Polish language teachers and the new core curriculum in primary schools – assumptions, dilemmas, and implementation challenges

In education, a curriculum (; plural: curricula or curriculums) is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. In a 2003 study Reys, Reys, Lapan, Holliday and Wasman refer to curriculum as a set of learning goals articulated across grades that outline the intended mathematics content and process goals at particular points in time throughout the K–12 school program. Curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curriculum is split into several categories, the explicit, the implicit (including the hidden), the excluded and the extra-curricular.

Implementation is the realization of an application, or execution of a plan, idea, model, design, specification, standard, algorithm, or policy.

Language is a system that consists of the development, acquisition, maintenance and use of complex systems of communication, particularly the human ability to do so; and a language is any specific example of such a system.

Polish may refer to: