Inventory of activities related to the design, organisation and planning of an education or training action, including definition of learning objectives, content, methods (including assessment) and material, as well as arrangements for training teachers and trainers.
CEDEFOP. Terminology of European education and training policy. 2nd ed. Luxemburg: Publications Office of the European Union, 2014.
Curriculum is, in the simplest terms, a description of what, why, how and when students should learn. The curriculum is not,of course, an end in itself. Rather, it seeks both to achieve worthwhile and useful learning outcomes for students, and to realize a range of societal demands and government policies. It is in and through the curriculum that key economic, political, social and cultural questions about the aims, purposes, content and processes of education are resolved. The policy statement and technical document that represent the curriculum reflect also a broader political and social agreement about what a society deems of most worth – that which is of sufficient importance to pass on to its children (Stabback, 2016: 8).
Stabback, Philippe. What makes a quality curriculum? Current and critical issues in the curriculum and learning 2. Geneva: UNESCO-IBE, 2016.