Examples of things taught through the ‘hidden curriculum include:

The hidden-curriculum concept is based on the recognition that students absorb lessons in school that may or may not be part of the formal course of study—for example, how they should interact with peers, teachers, and other adults; how they should perceive different races, groups, or classes of people; or what ideas …

The Hidden Curriculum refers to the unwritten rules, values and normative patterns of behavior which students are expected to conform to and learn while in school. Most sociologists use the term “hidden curriculum” to refer to the various characteristics of schooling that are unquestioned or ‘taken for granted’.

• respecting authority.
• respect for other pupils’ opinions.
• punctuality.
• aspiring to achieve.
• having a ‘work ethic’

Factors that contribute to a curriculum change varies between the size of the entire student body, budget cuts, the amount of teachers that are in school and how many classes each student takes a year.

Seven Criteria for the Selection of Subject Matter or Content of the Curriculum

• Self-sufficiency.
• Significance.
• Validity.
• Interest.
• Utility.
• Learnability.
• Feasibility.

Curriculum content simply means the totality of what is to be taught in a school system. The content component of teaching learning situation refers to the important facts, principles and concepts to be taught.

Curriculum principles are the values a school believes will give both their pupils and community the best chance of succeeding, and what they know to be right, given its context. You can think of curriculum principles as being like those by which you live your life and base important decisions on.

Curriculum content is another main lever of education quality. The knowledge, skills and attitudes imparted by learning areas/subjects, cross-cutting approaches and extra-curricular activities is a main source of systematic and comprehensive learning.

This planning should demonstrate the principles for curriculum design ; challenge and enjoyment; breadth; progression; depth; personalisation and choice; coherence; relevance. experiences and outcomes in ways that meet the needs of all learners, but also provides reassurance about consistency where necessary.

The three Prime areas are: Physical development. Personal, social and emotional development.

Three characteristics of effective teaching and learning are:

• Playing and exploring – Children investigate and experience things, and ‘have a go’.
• Active learning – Children concentrate and keep on trying if they encounter difficulties, and enjoy achievements.

Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills. Teacher provides meaningful learning opportunities for students. E. Teacher challenges students to think deeply about problems and encourages/models a variety of approaches to a solution.