Design

Development
and
Curriculum
Development
Design
and
Curriculum
PRINT
MURRAY
Edition
Second
,1993
Print
©Murray
Copyright
business
informa
Group,
Francis
Taylor
the
of
imprint
isan
Routledge
&Unwin
Allen
by
1988
published
First
1993
Unwin
&
Allen
by
Reprinted
reproduced
reprinted
rights
Abingdon,
Routledge
Courtney;
infringe.
explanation
only
registered
publishers.
permission
recording,
photocopying
including
(pbk)
electronic,
part
York,
Park,
Square,
students
curriculum
Kobi
Mara,
Karen,
is
book
This
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planning-Australia.
design.
development
(Murray).
Cataloguing-in-Publication
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9
5Contents
Walker,
Dynamic
Wheeler,
Cyclical
Tyler,
planning
Conceptions
developers
Summary
development
decision-making
Introducing
Glossary
first
Preface
figures
91
89
process
81
69
64
61
practice
60
The
58
57
45
32
26
25
Curriculum
23
Curriculum
19
School-based
17
Curriculum:
Characterisations
3
2curriculum
of
second
Tables
Abbreviations
Model
74
Skilbeck
&
Nicholls
Taba
models:
Rational
process
foundations
presage
Teacher
14
cultural
hidden
curriculum
1The
1
terms
xiv
xiii
edition
and
construct
nature
to
in
a
xvi
xi
x
Organising
selecting
strategies
Teaching-learning
Learning
Learning
development
Cognitive
Application
Types
objectives
goals
analysis
Conducting
analysis
Summary
learning
Subject-centred
designs
design
191
190
187
and
Evaluation
186
180
Criteria
166
164
activities
161
159
152
151
145
143
Content
140
139
138
135
131
130
126
goals
aims,
Sources
122
Aims,
121
6
120
Needs
109
Situational
107
103
Core
99
97
96
95
Curriculum
93
Curriculum
evaluation
assessment
9
184
for
the
in
activities
8
163
sequence
scope
architectonics
curriculum
finite
overcrowded
criteria
selection
141
The
content
7
effective
Features
Functions
of
and
intent
114
situational
111
110
Definition
5
101
Problem-centred
Learner-centred
process
4
content
nature
outcomes
assessment
Appendix
References
Change
Dynamics
Monitoring
Implementation
change
application
Summary
Evaluating
250
246
238
agents
233
strategies
225
219
216
and
Curriculum
215
212
210
Curriculum
202
200
Outcome
197
193
Measurement,
257
Index
248
242
Characteristics
241
221
of
220
model
217
modification
10
materials
curriculum
instruments
Measurement
process
The
evaluation
and
innovations
nature
statements
assessment
Abbreviations
StGroup
CHEM
Computer
CAL
Biological
BSCS
SMSG
Development
Aptitude
Techniques
Analysis
Programme
Equity
Participation
MACOS
Kindergarten
Learning
Key
System
Project
Geography
High
Higher
Training
Employment,
Department
DEET
Study
Chemistry
Reading
Uninterrupted
USSR
Tertiary
udy
Centre
Assisted
Sciences
Studies
NSW
Council
Social
School-Based
Scholastic
SAT
Checklist
Situational
Course
10
Areas
Individualised
Certificate
School
Assessment
Curriculum
Silent
Sustained
Examination
Associates
Science
CDC
BOS
ASEP
Educational
for
Australian
ACER
Mathematics
Materials
SEMP
SBCD
Test
SAT
SAC
PEP
A
Man
Year
K10
KLAs
Instruction
ISIS
HSGP
HSC
of
Board
Victorian
VCAB
Entrance
TEE
Education
Further
and
Technical
TAFE
Research
SRA
to
figures
and
Tables
Figures
Tyler
Schooling
Figures
Change
change
Types
objectives
goals
Relationship
techniques
analysis
Key
learning
development
syllabus
Wales)
(New
composition
Syllabus
Composition
232
10.1
193
9.1
153 Schooling
Composition
Syllabus
Key
Relationship
Types
Tyler
Change
Tables
5.2
7.2
10.2
72
Nicholls
3.5
71
3.4
66
3.3
65
63
33
Wheeler
Taba
model
models
Continuum
role
The
14
hidden competencies:
Curriculum
7.2
135
(Karmel)
Functions
6.3
126
aims,
6.2
118
5.2
115 learning
foundations
239
10.3
233
strategies
Situational
106
competencies:
4.3
104
4.2
103
Core
90
7-10
3.2
79
process
3.1
31
South
2.2
2.1
Tables
New
Core
Situational
Course
Curriculum
Transformation
1.2
10
1.1
education
10.2
matrix
evaluation
pressure
response
142
Course
7.1
school
and
between
123
Educational
6.1
collection
Data
factors
5.1
certificate
vocational
in
KLAs
schools
Australian
for
4.1
Year
Wales
New
curriculum
the
Features
committee
28
committees
review
of
to Features
Data
Educational
Functions
Wheeler
KLAs
content
in
aims
areas role strategies
Transformation
The
Continuum
Taba
Nicholls
Curriculum
South
in New
10analysis
collection
model
model
of of change
committee
of
model techniques
South
evaluation
of 123
curriculum
Wales
of
the
of
response
contentof
aims
between
the
of 233
193
Wales
curriculum
the
curriculum
the
142
of
of
review
school
areas Year
curriculum
the
curriculum
the
Australian
in
for
