EDUC 90

Skillbeck’s Curriculum Development Model

Objectives:
• Analyze the component’s of Skillbeck’s Model
• Examine the the strengths and weaknesses of Skillbeck’s Model
• Evaluate the models appropriateness in the Philippine setting

Introduction
• In 1976, Skilbeck developed a dynamic model for developing a school-based
curriculum in Australia.
• This model allows curriculum workers to start from any phase, following a
systematic sequence.

The 5 Steps of Skillbeck’s Model

Situation analysis
He describes the situational analysis phase both external and internal to the school.
1. External Situational Analysis
• Culture
• Parent’s expectation
• Teacher support system

2. Internal Situational Analysis

• Student abilities

• Teacher’s skills and knowledge

Objectives (Goal Formulation)

• Skillbeck assign a decision making role to teachers, senior staff and principals in
the development of objectives for the school-based curriculum.

Design (Program Building)

• Which comprises the selection of subject-matter for learning, the sequencing of
teaching-learning episodes, the deployment of staff and the choice of
appropriate supplementary materials and media.

Interpretation and Implementation

• A closer examination of theories of cognitive motivation will throw greater light
on Skillbeck’s insistence on involving teachers in a problem-solving situation.

Evaluation (Monitoring, feedback, assessment, and reconstruction.)

• Skillbeck perceives the role of the teacher to be central during the evaluation
phase to ensure continual reconstruction of the curriculum.

Strength and Weaknesses of Skillbeck’s Model

Strengths
• Realistic way of handling curriculum development.
• Can start with any of the phases or process of curriculum.
• Offers flexibility.
Weaknesses

• Appears confusing.

• Confusion rather than clarity.

• Seems lack of direction.

Conclusion

➢ According to Khan (2020), Skillbeck’s Model is more suitable and less dysfunctional
approach in teaching situational analysis.

Eisner's Artistic Approach to Curriculum Development

• Elliot W. Eisner, a renowned curriculum scholar, published his book "The Educational
Imagination" in 1979.

• He proposed a new theory that acknowledges the artistic nature of teaching and how it
can be applied to curriculum development, emphasizing the importance of fostering
teachers' artistic abilities.

7 Steps in Eisner Artistic Approach to Curriculum Development

1. Goals and their priorities

• The need to consider less, well-defined objectives as well as explicit ones

• The need for deliberation in talking through priorities

2. Content of curriculum

• Options to consider in selecting curriculum

• Caveats about the null curriculum

3. Types of learning opportunities

• Emphasis on transforming goals and content into learning events that will be of

significance to students

4. Organization of learning opportunities

• Emphasis on a nonlinear approach in order to encourage diverse student outcomes

5. Organization of content areas

• Emphasis on cross-curricula organization of content

6. Mode of presentation and mode of response

• Use of a number of modes of communication to widen educational opportunities for

students

7. Types of evaluation procedure

• Use of a comprehensive range of procedures at different stages of the process of

curriculum development