Glossary Of Curriculum Terminology; 2013
Glossary ofCurriculumTerminologyUNESCOInternationalBureauof Education
UNESCO International Bureau of Educationwww.ibe.unesco.orgTel 41.22.917.78.00 – Fax 41.22.917.78.01Postal addressP.O. BOX 199, 1211 Geneva 20, SwitzerlandStreet address15 Route des Morillons, 1218 Le Grand-SaconnexGeneva, SwitzerlandPublished in September 2013 by the UNESCOInternational Bureau of Education (UNESCO-IBE) UNESCO-IBE 2013IBE/2013/KPM/PI/01The designations employed and the presentation of materialthroughout this publication do not imply the expression of any opinionwhatsoever on the part of UNESCO-IBE concerning the legal status ofany country, territory, city or area or of its authorities, or concerningthe delimitation of its frontiers or boundaries.
Glossary of CurriculumTerminology
IntroductionIn many countries around the world the curriculum is increasingly viewed as layingthe foundation for comprehensive educational reforms aimed at achieving qualitylearning outcomes. Contemporary curriculum development processes morefrequently involve public discussion and consultation with a range of stakeholders,and the curriculum is progressively evolving into a topic of debate engaging policymakers, experts, practitioners, and society at large.Curriculum terminology is no longer only used by specialists in this field whoare aware of all the complexities involved, and this may generate confusion andmisinterpretation. Many curriculum-related terms are frequently used interchangeablyeven if they refer to different concepts and, depending on the context, the same termmay be understood in many different ways by various stakeholders. An example isthe diversity of definitions for the term ‘curriculum’, a word that in many nationallanguages does not even exist.The main purpose of the UNESCO IBE Glossary of curriculum-relatedterminology is not to establish standard universally applicable definitions. Rather, it isintended to be a working reference tool that can be used in a range of activities andhelp to stimulate reflection among all those involved in curriculum developmentinitiatives. Given the strong connection between concepts and practice, such aGlossary may contribute to productive reflection within national education systems,as well as regional and international contexts, on the role of curriculum terminology inpromoting meaningful improvements.The first draft of this Glossary was developed by Mr Massimo Amadio, SeniorProgramme Specialist, and Ms Ruth Creamer, Documentalist, with the assistance ofMr Hanspeter Geisseler, Assistant Programme Specialist, and Mr KonstantinDoulamis (Greece and Cyprus), Intern, at UNESCO IBE on the basis of (a) previousglossaries created for several IBE curriculum projects by Ms Dakmara Georgescu,Programme Specialist, and Mr Philip Stabback (Australia), IBE consultant, and(b) specialized terminology selected from a range of authoritative sources (seebibliography). The draft Glossary was then shared with several curriculum specialistsand experts in the field of organizing information, who were invited to provide theirfeedback on the document. Comments and suggestions were received from:Ms Imke Behr, Senior Assistant Librarian, UNESCO Institute for Lifelong Learning(Hamburg);Ms Rosette Defise (Canada), Researcher, University of Quebec at Montreal(UNESCO Chair in Curriculum Development);Ms Meron Ewketu, Library and Information Specialist, UNESCO Headquarters(Paris);Ms Lani Florian (USA), Bell Chair of Education, University of Edinburgh;Ms Christine Forlin (Hong Kong, China), Adjunct Professor, Hong Kong Institute ofEducation;Ms Angela R. Katabaro (United Republic of Tanzania), Curriculum Specialist,Tanzanian Institute of Education;Mr David Njeng’ere (Kenya), Senior Assistant Director, Kenya Institute of CurriculumDevelopment;Ms Irene Psifidou (Greece), Vocational Education and Training Expert, EuropeanCentre for the Development of Vocational Training (CEDEFOP);1
