Editing Curriculum (section)

==Primary and secondary education==
{{refimprove section|date=April 2023}}

A curriculum may be partly or entirely determined by an external, authoritative body (e.g., the [[National Curriculum for England]] in [[England|English]] schools, or the [[International Primary Curriculum]] for [[International Schools]]).

Crucial to the curriculum is the definition of the course objectives that usually are expressed as learning outcomes and normally include the program's [[assessment (education)|assessment]] strategy. These outcomes and assessments are grouped as units (or modules), and, therefore, the curriculum comprises a collection of such units, each, in turn, comprising a specialized, specific part of the curriculum. So, a typical curriculum includes communications, numeracy, information technology, and social skills units, with specific, specialized teaching of each.

Core curricula are often instituted, at the [[primary education|primary]] and [[secondary education|secondary]] levels, by school boards, Departments of Education, or other administrative agencies charged with overseeing education. A core curriculum is a curriculum, or course of study, which is deemed central and usually made mandatory for all students of a [[school]] or school system. However, even when core requirements exist, they do not necessarily involve a requirement for students to engage in one particular class or activity. For example, a school might mandate a music appreciation class, but students may opt out if they take a performing arts class.

=== Australia ===
In [[Australia]], the [[Australian Curriculum]] took effect nationwide in 2014,<ref name="auscur">{{Cite web|url=http://www.australiancurriculum.edu.au/|title=Australian Curriculum|access-date=2015-01-12}}</ref> after a [[curriculum development]] process that began in 2010.<ref>{{Cite web|url=https://www.qcaa.qld.edu.au/13636.html|title=Senior secondary Australian Curriculum|date=16 October 2015 |publisher=Queensland Curriculum & Assessment Authority}}</ref> Previously, each state's Education Department had traditionally established curricula. The Australian Curriculum consists of one curriculum covering eight subject areas through year 10, and another covering fifteen subjects for the [[senior secondary]] years.<ref name="auscur" />

=== Canada ===
In [[Canada]] each [[Provinces and territories of Canada|province and territory]] has the authority to create its own curriculum. However, the [[Northwest Territories]] and [[Nunavut]] both choose to use the [[Alberta]] Curriculum for select parts of their curriculum. The territories also use [[Standardized testing in Alberta, Northwest Territories, and Nunavut (disambiguation)|Alberta's standardized tests]] in some subjects.<ref>{{Cite web|url=https://edmontonjournal.com/news/local-news/northwest-territories-nunavut-to-have-input-in-albertas-k-12-curriculum-redesign|title=Northwest-Terrirtories and Nunavut to Have Input in Albertas K—12 Curriculum Redesign|last=French|first=Janet|access-date=November 23, 2016}}</ref>
===Iran===
Iran has recently changed back to 6 year instead of 5 Elementary schools and two three year junior and second middle/high schools.<ref>{{cite web | url=https://www.k12academics.com/Education%20Worldwide/Education%20in%20Iran/education-curriculum-iran | title=Education Curriculum in Iran &#124; K12 Academics | date=6 February 2017 }}</ref> There is Islamic seminary Hawza are also with 10-14 year programming.

=== South Korea ===
The National Curriculum of Korea covers [[kindergarten]], primary, secondary, and [[special education]].<ref name="korcur">{{Cite web|url=http://ncic.kice.re.kr/english.kri.org.inventoryList.do|title=National Curriculum of Korea Source Inventory|publisher=National Curriculum Information Center|access-date=2015-01-12}}</ref> The version currently in place is the 7th National Curriculum, which has been revised in 2007 and 2009.<ref name="korcur" />  The curriculum provides a framework for a common set of subjects through 9th grade, and elective subjects in grades 10 through 12.<ref>{{Cite web|url=http://ncic.kice.re.kr/english.dwn.ogf.originalFileTypeDownload.do?fileNo=10000018&fileExp=PDF&refPath=%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD+PDF+%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD+%EF%BF%BD%D9%BF%EF%BF%BD%CE%B5%EF%BF%BD|title=THE SCHOOL CURRICULUM OF THE REPUBLIC OF KOREA: Proclamation of the Ministry of Education, Science and Technology: #2009-41|type=PDF|access-date=2015-01-12}}</ref>

