Experts in the field of curriculum planning and development fully agree that the term

curriculum is difficult to pin down by a single definition. Consequently, curriculum has been

classified as prescriptive and descriptive (Ellis, 2004. p4) for easy definition.

Prescriptive curriculum describes what should be done in an ideal situation (a plan of action)

while the descriptive enumerates what actually happens in the field (classroom/school). 

To therefore account for both aspects of curriculum definitions, the prescriptive definition

that resonates with me the most is one by Dewey (1902) where he defines curriculum as “a

continuous reconstruction, moving from the child’s present experience out into that

represented by the organised bodies of truth that we call studies… the various studies are

themselves experience... they are that of the race.” (Pp.11- 12)

Dewey in the definition above stresses that the child/learners' needs should guide the

development of the curriculum rather than the curriculum controlling what should and

shouldn’t be taught. The curriculum should be such that it can be easily adapted to

accommodate the interests and learning styles of the students (continuous reconstruction).

When the emphasis is placed on the plan rather than on the learners, teachers become stifled

and distracted from setting their sights on what matters the most therefore, their creativity,

resourcefulness and on-the-spot decision-making ability is hindered, making it easy for the

educator to adopt the common practice of teaching to the test instead of focusing on teaching

for understanding and promoting deep learning.(Ritchhart, 2015)

In the descriptive curriculum definition, emphasis is laid on the experience of the

learner as depicted in this definition:

Curriculum is all the experience that individual learners have in a program of

education whose purpose is to achieve broad goals and related specific objectives that

is planned in terms of a framework of theory and research or past or present

professional practice. (Hass, 1987)

 This descriptive definition focuses on the actual practice in the classrooms. Unlike the

prescriptive definition which may or may not be given much attention, this one presents a

glimpse into the actual practice in the class. Its focus is on the students and how well the

goals of the planned course are achieved. It also emphasises the experience of each learner in

relation to their progress or lack of, in the course.

Both the prescriptive and descriptive definitions above place the learners at the center

of the learning process. However, in my context, the nationally approved curriculum

especially in primary school, can best be described as out-dated and impractical for the 21 st

century learner since most of the content is predominantly theory-based and offers almost no

room for learners to participate in the learning process except to echo teachers’ words and

opinions. Furthermore, a more critical look at the national curriculum also reveals that there

was probably no thorough ground work as it appears disjointed in several aspects. Also,

teachers who are to implement the curriculum are mostly poorly trained and insufficiently

resourced. Consequently, several private schools go as far as adapting the curricula of several

nations just so that the learners may be presented with better learning experiences.

References 

Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press.

Ellis, A. K. (2004). Exemplars of curriculum theory. Larchmont, NY: Eye on Education.

Hass, G. (1987). Curriculum planning: A new approach (5th ed.). Boston: Allyn & Bacon.

Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly

transform our schools. John Wiley & Sons, Incorporated.