The idea of ​​the curriculum originates in Greece where it was, literally, a course; in Latin curriculum was a racing chariot (currere meant to run). Today the term "curriculum" refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school and refers to the knowledge and skills that students are expected to learn. In reality, the curriculum is more than a course. That is: 'All learning designed and guided by the school, whether carried out in groups or individually, within or outside the school.' (Kerr in Kelly, 1983:10). According to John Kerr's definition: "Learning is planned and guided" by specifying in advance the results and the way to proceed. Curriculum definitions present different perceptions and beliefs. Stenhouse describes: 'On the one hand the curriculum is seen as an intention, a plan or a perception... on the other, it is seen as the existing state of affairs in schools' (Stenhouse, 1975 in Wilson, 2009: 507) ). Shirley Grundy defines the curriculum as: 'A program of activities designed so that pupils achieve, as far as possible, certain educational and scholastic goals or objectives' (Grundy, 1987:11). In general, curricula must consider the program as knowledge, pedagogy as process, evaluation as product, praxis as delivery style. By providing a planned program of study taking into account the reasons for its justifications, the curriculum informs what and how it is to be learned and taught. Depending on the context, the curriculum offers principles to suit individual cases. This allows you to evaluate the progress of students and teachers and to implement different presentation skills based on contexts. This demonstrates the potential to develop skills for learning, life and work in the senior phase. The e-learning curriculum is designed to be shared online to support self-study. The main words used here are: bended learning and virtual learning environment. (Wilson, 2009) Without attention to context, curriculum as practice cannot be adequately understood or substantially changed. Valuable component of academic or professional programs, the impact of socio-cultural relationships of the teacher, student, lesson organization, streaming and so on. These elements sometimes known as the “hidden curriculum” allow students to develop socially valued knowledge and skills or form peer groups and subcultures to contribute to personal and collective autonomy that can critique and challenge existing norms. (Corbleth, 1990)