Ms Lynda Quamina-Aiyejina (Nigeria), Documentalist/Senior Librarian, CaribbeanEducational Research Information Service (CERIS), School of Education, Universityof the West Indies;Ms Lori Rabinovitch (Canada), Researcher, University of Quebec at Montreal(UNESCO Chair in Curriculum Development); andMr Philip Stabback (Australia), Curriculum Specialist, previously at the CurriculumDirectorate, Department of Education and Training, New South Wales (Australia).An updated version of the Glossary was then prepared taking into account thecontributions received, and the second draft was made available online as aconsultation document inviting other curriculum specialists and organizations to offerfeedback. Additional comments and suggestions were provided by:Mr Jan Berkvens (Netherlands), Curriculum Development Specialist, NetherlandsInstitute for Curriculum Development (SLO);Mr Gwang-Chol Chang, Senior Programme Specialist and Chief, Education Policy &Reform Unit, UNESCO Asia-Pacific Regional Bureau for Education (Bangkok);Ms Pauline Chia (Singapore), Curriculum Policy Specialist, Curriculum Policy Office,Ministry of Education, Singapore;Ms Marlene Cruz Zegarra, Programme Specialist, Education Policy & Reform Unit,UNESCO Asia-Pacific Regional Bureau for Education (Bangkok);Ms Fumi Ginshima, Curriculum Director and Deputy Director, Curriculum ResearchCentre, National Institute for Educational Policy Research, Japan;Ms Dewani Goloi (Malaysia), Senior Assistant Director, Educational Planning andResearch Division, Ministry of Education of Malaysia;Ms Caroline Kearney (United Kingdom), Education Analyst and Project Manager ofthe European Policy Network on Key Competences in School Education, EuropeanSchoolnet;Mr Kerry John Kennedy (Australia), Research Chair Professor of Curriculum Studiesand Director of the Centre for Governance and Citizenship, Hong Kong Institute ofEducation;Korea Institute for Curriculum and Evaluation–KICE, Republic of Korea (variousresearchers);Ms Karen Lam (Singapore), Senior Curriculum Policy Officer, Curriculum PolicyOffice, Ministry of Education, Singapore;Mr Phil Lambert PSM (Australia), General Manager Curriculum, AustralianCurriculum, Assessment and Reporting Authority;Mr David Leat (United Kingdom), Professor of Curriculum Innovation, NewcastleUniversity;Mr George Lee (Singapore), Intern, Education Policy & Reform Unit, UNESCO AsiaPacific Regional Bureau for Education (Bangkok);Mr Robert Munganda (Namibia), Senior Education Officer: Broad Curriculum andCurriculum Management, National Institute for Educational Development, Namibia;Ms Eugenia Tan (Singapore), Deputy Director, Curriculum Policy Office, Ministry ofEducation, Singapore;Ms Tan Po Chin (Singapore), Assistant Director, Curriculum Policy Office, Ministry ofEducation, Singapore;Ms Ramya Vivekanandan Rodrigues, Programme Specialist, Education Policy &Reform Unit, UNESCO Asia-Pacific Regional Bureau for Education (Bangkok);Ms Stella Yu, Programme Officer, Education Policy & Reform Unit UNESCO AsiaPacific Regional Bureau for Education (Bangkok).The IBE is deeply indebted to all the colleagues listed above for their valuableinput and recommendations.2
Based on the feedback to the consultation document, a new version of theGlossary has been prepared. The final document has been further revised by a smalleditorial team comprising: Mr Massimo Amadio and Ms Ruth Creamer, UNESCOIBE; Ms Dakmara Georgescu, Programme Specialist, UNESCO Regional Bureau forEducation in the Arab States and Cluster Office (Beirut); Mr Jan Berkvens; MrAlexandru Crisan (Romania), Lead Education Consultant, World Bank and KuwaitGovernment Partnership Programme for Education; and Mr Philip Stabback.As pointed out by one contributor, “the glossary is very useful in helpingcurriculum developers and education stakeholders have a common understanding ofterms that are often used in curriculum development, implementation andassessment but with varied meanings.” The IBE therefore hopes that the finaloutcome of this collaborative process involving many colleagues around the worldwill support curriculum specialists, practitioners and educationalists in theirchallenging task of enhancing the quality of learning and learning outcomes.As a working reference tool, this Glossary is made available online inelectronic format only and will continue to be revised based on feedback fromcurriculum specialists and interested parties including practitioners and other users,who are cordially invited to send their comments to UNESCO IBE.Geneva, Switzerland, September 20133
