ABSTRACT
Curriculum starts as a plan. It only becomes a reality when teachers implement it with real students in a real classroom. The term 'implementation' refers to the 'actual use' of a curriculum/syllabus, or what it 'consists of in practice'. In a study of implementation practices in seventeen US schools, H. D. Corbett and G. B. Rossman noted that there were segments of technical, political and cultural at all sites and that change strategies which addressed all three increased implementation successes. Curriculum alignment is a term which has figured prominently over the years and represents a strategy by states and school districts in USA to produce more effective schools. Although curriculum alignment is supported by many educators as being desirable and soundly based, the process does have its detractors. Some critics suggest that curriculum alignment is an invidious device to reduce teacher autonomy and creativity.
