Tag Archives: Core Curriculum

“There is no generally agreed upon definition of curriculum.”  [Wikipedia]

Using the statements below, design a curriculum–core, common, or otherwise–that will satisfy at least ONE school board, one school district’s parents, one k-12 faculty, one state board of education, one k-12 regional accrediting agency, or ONE NATIONAL STANDARD. 

Note the following: Curriculum can be envisaged from different perspectives.  What societies envisage as important teaching and learning constitutes the intended curriculum.  Since it is usually presented in official documents, it may be also called the written and/or official curriculum.  

However, at classroom level, this intended curriculum may be altered through a range of complex classroom interactions, and what is actually delivered can be considered the implemented curriculum.

What learners really learn (i.e. what can be assessed and can be demonstrated as learning outcomes/learner competencies) constitutes the achieved or learned curriculum.  In addition, curriculum theory points to a hidden curriculum (i.e. the unintended development of personal values and beliefs of learners, teachers, and communities; unexpected impact of a curriculum; unforeseen aspects of a learning process).

Those who develop the intended curriculum should have all these different dimensions of the curriculum in view.  While the written curriculum does not exhaust the meaning of curriculum, it is important because it represents the vision of the society.  The written curriculum is usually expressed in comprehensive and user-friendly documents, such as curriculum frameworks; subject curricula/syllabuses; and in relevant and helpful learning materials, such as textbooks, teacher guides, and assessment guides. [Wikipedia notes]


The Naming of the Parts

What I Learned in School Today

Using a Typewriter/Keyboard

Why My Signature Is Important

Righty Tighty, Lefty Loosey

Making Change, Counting Money

My Handwriting Tells about Me

Rules for Capitalization

Cursive to Be Read

How to Take a Bath or Shower

Eating Well So I Don’t Get Fat–or Throw Up

How to Use Crayolas without Breaking Any

Drawing Trees and People–and Showing the Difference

Columbus Was Here–Somewhere

Add, Subtract, Multiply, and Baseball Diamonds

I Know Where Babies Come From–and Why

Is WISK Better Than TIDE?

Coarse or Fine

Hitler, the Pope, and Abraham Lincoln

The WHO Sing Beethoven’s Ninth

Input, Output, Shotput

“O Say Can You See?”

Domes, Arches, and Spires: What’s the Point?

Sometimes a Dictator Helps the World


When My Food Enters My Stomach

Do Rainbows Matter?

I Turn the Key; the Engine Starts

“The Play’s the Thing,” He Wrote.

Biology.  Reading.  History.  Chemistry.–Just Words?

Who Really Was Bernoulli?


Apples Fall from Trees–on Earth

The Man in the Moon Just Smiled at Me

Sometimes I Can’t Breathe When It’s Cloudy

Under Water Scares Me

Condors, Penguins, and Koalas

“Congress Shall Make No Law….”

Is There a Use for Poetry?

Another Plane Crashed in Russia Yesterday

A Hundred-Yard Universe, a Hundred-Meter Dash

“Mind the Gap!”

Whites, Lights, and Darks



Allan Bloom

Has anything changed in education since the publication [1987] of this evocative and controversial book?

Subtitled: “How Higher Education Has Failed Democracy and Impoverished the Souls of Today’s Students”

Again: What is the place of the humanities programs on college campuses?

What should an “educated” person know?

Should there exist a “core” of required readings for all students?

Does any of this really matter in our culture today?

THESE are some of the Great Human Questions HUM 2930.

“The ultimate challenge in education is to go to the individual human being and help her or him become what otherwise he or she would never become.”


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