===Japan===
The curriculum in Japan is determined based on the guidelines for education and the guidelines for learning presented by the [[Ministry of Education, Culture, Sports, Science and Technology]] (MEXT). When deciding on the curriculum for each school, the school's organizers will decide on the outline by referring to the manuals and explanations prepared by the Education, Science and Technology Ministry and other public offices, and the schools will decide on additional annual plans. The Courses of Education and Courses of Study are fully revised every 10 years. Before World War II, the curriculum was based on the school regulations corresponding to each school type.<ref>{{cite web|url=http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/japan-overview/|title=NCEE - Japan Overview|website=www.ncee.org|access-date=15 April 2018}}</ref>

=== The Netherlands ===
{{Unreferenced section|date=October 2020}}
The Dutch system is based on directives coming from the [[Ministry of Education, Culture and Science (Netherlands)|Ministry of Education, Culture and Science]] (OCW). Primary and secondary education use key objectives to create curricula. For primary education the total number of objectives has been reduced from 122 in 1993 to 58 in 2006. Starting in 2009 and 2010 all key objectives are obligatory for primary education. The key objectives are oriented towards subject areas such as language, mathematics, orientation towards self and the world, art, and physical education. All of the objectives have accompanying concrete activities. Also final exams are determined by the OCW and required. Parts of those exams are taken in a national setting, created by the Centrale Examencommissie Vaststelling Opgaven (CEVO). Furthermore, the OCW will determine the number of hours to be spent per subject. Apart from these directives every school can determine its own curriculum.

===Nigeria===
In 2005, the Nigerian government adopted a national Basic Education Curriculum for grades 1 through 9.  The policy was an outgrowth of the Universal Basic Education program announced in 1999, to provide free, [[compulsory schooling|compulsory]], continuous public education for these years.{{Citation needed|date=December 2019|reason=removed citation to predatory publisher content}}  In 2014, the government implemented a revised version of the national curriculum, reducing the number of subjects covered from 20 to 10.<ref>{{Cite news|url=http://www.premiumtimesng.com/news/166030-nigeria-revises-basic-education-curriculum.html|first=Amina|last=Mohammed|date=2014-08-14|access-date=2015-01-12|title=Nigeria revises basic education curriculum|work=Premium Times}}</ref>

===Russia===
Core curriculum has typically been highly emphasized in Soviet and Russian universities and technical institutes.{{citation needed|date=January 2015}}

===United Kingdom===
====England and Wales====
{{main|National Curriculum for England|National Curriculum for Wales (2008 to 2026)}}
The [[National Curriculum for England|National Curriculum]] was introduced into [[National Curriculum for England|England]], [[National Curriculum for Wales (2008 to 2026)|Wales]] and [[Northern Ireland Curriculum|Northern Ireland]] as a nationwide curriculum for primary and secondary [[public education|state]] schools following the [[Education Reform Act 1988]].<ref>{{Cite web|url=https://www.gov.uk/government/collections/national-curriculum|title=National curriculum|website=GOV.UK|date=2 December 2014 }}</ref> It does not apply to [[Private schools in the United Kingdom|private school]]s, which may set their own curricula, but it ensures that state schools of all [[local education authority|local education authorities]] have a common curriculum. [[Academy (English school)|Academy schools]] have a significant degree of autonomy in deviating from the National Curriculum.

Every state school must offer a curriculum which is balanced and broadly based and which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. For each of the statutory curriculum subjects, the [[Secretary of State for Education]] is required to set out a Programme of Study which outlines the content and matters which must be taught in those subjects at relevant Key Stages.<ref name="EAct2002">{{cite web |last=National Archives |date=1 April 2018 |title=Education Act 2002 Part 6 |url=http://www.legislation.gov.uk/ukpga/2002/32/part/6 |access-date=14 October 2020 |publisher=H M Government}}   [[File:UKOpenGovernmentLicence.svg|30x30px]] Text was copied from this source, which is available under an [http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/ Open Government Licence v3.0]. © Crown copyright.</ref>  Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. Teachers should use appropriate assessment to set targets which are deliberately ambitious.

====Scotland====
In [[Scotland]], the Curriculum for Excellence (CfE) was introduced in August 2010 in all schools.<ref>Curriculum for Excellence</ref>  The national qualifications were introduced in 2013 by the Scottish Qualifications Authority (SQA).  The national qualifications include the Life Skills Coursework (SFL), [[Curriculum for Excellence|National 3]] (NAT3), [[National 4]] (NAT4), [[National 5]] (NAT5), [[Higher (Scottish)|Higher]], and [[Advanced Higher]].

