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Curriculum: Organizing Knowledge for the Classroom  is commercially published under a conventional licence, we cannot make the whole book available on this site. But we provide a key section from the SAIDE Curriculum learning guide as well as other resources.

This opens up the exciting opportunity for working individually or collaboratively and creatively with others in the field in developing a resource tailored to our own contexts and students. In short, this is an opportunity to realize the full potential of OER!


Using a section from the Curriculum guide to make your own OER module

The original Saide module has been updated and revised: Hoadley, E. and Jansen, J. 2009 (2nd Ed.). Curriculum: Organizing knowledge for the classroom. Cape Town. Oxford University Press.

Although the book sells at R199.95, the central Section ‘How is knowledge organized in the curriculum?’ is downloadable from Oxford’s description page of the book.

Section 6 is a particularly useful springboard for constructing a module on curriculum because:

  • Knowledge, when all is said and done, is the central issue in curriculum. Teachers have to be able to organize knowledge.
  • Section 6 introduces theoretical tools for understanding curriculum concepts. These concepts are invaluable tools for practitioners’ use in understanding the formal curriculum, organizing their own learning programmes, and then analyzing their own practice. (Concepts covered include: competence curricula / performance curricula; subject (or disciplinary) curricula / integrated curricula; everyday knowledge / school knowledge.)

There’s no substitute for reading Section 6 - so click here to download your copy!

Other resources available for developing this module are listed below.

Please have a look at these and send an email to Ken at mailto:ken.harley@gmail.com if you’re keen to become part of a network in developing these resources. This is an invitation. We very much hope you will be in touch!

Resources for developing a module on Curriculum

  1. Two possible approaches to using the learning guide  ‘How is knowledge organized in the curriculum?’ as a springboard for developing a full module on curriculum
  2. Outline of Basil Bernstein’s concepts
  3. Some useful audio clips for Curriculum


  • Introduction to Curriculum – This has broad ranging comments on the purposes and aims of schooling: what is curriculum? It introduces basic curriculum concepts such as curriculum-as-document (the plan), curriculum-as-practice, and the ‘hidden curriculum’. - 01:16MINS
  • Planning for a new national curriculum – Although the interview is specific to South African curriculum change, it can be useful in other contexts as it covers national curriculum construction beginning with the Constitution. We gain insight into why critical choices have to be made by policy makers in light of competing interests. - 06:46MINS
  • Curriculum as Practice - We listen to short extracts from classrooms in which the same topic is taught by two different teachers. In practice, the formal curriculum is played out in different ways, depending on the particular teaching approach, school cultures, available resources and so on. There is some useful discussion on these issues. - 07:28MINS
  • Issues affecting implementation of curriculum design - Although the context of the interview is South Africa, the issues are applicable to most contexts. We learn more about different ways of viewing knowledge and of challenges faced by working class or poor children. 07:21MINS
  • Every day knowledge and school knowledge – This interview builds on knowledge issues introduced in the previous audio clip - 04:01MINS
  • A student’s experience of moving from a rural home to a boarding school – Issues raised in other audio clips are brought together in the words of a student. - 03:54MINS

Clips 4, 5 and 6 have most relevance to Section Six in Curriculum (2009) – See inside this book!