Informal Curriculum

There are multiple perspectives in the field of curriculum studies regarding definitions of curriculum. This variation is particularly the case when curriculum is qualified with a descriptor. In the case of the term informal curriculum, the usage also varies although most commonly it is contrasted to that of formal curriculum. The formal curriculum is the material and content explicitly taught in schools. This curriculum is inclusive of state guidelines and the accompanying material to be disseminated from a teacher to students in classrooms. The teaching associated with the formal curriculum is generally guided by scope and sequence that drive lesson planning. Often instruction for pupils in classrooms is based on what educational governing bodies in individual states have determined should be taught in individual grade levels. When curriculum falls outside of the prescriptive, planned teaching and learning of the formal curriculum, it can be considered part of the informal curriculum. Differing meanings of informal curriculum can be grouped into several categories: the unofficial learning occurring in schools, extracurricular activities happening in school settings, and curricula happening outside of school.

The tremendous amount of information learned in schools that does not occur through explicit instruction is a component of the informal curriculum. This learning is not planned or agreed upon by teachers or governing education bodies; it is perceived as unofficial. The informal curriculum in this context is not orchestrated because it focuses on the spaces that happen in between delivery or structure associated with the formal curriculum. This view of informal curriculum directly results from decisions made in determining the formal curriculum. For instance, different school subject areas given more time and provided with more resources informs without the explicit objective of doing so. The values associated with different types of learning can be viewed as an informal curriculum since those in schools gain understanding or draw meaning as a result. Further, the importance of specific content and the way the formal curriculum is taught becomes a dimension of informal curriculum. How teachers view students in respect to what is being taught, coupled with [Page 476]teachers' ideological frameworks, become integral components of informal curriculum.

Although this curriculum is ungraded, students' school experiences are greatly affected by it. Lessons plans associated with formal curricula scope and sequence are absent in the informal curriculum. Class schedules, available resources, or inclusion-exclusion of viewpoints contribute to this unplanned learning. The informal curriculum includes ability grouping based on perceived aptitude since it places value on who should learn, what they should learn, and how they may be able to learn. Inevitably, school culture including expectations and roles of teachers, students, administrators, parents, and the community all are part of informal curriculum. For instance, are students allowed to use restrooms on their own? Do children march down hallways single file? Are some subjects favored over others by giving more time to them? Are some subjects not taught at all? Does testing drive content in the classrooms or is it based on student interests? These elements of the curriculum teach without the intentions scripted through formal instruction.

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