factors
matrix goals
composition
aimSj
(Karmel)
educationsyllabus
foundations
7-10
models
process
115
104
232
curriculum
hidden
toAustralian
committees
118
content (New
process
239
135
63 28development
79
33
curriculum
process
vocational
pressure
and objectives
66
65
process 103Wales)
South
schools 153
certificate
72
71
14 126process
106
31 90
analysis
Single
spiral
Physical
procedure
Wales)
(New
development
change
algorithm
learning
Teaching-learning
reality
subject
7.2
9.2
10.2
160
116
7.4
and
158 Physical
Single
Teaching-learning
scope
7.3
sequence
7.2
125
6.1
Situational
5.1
89
South
3.10
models
3.9
84
3.8
78
Skilbeek
3.7
75
3.6
228
223
Sources
213
Curriculum
9.2
194
process
9.1
181
Selection
8.3
179
strategies
8.2
177
161
education
143
selection
Content
7.1
intent
88
Model
the
model
Walker
241
Process
10.3
Educational
10.2
10.1
evaluation
Evaluation
of
Models
8.1
curriculum
Walker
Model
Models subject
Skilbeck
Situational
Content
Selection
Evaluation
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Sources
Curriculum
Educational
Process
continuum
innovation
activities
matrix of reality
model
of analysis
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change
development
models
selection
education
of
model
of
of
curriculum
process 177strategies
spiral
125
innovation
intent
scope
evaluation
curriculum procedure
194
curriculum
ofof
the development
algorithm
change
continuum
and
the
88 process
curriculum143
179
activities
process
sequence
curriculum
241 116
sequence
matrix
228 223
160 (New75
process
181161
213
158
process
84 South
78 Wales) 89
edition
first
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Preface
systemic
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development
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developers
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quite
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effective,
message
the
skills
system
administrators
school
teachers
classroom
exists
tertiary
1987
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book.
units.
contribution.
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WACAE
support
achieved.
and
children
needs
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1993
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second
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Glossary
accomplishing
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components:
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terms
study.
categories
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staff
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complexity
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essentially
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control.
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devolution
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between
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particularly
movement,
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saw
1980s
late
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strong
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adaption
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concerned
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authority.
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Wales,
South
into
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research
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1980s
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number
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approved.
devised
Board
subjects
all
recommendations,
Committee
Carrick
minister.
elected
recently
then
restructured
were
before
:24)
1989
Affairs,
Youth
&
Education
Ministry
Training
Vocational
developments
overshadowed
largely
subsequently
proceeded,
this
while
And
control.
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had
courses
OAS
proliferation
coordinate
rationalise
order
need
immediate
involvement
from
completely
excise
not
was
intention
),
1992
Carmichael,
systems.
educational
attitude
prevailing
reflects
now
which
way
situation
stated
Equity
Excellence
development.
within
support
evidence
there
decades
two
past
over
SBCD,
against
initiatives
other
these
Despite
rise
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SBCD.
form
for
organisations
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schools
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recently,
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practice.