===United States===
In the [[United States|U.S.]], each [[U.S. state|state]], with the individual [[school district]]s, establishes the curricula taught.<ref>[http://hnn.us/articles/22591.html National Education Standards...They're Back!] (article)</ref> Each state, however, builds its curriculum with great participation of national<ref>[http://www.brook.edu/press/books/NATLSTDS2.HTM Diane Ravitch, National Standards in American Education A Citizen's Guide] {{Webarchive|url=https://web.archive.org/web/20080828184152/http://www.brook.edu/press/books/NATLSTDS2.HTM |date=2008-08-28 }} (book)</ref> academic subject groups selected by the [[United States Department of Education]] such as the [[National Council of Teachers of Mathematics]] (NCTM) for mathematical instruction.

The [[Common Core State Standards Initiative]] (CCSSI) promulgates a core set of standards which are specific information and skills a student needs to know at each grade level in order to graduate. States may adopt these standards in part or whole and expand upon them. Schools and states (depending on how much control a state gives to its local schools) then develop their curriculum to meet each of these standards. This coordination is intended to make it possible to use more of the same textbooks across states, and to move toward a more uniform minimum level of education attainment.

According to the CCSSI, "[d]ecisions on how to implement the standards, including the right supports to put in place, are made at the state and local levels. As such, states and localities are taking different approaches to implementing the standards and providing their teachers with the supports they need to help students successfully reach the standards."<ref>[http://www.corestandards.org/about-the-standards/frequently-asked-questions/ Common Core Frequently Asked Questions] (article)</ref>

====Higher education====
[[Image:E7331-MFTI-Glavny-Korpus-schedule.jpg|thumb|[[Moscow Institute of Physics and Technology]] student examines the university's main class schedule board on the first day of classes to find what classes he – and all students in his specialization (sub-major) – will attend this semester.]]
Many educational institutions are currently trying to balance two opposing forces. On the one hand, some believe students should have a common knowledge foundation, often in the form of a core curriculum whereas others want students to be able to pursue their own educational interests, often through early specialty in a major or through the free choice of courses. This tension has received a large amount of coverage due to [[Harvard University]]'s reorganization of its core requirements.<ref>{{cite web|title=Harvard Gazette: Discussing the Core Curriculum|url=http://www.news.harvard.edu/gazette/2002/11.14/11-core.html|publisher=Harvard University|access-date=9 February 2013|archive-url=https://web.archive.org/web/20130703105329/http://www.news.harvard.edu/gazette/2002/11.14/11-core.html|archive-date=3 July 2013|url-status=dead|df=dmy-all}}</ref><ref>{{cite news|title=Harvard approves new general education curriculum|url=http://www.boston.com/news/local/massachusetts/articles/2007/05/15/harvard_approves_new_general_education_curriculum/|access-date=9 February 2013 | work=The Boston Globe|date=15 May 2007}}</ref>

An essential feature of curriculum design, seen in every college catalog and at every other level of schooling, is the identification of prerequisites for each course.{{clarify|date=January 2021}} These prerequisites can be satisfied by taking particular courses, and in some cases by examination, or by other means, such as work experience. In general, more advanced courses in any subject require some foundation in basic courses, but some coursework requires study in other departments, as in the sequence of math classes required for a physics major, or the language requirements for students preparing in literature, music, or scientific research. A more detailed curriculum design must deal with prerequisites within a course for each topic taken up. This in turn leads to the problems of course organization and scheduling once the dependencies between topics are known.{{citation needed|date=October 2020}}

====Core curriculum====
{{See also|Core Curriculum (Columbia College)}}
{{anchor|Core curriculum}} <!--Ernest L. Boyer links here-->
[[File:Shimer IS 5 fall 1994 Sappho Bible.jpg|thumb|[[Shimer College]] students discussing texts in the school's core curriculum]]
At the [[undergraduate]] level, individual [[college]] and [[university]] administrations and faculties sometimes mandate core curricula, especially in the [[liberal arts]]. However, because of increasing specialization and depth in the student's major field of study, a typical core curriculum in [[higher education]] mandates a far smaller proportion of a student's course work than a [[high school]] or [[elementary school]] core curriculum prescribes.{{citation needed|date=October 2020}}

Among the best known and most expansive core curricula programs at leading American colleges and universities are those of [[Core Curriculum (Columbia College)|Columbia University]] and the [[University of Chicago]]. Both can take up to two years to complete without [[advanced standing]], and are designed to foster critical skills in a broad range of academic disciplines, including the social sciences, humanities, physical and biological sciences, mathematics, writing and foreign languages.{{citation needed|date=October 2020}}

In 1999, the [[University of Chicago]] announced plans to reduce and modify the content of its core curriculum, including lowering the number of required courses from 21 to 15 and offering a wider range of content. When ''[[The New York Times]]'', ''[[The Economist]]'', and other major news outlets picked up this story, the university became the focal point of a national debate on education. A set of university administrators, notably then-President [[Hugo F. Sonnenschein]], argued that reducing the core curriculum had become both a financial and educational imperative, as the university was struggling to attract a commensurate volume of applicants to its undergraduate division compared to peer schools as a result of what was perceived by the pro-change camp as a reaction by "the average eighteen-year-old" to the expanse of the collegiate core.<ref>{{cite news|first1=Ethan|last1=Bronner|accessdate=2021-05-15|title=U. of Chicago President to Return to Teaching|url=https://www.nytimes.com/1999/06/05/us/u-of-chicago-president-to-return-to-teaching.html|newspaper=The New York Times|date=5 June 1999|issn=0362-4331|via=NYTimes.com}}</ref>

As core curricula began to diminish over the course of the twentieth century at many American schools, some smaller institutions became famous for embracing a core curriculum that covers nearly the student's entire undergraduate education, often utilizing classic texts of the [[western canon]] to teach all subjects including science. Five [[Great Books]] colleges in the United States follow this approach: [[St. John's College (Annapolis/Santa Fe)|St. John's]], [[Shimer College|Shimer]], [[Thomas Aquinas College|Thomas Aquinas]], [[Gutenberg College]] and [[Thomas More College of Liberal Arts|Thomas More]].<ref name="smallcampus">{{cite news | title = Small Campus, Big Books | last = Johnson | first = Dirk | date = 2007-11-04 | newspaper = The New York Times |url = https://www.nytimes.com/2007/11/04/education/edlife/shimer.html | access-date = 2010-05-22}}</ref>

{{see also|Association for Core Texts and Courses}}

====Distribution requirements====
Some colleges opt for the middle ground of the continuum between specified and unspecified curricula by using a system of distribution requirements. In such a system, students are required to take courses in particular [[academic fields|fields of learning]], but are free to choose specific courses within those fields.{{citation needed|date=October 2020}}

====Open curriculum====
[[File:Brown's Open Curriculum banner.jpg|thumb|right|[[Brown University]] celebrated the 50th anniversary of their [[Open Curriculum (Brown University)|Open Curriculum]] in 2019.]]
Other institutions have largely done away with core requirements in their entirety. [[Brown University]] offers the [[Open Curriculum (Brown University)|"Open Curriculum"]], implemented after a student-led reform movement in 1969, which allows students to take courses without concern for any requirements except those in their chosen concentrations (majors), plus two writing courses. In this vein, it is possible for students to graduate without taking college-level science or math courses, or to take only science or math courses. [[Amherst College]] requires that students take one of a list of first-year seminars, but has no required classes or distribution requirements. Similarly, [[Grinnell College]] requires students to take a First-Year Tutorial in their first semester, and has no other class or distribution requirements. Others include [[Evergreen State College]], [[Hamilton College (New York)|Hamilton College]], and [[Smith College]].<ref>{{cite web |url=http://openjar.org/curricular-freedom-examples-in-action |title=Examples in Action: Our List of Open Curriculum Colleges & Universities |archive-url=https://web.archive.org/web/20120804043018/http://openjar.org/curricular-freedom-examples-in-action |archive-date=4 August 2012 |website=Open Jar Foundation |access-date=7 February 2014}}</ref>

[[Wesleyan University]] is another school that has not and does not require any set distribution of courses. However, Wesleyan does make clear "General Education Expectations" such that if a student does not meet these expectations, he/she would not be eligible for academic honors upon graduation.<ref>{{cite web |url=http://www.wesleyan.edu/registrar/academic_regulations/general_education_expectations.html |title=General Education Expectations, Registrar |website=Wesleyan University |access-date=7 February 2014 |archive-url=https://web.archive.org/web/20110720205647/http://www.wesleyan.edu/registrar/academic_regulations/general_education_expectations.html |archive-date=20 July 2011 |url-status=dead |df=dmy-all }}</ref>