviewing the curriculum for District 49, this writer does not believe currently, the District is erring on the side of too many contemporary issues and too little core education. The District follows the state of Colorado’s Model Content Standards which includes Civics, Economics, Foreign Language, Geography, History, Mathematics, Music, Physical Education, Reading and Writing, Science, Theater, and Visual Arts. One aspect of the District’s philosophy is to “use a classical approach to achieve standards” while “offering a variety of educational focus areas and programs to fit interest and capabilities.” Unit plans ensure teachers are addressing intellectual questions by directing the teachers ‘ curriculum to answer such questions as “what questions will foster inquiry, understanding and a transfer of learning,” “what will students be able to do remembering, understanding, evaluating, and analyzing,” and “incorporating skills such as critical thinking, systems thinking, problem identification, formulation, and solution. “
What may be in question is the implementation of the curriculum. While the District can set forth standards and guidelines for unit plans, ultimately the teacher is in control of the classroom. As the authors state, “everybody seems to know what schools should teach” (Marsh & Willis, 2007). Marsh and Willis believe “gaps should arise among the planned, the enacted, and the experienced curriculum” (Marsh & Willis, 2007). Each teacher brings to the classroom his or her own experiences, views, and beliefs. The student also brings his or her ideas, values, experiences, and motivations to the classroom. This also affects the eventual outcome of the curriculum. Because of this, “teachers know that their highest hopes for their students are never fully realized” (Marsh & Willis, 2007).
Conclusion
School District 49 strives very hard to find a balance between core knowledge and preparing children for life in the real world. This is a balancing act that is influenced by factors often beyond the District’s control. As Marsh and Willis indicate, teachers should be encouraged to constantly monitor and adjust ends and means within unfolding classroom situations (p. 15). District 49 attempts to put forth an “interrelated set of plans and experiences that a student undertakes under the guidance of the school” (Marsh & Willis, 2007).

References

(n.d.). Retrieved September 21, 2010, from District 49: www.d49.org

Marsh, C. J., & Willis, G. (2007). Curriculum - Alternative Approaches, Ongoing Issues. Columbus, OH: Pearson Education Ltd.

References: (n.d.). Retrieved September 21, 2010, from District 49: www.d49.org Marsh, C. J., & Willis, G. (2007). Curriculum - Alternative Approaches, Ongoing Issues. Columbus, OH: Pearson Education Ltd.