[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642097-105":59,"doc-detail-642097-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","curriculum-planning-an-overview","Curriculum planning: An overview","","Curriculum planning: An overview explains how a school curriculum is derived from a school’s educational vision and why qualifications are only one part of the curriculum. It contrasts different interpretations of “curriculum” across countries, defining school curriculum, subject curriculum, co-curricular curriculum, and the experienced curriculum. The chapter emphasizes how learning is shaped by a network of factors including teaching quality, leadership, motivation, prior knowledge, assessment practices, and the school learning environment. It highlights the need for design coherence and regular evaluation of outcomes against intentions.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/curriculum-planning-an-overview/642097/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/curriculum-planning-an-overview/642097.png","ImageObject",300,407,{"name":92,"@type":93},"Logic","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How should schools derive curriculum planning from their educational vision and mission?","Question",{"text":111,"@type":112},"Curriculum planning should be derived from the school’s educational vision, mission, and aims, with attention to how structures and operations may need to change to support implementation. Schools should focus decisions on these priorities and align them with broader school capacity building.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What different meanings of “curriculum” are discussed in the chapter?",{"text":116,"@type":112},"The chapter describes curriculum in holistic terms that include subjects, connections, teaching methods, and the full learner experience, and also in narrower terms such as prescribed course ranges or specific learning programmes. It then uses definitions for school curriculum, subject curriculum, co-curricular curriculum, and the experienced curriculum.",{"name":118,"@type":109,"acceptedAnswer":119},"Why is the experienced curriculum considered unique to each school?",{"text":120,"@type":112},"Because it reflects the actual learning students receive, influenced by a complex web of interdependent factors such as teaching quality, learner motivation and prior knowledge, leadership and culture, and assessment practices. As a result, what learners experience may differ from the written objectives.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},642097,1792721364,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},1099513958762,"https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253","1. Curriculum planning: An overview  \nThis chapter considers what the curriculum is and how it should be derived from the school’s educational vision. It highlights the fact that qualifications form only part of the curriculum. Every school is unique and school leaders must consider how to support its implementation, which may necessitate changes to a school’s structure and operations. We introduce some fundamental principles that need to be considered in the curriculum design process. Chapter 2 of the learner attributes guide provides further guidance.  \n1.1 What is curriculum?  \nAcross the world, the term curriculum is used in several different ways.  \nIn some countries, ‘curriculum’ has a holistic meaning encompassing not only subjects, but also the connections between subjects, teaching methods and all aspects of schooling that define the learner’s experience. In other countries, a narrower interpretation is used, referring either to a prescribed range of courses (the curriculum in Year 6 contains eight different subjects) or a specific learning programme across different years (the chemistry curriculum at secondary level) . This guide uses the following definitions:  \n• A school curriculum refers to the combination of subjects studied within a school year and in sequential years as the learner moves through the educational system provided by the school.  \n• A subject curriculum refers to the content and skills contained within a syllabus applied across sequential stages of student learning. These stages normally refer to school year levels, and therefore a particular age of learner.  \n• Co-curricular curriculum refers to valued educational activities that support learning beyond the school curriculum, which the school encourages and supports.  \n• The experienced curriculum refers to the learning students actually receive asa result of the whole educational experience the school provides. This includes the impact of the school curriculum, teaching approaches, the co-curricular curriculum and the learning environment. It includes both the planned and unplanned or unintended outcomes of the curriculum.  \nThe wider learning experience:  \nPlanning the school curriculum in terms of subjects and qualifications is only part of the process. The experienced curriculum in an excellent school provides a learning experience that is more than the sum of the qualifications, subjects and activities that are visible on the school schedule. This is because careful attention in curriculum design and implementation is given to learning within, across and between the subjects and activities. All teachers and school staff support the development of the learner attributes and other qualities identified in the school’s vision. Breadth, balance and coherence need to be built in by design. The school’s vision and aims will include personal and social outcomes as well as academic ones. Learning does not begin or end in classrooms, but permeates the school environment and broader community.  \nWhat learners actually experience may not be the same as the written objectives of the curriculum – it will be the consequence of a complex web of interdependent parts including:  \n• the school’s vision and values  \n• teaching quality  \n• learner motivation and prior knowledge  \n• school leadership, environment and culture  \n• the school’s curriculum and subject curricula  \n• assessment practices and expectations  \n• the school’s internal structures and operations.  \n2  \n1  \n3  \n4  \n5  \n\n| Contents |\n| --- |\n| Introduction |\n| Curriculum\u003Cbr>planning: An overview |\n| Designing\u003Cbr>the school\u003Cbr>curriculum |\n| Approaches to\u003Cbr>teaching and learning |\n| Leadership, curriculum evaluation and\u003Cbr>building school capacity |\n| Cambridge International Resources and Support Services |\n| References |\n| Annotated bibliography and other resources |\n| Glossary |\n| Appendices |\n\nImplementing the curriculum with Cambridge: A guide for school leaders  \n5  \n1. Curriculum planning","cbCainAwqQAKFPHK","https://ap.wps.com/l/cbCainAwqQAKFPHK","pdf",653792,"English","# Introduction\n# What is curriculum?\n## The wider learning experience\n# School vision, mission and plan\n# Curriculum planning within a school context\n## Table 1: Some critical questions","[{\"question\":\"How should schools derive curriculum planning from their educational vision and mission?\",\"answer\":\"Curriculum planning should be derived from the school’s educational vision, mission, and aims, with attention to how structures and operations may need to change to support implementation. Schools should focus decisions on these priorities and align them with broader school capacity building.\"},{\"question\":\"What different meanings of “curriculum” are discussed in the chapter?\",\"answer\":\"The chapter describes curriculum in holistic terms that include subjects, connections, teaching methods, and the full learner experience, and also in narrower terms such as prescribed course ranges or specific learning programmes. It then uses definitions for school curriculum, subject curriculum, co-curricular curriculum, and the experienced curriculum.\"},{\"question\":\"Why is the experienced curriculum considered unique to each school?\",\"answer\":\"Because it reflects the actual learning students receive, influenced by a complex web of interdependent factors such as teaching quality, learner motivation and prior knowledge, leadership and culture, and assessment practices. As a result, what learners experience may differ from the written objectives.\"}]","Curriculum planning: An overview | PDF",23]