The phrase "a curriculum where" is correct and usable in written English.
It can be used to describe a specific type of educational program or environment that has certain characteristics or features.
Example: "We are developing a curriculum where students can learn at their own pace and explore their interests."
Alternatives: "a program in which" or "an educational framework that".
"The goal is to encourage community colleges and other training providers to work in close partnership with employers, to design a curriculum where they want to hire the people coming out of these programs right away," said Austan Goolsbee, chairman of the President's Council of Economic Advisers.
With Living in the Future's Past, we plan on having a curriculum where we can teach it in schools and make another.
In another response, he said he would like to see a curriculum where "we don't just learn that George Washington was a slave owner, but that he had some fine characteristics as well".
Those citing time constraints as a barrier to formal human rights implementation may face logistical challenges to allocating ample time for HHR education in a curriculum where medical humanities may be de-emphasized and basic sciences may take the forefront.
"In almost any curriculum where consequences of knowing or not knowing are real, there's an experiential component," he said, noting that laboratory science and engineering are learned through experience.
Back on Track combines existing offerings with some new ones into a comprehensive curriculum where each inmate takes a different set of classes based on his needs.
Warning of a growing chasm between the increasing complexity of modern life and a math curriculum where students "apply procedures they don't understand for reasons they don't get," he started ComputerBasedMath.org.org
The end result is that over the past 50 years, the Institute has moved from a strict curriculum where freshmen and sophomores took nearly identical classes to one where academic freedom and broadness have become the valued commodity.
This argument corresponds to Billett's (2006) constitution of a workplace curriculum where the learner's development is related to participation in the community.
The result is a plausible curriculum where fellows would gain exposure to more areas of IEM than they may have otherwise while still earning their MPH, working clinical shifts and carrying out academic fellowship requirements.
In relation to a workplace curriculum where the learner moves from low to high complexity activities (Billett 2001a), these apprentices reflect about participating fully and performing highly complex tasks although the apprentices have low accountability.