AAbilityAn inherent or acquired faculty for doing or achievingsomething. In typical educational practice, the terms‘abilities’ and ‘aptitudes’ are used interchangeably todenote an individual’s potential for acquiring andapplying new knowledge or skills. (Adapted from:Pellegrino 1996).Academic yearThe annual period during which students attendcourses or take final examinations, not taking minorbreaks into account. It may be shorter than 12 monthsbut would typically not be shorter than 9 months. Itmay vary for different levels of education or types ofeducational institutions within a country. This is alsoreferred to as the ‘school year’, mainly for the pretertiary level. (Source: UIS 2012).AccountabilityIn general terms, accountability can be defined as aprocess by which actors provide reasons for theiractions against the backdrop of possible negative (orpositive) consequences. (Source: Hooge, Burns &Wilkoszewski 2012). The concept of accountability isparticularly important in the context of decentralizededucation systems that encourage school autonomy,including decisions concerning the curriculum.Achieved curriculumSee ‘Attained curriculum’.Adolescent learnersAdolescence is a distinct stage that marks thetransition between childhood and adulthood. TheSwiss developmental psychologist Jean Piagetdescribed adolescence as the period during whichindividuals’ cognitive abilities fully mature. According toPiaget, the transition from late childhood toadolescence is marked by the attainment of formaloperational thought, the hallmark of which is abstractreasoning. Advances in the field of neuroscience haveshown that the frontal cortex changes dramaticallyduring adolescence. It is this part of the brain thatcontrols higher-level cognitive processes such asplanning, metacognition, and multitasking. Adolescentlearners thrive in school environments thatacknowledge and support their growing desire forautonomy, peer interaction, and abstract cognitivethinking, as well as the increasing salience of identityrelated issues and romantic relationships. (Source:Seel 2012).Achievement standardsA means of defining levels of performance that cantake a variety of forms. In some contexts they are usedto mark a minimum level of acceptable performance. Inother settings, more general descriptions of4
performance that sort learners into achievement levels,such as basic, proficient, and advanced, are used.They provide teachers with targets for instruction byspecifying what, and how much, learners must be ableto do in order to demonstrate mastery of contentstandards and the achievement level that is called for.They provide clear directions to developers of testsabout the kinds of performance situation and tasks thatwill be used to make judgements about learnerproficiency. They help to clarify for the public what itmeans for a learner to be classified at a particularlevel. To test developers and psychometricians, anachievement standard is represented by the point on atest score scale that separates one level ofachievement from another, e.g. a passing score from afailing one. To educators involved in the developmentof curriculum, the term can mean a description of whata learner knows and can do to demonstrate proficiencyagainst a standard. (Source: Wilson & Bertenthal2005).See also ‘Content standards’.Adult educationEducation specifically targeted at individuals who areregarded as adults by their society to improve theirtechnical or professional qualifications, further developtheir abilities, enrich their knowledge with the purposeto complete a level of formal education, or to acquire,refresh or update their knowledge, skills andcompetencies in a particular field. (Source: UIS 2012).In many contexts today, competencies acquired innon-formal or informal education – including differentforms of adult education – are increasingly recognizedas part of lifelong learning.ApprenticeshipA system of training in both formal and non-formaleducation regulated by law or custom which combineson-the-job training and work experience while in paidemployment with formal off-the-job training. Theapprentice may enter into a contract of training ortraining agreement with an employer who imposesmutual obligations on both parties. (Adapted from:Deißinger & Hellwig 2011).Articulation (in thecurriculum)See ‘Vertical and horizontal articulation (of thecurriculum)’.AssessmentThe process through which the progress andachievements of a learner or learners is measured orjudged in compliance with specific quality criteria.Assessment as learningAssessment that actively involves learners andencourages them to think about the way they learn. Itoccurs when learners reflect on and regulate andmonitor their learning progress. It comprises learnerreflection and peer and self-assessment.5
See also ‘Self-assessment’, ‘Assessment for learning’.Assessment for learningAssessment of learner’s progress and achievement,the primary purpose of which is to support andenhance learning by adapting the educational processto meet the learner’s needs. Learners are made awareof their strengths and weaknesses while beingprovided with adequate support to overcome learningdifficulties.See also ‘Formative assessment’.Assessment of learningAssessment of learner’s achievement the primarypurpose of which is to provide information about whathas been learned at a particular point in time. Thisprocess often involves the use of standardized tests orexaminations. It is often, though not always, used forthe purpose of promotion and/or graduation.See also ‘Centrally-set examinations’, ‘Summativeassessment’, ‘Test’.Assessment of learningoutcomesAssessment of an individual’s achievement of statedlearning outcomes, using a variety of methods (written,oral and practical tests/examinations, projects andportfolios) during or at the end of an educationprogramme or a defined part of that programme.(Adapted from: UIS 2012).Attained erstanding, skills and attitudes that learnersactually acquire as a result of teaching and trated in practice. It may differ from theintended and the implemented curriculum.See also ‘Intended curriculum’, ‘Implementedcurriculum’.Attainment targetsTargets which specify the knowledge, understandingand skills related to specific subjects or disciplines thatlearners are expected to have acquired by the end of aprogramme or educational level and to be assessedagainst a predetermined set of criteria. They arenormally organized in clearly articulated levelsspecifying the degree of proficiency to be attained.See also ‘Achievement standards’.AttitudeA learned tendency or readiness to evaluate things orreact to some ideas, persons or situations in certainways, either consciously or unconsciously. Attitudesare underpinned by values and beliefs and have aninfluence on behaviour.Authentic assessmentAssessment of learner performance that is as closelyrelated to a real life situation as possible and is notartificial or contrived. One way to make an assessmentmore authentic is to have learners choose the6
particular task they will use to demonstrate what theyhave learned. (Source: ASCD). Authentic assessmentinvolves the collection of information from a rich rangeof sources, including, importantly, the individual.Portfolios, checklists,worksamples, servations and other forms of assessment may shedlight on what the learner knows or is able todemonstrate, and the direction(s) required in one’slearning programme. (Source: Wyatt-Smith & JoyCumming 2009).See also ‘Performance assessment’.Authentic learningLearning related to real-life or ‘authentic’ situations –the kinds of problems faced by citizens, consumers, orprofessionals. Advocates complain that what is taughtin school has little relationship to anything people do inthe world outside of school; efforts to make learningmore authentic are intended to overcome that problem.Authentic learning situations require teamwork,problem-solving skills, and the ability to organize andprioritize the tasks needed to complete the project.Learners should know what is expected beforebeginning their work. Consultation with others,including the teacher or instructor, is encouraged. Thegoal is to produce a high-quality solution to a realproblem, not to see how much the learner canremember. (Adapted from: ASCD).Awarding bodyAn organization or consortium, recognized by theregulatory authorities, whose purpose is to awardaccredited qualifications.BBasic educationThe foundation for lifelong learning and humandevelopment on which countries may build,systematically, further levels and types of educationand training. (Source: UNESCO 1992). Basiceducation typically comprises primary and lowersecondary education, and increasingly one or es compulsory schooling.Basic learning needsNeeds which comprise both essential learning tools(such as literacy, oral expression, numeracy, andproblem solving) and the basic learning content (suchas knowledge, skills, values, and attitudes) required byhuman beings to be able to survive, to develop theirfull capacities, to live and work in dignity, to participatefully in development, to improve the quality of theirlives, to make informed decisions, and to continuelearning. The scope of basic learning needs and how7
they should be met varies with individual countries andcultures, and inevitably, changes with the passage oftime. (Source: UNESCO 1992).Basic skillsThe fundamental knowledge (i.e. declarative andprocedural) as well as operational aspects ofknowledge needed for learning, work and life. Withinthe curriculum, literacy and numeracy are normallyconsidered as foundational, essential or basic skills.The term can include a range of skills that individualsneed to live successfully in contemporary society.BenchmarkA reference point or standard against whichperformance or achievements can be assessed.(Source: OECD 2002).BenchmarkingA systematic process of comparing the activities,processes and/or performance of a programme,organization, country, learner, etc. against atheoretical, political or existing reference with the aimof identifying ways to improve performance. (Source:CEDEFOP 2011).Benchmark testA test designed to measure student achievement andmastery of predetermined curriculum standards. Itsmain purposes are to provide information that can beused to guide the teaching and learning process, aswell as to determine placement levels beforecommencing intervention.See also ‘Diagnostic assessment’.Bilingual educationA language policy in education under which twolanguages are used as mediums of instruction. Thereare several models of bilingual education dependingon the goal pursued, the most common being theadditive and subtractive models. In additive bilingualeducation programmes both languages are given thesame value and recognition, are systematically taughtand learned throughout the years of schooling, and thegoal for learners is the development of literacy andcommunication in two languages. In subtractive ortransitional bilingual education programmes, onelanguage (e.g. the first language or learner’s mothertongue, frequently a minority language) is used tofavour the acquisition of the other language (e.g. thesecond or subsequent language, often the official ordominant lan
Alexandru Crisan (Romania), Lead Education Consultant, World Bank and Kuwait . and Mr Philip Stabback. As pointed out by one contributor, “the glossary is very useful in helping curriculum developers and education stakeholders have a common understanding of terms that are often used in curriculum development, implementation and
NICU Glossary of Medical Terminology February 2019 This written information is for guidance only and does not replace consultation and advice by your health care provider. Glossary of Medical Terminology Neonatal Intensive Care Unit [NICU] This information sheet explains medical words which you will hear doctors and nurses use while
Mathematics — Glossary Page 1 – 2014–15 NYSAA Frameworks Glossary – Mathematics Mathematics Glossary A Mathematics Toolkit, i
ITIL Glossary of Terms, Definitions and Acronyms in Hungarian, V3.1.24.h2.5, 24 February 2008, prepared by itSMF Hungary 1 ITIL V3 Hungarian Glossary Notes: 1. This ITIL V3 Hungarian Glossary (internal version: 2.5) is the itSMF Hungary's official translation of ITIL V3 Glossary of Terms, Definitions and Acronyms (version 3.1.24). 2. The Hungarian ITIL Terms have a relatively long .
IEEE Std 729-1983, IEEE Standard Glossary of Software Engineering Terminology (ANSI) L3I.l It increases the number of terms from approximately 500 to 1300, and updates or refines the definitions of many terms included in the initial glossary. A few terms that were included in the initial glossary have
(b) Terminology from safety and safeguards that is addressed in the IAEA Safety Glossary [46] or IAEA Safeguards Glossary [47]. Such terms and definitions may in some cases be referred to or discussed in the IAEA Nuclear Security Glossary, but the other glossaries should be consulted where they are the appropriate authorities.
version of the PPRI Glossary was drafted, revised after a consultation process with the PPRI network and published in 2006. Since terminology is constantly changing, the authors of the PPRI glossary invited experts and the public to provide feed-back on the glossary, make suggestions for changes and propose new terms.
Glossary of Legal Terminology 221 Essential Skills for Paralegals: Volume I Barber/Navallo The following glossary is intended as a brief introduction to the terms and phrases
glossary does not include definitions of most biospeleological terms, geologic structure terms, varieties of carbonate rock that require microscopic techniques for identification, or names describing tools and techniques of cave exploration. INTRODUCTION This glossary of karst terminology has been compiled mainly from .