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Certificate
post-compulsory
numbers
increasing
needs
meet
to
designed
out
1989
in
created
was
Studies
of
Board
NSW
the
When
input
significant
preclude
prescriptive
so
them
adapt
wish
who
teachers
:23)
1989
Affairs,
Youth
&
Education
Ministry
(NSW
courses.
determined
Board
met
otherwise
not
needs
local
particular
are
there
where
circumstances
only
courses
school
separate
develop
need
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Teachers
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and
interests
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South
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urban
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evaluation).
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decision-making.
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curricula.
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upon
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impact
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reality
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).
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(Cohen
Project
Action
Curriculum
found
be
may
explanation
detailed
amore
although
schools,
self-evident
is
variety,
developmental
essentially
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that
point
advantages
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have
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listed
problems
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control
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increasingly
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In
undertaken.
Schooling
for
Goals
National
Agreed
Common
NSW;
in
Equity,
and
Excellence
Affairs,
Youth
&
of
Ministry
NSW
)(see
1989
continue.
will
situation
this
whole
largely
now
Australia,
highly
primary
input.
shift
policy
those
student
experiences
multicultural
include
Examples
then,
effect,
devised
(CDC)
Centre
Development
1977
these,
If
at
was
CDC
far
as least
educators
aware
most
features
meaningful
creativity.
overlapping
administrators,
in
found
position
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developed
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resources.
school’s
the
use
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determine
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learners
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learning
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sense
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easily
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members
community
Parents
noticed.
performance
accountability
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learners.
impact
powerful
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3
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2
teachers.
administrators
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1
transfer
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occur
may
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step
out
become
quickly
can
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7
resisted.
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for
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It
decision-making.
direction
policy
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provide
to
attempted
have
Carmichael
and
(1992)
,Mayer
(1991)
Finn
as
schooling,
post-compulsory
area
initiatives
recent
that
therefore,
surprising,
curricula
non-tertiary-bound
rapidly.
increasing
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students
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of
numbers
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when
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at
schools
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fundamental
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turn
rarely
refining
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Advantages
Disadvantages
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change
this
continued
far
SBCD
1990s
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substantially.
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upper
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impact
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lies
power
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majority.
students
these
those
schools
education,
departments
state
agencies,
assessment
expense
Certificate
Training
Vocational
proposed
TAFE
,DEET,
(1992)
Carmichael
development
Curriculum
future.
immediate
issue
on
debate
lively
interesting
an
portend
decade
years
early
The
debate.
engaged
making,
activity
curriculum-related
form
any
participate
To
processes.
and
concepts
curriculum
of
understanding
processes
address
4
Chapter
principles
familiarity
basic
acquire
imperative
moment
planning.
book.
remainder
fundamental
it
development’
‘curriculum
term
meaning
understand
important
unlike
consensus,
degree
some
gained
definition
literature
Within
evaluated.
implemented
written
become
usually
developed,
be
then
itmay
design,
incorporating
planning
through
conceptualised,
been
ahas
Once
terms.
learners.
changes
desired
produce
intended
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implementing
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planning,
process
purposes
our
For
curriculum.
a
construct
curriculum,
conceptualisation
This
curriculum.
entire
effectiveness
the
appraise
finally
that
implementation
monitor
or
implement
it,
from
document
involved
integrally
teachers
where
levels
school
case
offered
opportunities
learning
planned
all
as
defined
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institutional.
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levels—systemic,
three
least
at
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schooling
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to
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Summary
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of
concepts
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elaborate
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chapters
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development.
and
design
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particularly
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writers
require
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sound
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determine
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decision-
school-level
Planning,
related
closely
means
this
practice
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their
them
take
developers
concerned
1990s
produce
curriculum.
is
the
when
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experiences
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consists
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implemented.
together
feature
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latter
acquire.
unplanned
role
important
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intentions.
specific
general
achieve
seeks
activity
planning
purposeful,
deliberate,
seen
must
learn.
will
students
conditions
what
under
how
when,
what,
questions
answering
by
strategy,
manipulative
considered
be
may
The
curriculum.
overt
such
transferring
examples
recent
many
been
have
there
unknowingly,
acquired
are
learnings
that
SBCD
curricula.
researchers
adapters
implementers,
well
developers
schools
development
it,
aspect
an
development
•Curriculum
population.
needs
perceived
meet
aschool
teachers
more
or
one
a
produce
elements
curriculum
arrangement
the
with
concerned
design
Curriculum
learners.
in
changes
desired
to
intended
opportunities
learning
evaluating
and
implementing
planning,
of
process
as
curriculum,
defined
unified
all
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