On my desk before me is a book of 350 pages. It is called Mønsterplan for Grunnskolen.1 I bought it in a bookshop in Oslo. It is the curriculum of the Norwegian comprehensive school. Beside it is an Open University coursebook, Thinking about the Curriculum. On page 91 I read:

What we shall do here is to offer a definition which can serve temporarily both as a starting point for our discussion and as a comfort for those who like to have precise statements as a guideline for their thinking. However, as you will find, we qualify this definition constantly as we develop our ideas in the units that follow. It is no “catch-all” definition by any means, and should never be regarded as such. Here it is:

A curriculum is the offering of socially valued knowledge, skills and attitudes made available to students through a variety of arrangements during the time they are at school, college or university.2