Author (s): Borysenko I. V., Ihnatovych T. Z.

Work place:

Borysenko I. V.

Ph.D. in Pedagogics,

Head of Foreign Languages Chair,

Academy of the State Penitentiary Service, Chernihiv, Ukraine;

Ihnatovych T. Z.

Senior lecturer of Foreign Languages Chair,

Academy of the State Penitentiary Service, Chernihiv, Ukraine

Language: English

Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2018. № 1 (1): 151–161


The article aims at studying the concept characteristics of curriculum in the ideas of foreign researchers in terms of its definition, meaning, and classification of its types, levels and strategies for the development. The article presents the origin and meanings of the term “curriculum”, which in education refers to any course or activities that result in the development of a person; and covers prescribed content of learning during period of compulsory education. It is found out that the concept background of the school education content in the United Kingdom of Great Britain and Northern Ireland is determined by the curriculum theory. Based on the research of curriculum studies the types of curriculum (subject centered, society centered, child centered; curriculum as syllabus, curriculum as process, curriculum as product) as well as its levels (total, hidden, planned and received, formal and informal) are analysed. The differentiation of the curriculum levels is a very important issue as to comprehension of this pedagogical phenomenon. The outlined in the article curriculum levels are total; hidden; planned and received; formal and informal. The classification is made according to the audience for which they are addressed; and it gives a clear illustration of their practical application. Special attention is paid to classification suggested by van den Akker that proves the social nature of this phenomenon. Hidden curriculum and its nature is under discussion in the article. It is presented as the transmission of norms and values conveyed in the educational institution is characterized in the study. The diversity of approaches to the classification of curriculum types and levels provides evidence to support the claim about complex character of this pedagogical phenomenon.

As for the primary curriculum, it is exposed, that this pedagogic reality is connected with its developmental type; and nowadays it is getting global characteristic. Primary curriculum is considered as framework in which according to the defined aims knowledge, practical, values, personality characteristics, which pupils should obtain, are determined.

Key words: curriculum, concept, curriculum theory, types, levels, European educational system.


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