UNDERSTANDING CURRICULUM
(a diagram of processes and relationships of LEARNING OUTCOMES within educational institutions)

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A curriculum is usually more than just a listing of courses taught by an institution, but includes the intended learning outcomes/objectives of the overall program. This involves both classroom and outside-classroom activities; thus the overall experience of the learning within the institution.  However, this diagram shows that there is more at play in learning outcomes than just the intended outcomes of an institutional program.  Apart from a, b, c, d, there are also Hidden Curriculum (e) and Negative Outcomes (f) to consider. However, these spaces are not fixed and each institution can strive to get as much of its experience within the a, b, c (specified and controlled) spheres as possible.

A. EXPECTED LEARNING OUTCOMES DIRECTLY FROM COURSE CONTENT (CLASSROOM GOALS)
Content, Activities and Instruction specifically intended to achieve overall curriculum goals.  This would include all academic skills and knowledge-acquisitions intended by the college as well as modelling and mentoring by classroom teacher.

B. EXPECTED OUTCOMES THROUGH INDIRECT ELEMENTS
The institutional “hopes” for campus relationships, Chapel attendance, general library browsing, inspiration from wall-hanging, campus etc anything out of the direct
control of the institution

C. EXPECTED LEARNING OUTCOMES DIRECTLY FROM COLLEGE ACTIVITIES OUTSIDE CLASSROOM (CO-CURRICULAR ACTIVITIES)
This includes activities like Cell Groups, Sports, Prayer Days, Mission Conferences etc. which are college activities pre-designed to achieve overall curriculum goals. This could include certain knowledge/skills acquisition, but is usually non-academic in nature, and yet part of the transformative experience intended by the institution

D. UNEXPECTED LEARNING OUTCOMES DIRECTLY OR INDIRECTLY GAINED FROM COURSE CONTENT, OR CO-CURRICULAR ACTIVITIES THAT AID IN FULFILFILLING CURRICULAR GOALS
This includes anything positive is known or unknown, that unintentionally helps fulfil institutional goals. For instance, a selfless (and un-conscious) act of kindness by a faculty that helps a student become more positive in life and mission etc

E. HIDDEN CURRICULUM
Goals and purposes that are “evidently” important for the institution but not specified anywhere. This is sometimes seen through unwritten rules and dispositions passed on through the institutional traditions. Simplistically, any institutional goal that is not overtly specified to learners and educators and is still a “hidden” curriculum

F. NEGATIVE OUTCOMES
When usually unintentional messages are given to students that are entirely contradictory to the overall curriculum goals of the institution.  For instance the curricular goal of equality/egalitarianism but a teacher tends to put down women students, or some one discriminates against maintenance staff.

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