I find it the most difficult concept to understand in terms of complexity as Grundy (1987, 1998) states that it can be considered as both an object and an action. This becomes more complex when considering a cultural construction with the creators' values ​​and beliefs supported through the content they want students to learn, whether this is explicit or part of the hidden curriculum. Furthermore, curriculum can be seen as a praxis, it is about relationships between students, teachers and subject matter and these connections increase learning. With various curriculum models, such as inquiry-based and outcomes-focused, it can be difficult for teachers to make curriculum decisions when planning lessons at both the micro and macro levels. I had never thought of curriculum as anything more than program documents until this unit of work. I now firmly believe that successful learning is facilitated by teacher planning and the pedagogical approach as a curriculum