Curriculum Is Like a House
Like a house, curriculum is complex in that it is the sum of its parts, yet can be viewed through its parts. A curriculum is like a house in that it has form, comprised of various materials, and is a function of place. Curriculum, like a house, can be styled, modified, altered, built, torn down, rebuilt, or abandoned.
A house is built upon a foundation from blueprints and curriculum is constructed upon a framework that is set by national or local standards. The infrastructure of curriculum is based on connecting theories that work together toward aims and goals. The owners of a house are like the teachers who decorate and maintain the interior, while not neglecting the outside. Learners are the children of the house that have favorite places, are taught which places are forbidden, understand the unique purpose of each room, and the house becomes a home with time. It is always home, even if a new family moves in.
A house, like a curriculum, is part of a larger environment that connects houses, neighborhoods, businesses, and public spaces. A curriculum, like a house, has a history of changes, adaptations, and events—some expected and some not. Curricula, like a house, are built to suit the needs of the inhabitants and their culture. The environment can dictate the form a house can take in terms of the number of floors, width and depth, roof shape and material, climatic comforts, and the number of people that will occupy the house. In a similar way, curriculum is a product of the school environment, what is taught is dependent upon the immediate needs of the society and should reflect that society.
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