Curriculum design is a complex but systematic process.

This paper discusses and contrasts the

two curriculum models who are Tyler and Wheeler. To have a variety of models of curriculum
design is vital in order to make this complex activity understandable and manageable. It is
important for teachers to understand how the curriculum they are using in their schools and
colleges was designed. Curriculum design, development and assessment are central to teaching
and learning in the classroom.

According to Graves (1979), a model is a simplified representation of complex reality that

enables us to understand the process of curriculum development better. Killen (1986) defines a
curriculum development model as a means of representing the components and structure of the
curriculum. You can also describe a curriculum development model as a theoretical framework
for designing what students are to learn in a particular subject, based on desired objectives,
learning experiences, teaching techniques and evaluation procedures.

Tyler’s model for curriculum designing is based on the following: Objectives, Selecting,
Organizing, and Evaluation. Objectives: What educational purposes should the school seek to
attain? Selecting: What educational experiences can be provided of learning experiences that
are likely to attain these purposes? Organizing: How can these educational experiences be
Learning experiences effectively organized? Evaluation: How can we determine whether these
purposes are being attained?

The model is linear in nature, starting from objectives and ending with evaluation. In this model,
evaluation is terminal. It is important to note that: Objectives form the basis for the selection and
organization of learning experiences. Objectives form the basis for assessing the curriculum.
Objectives are derived from the learner, contemporary life and subject specialist. To Tyler,
evaluation is a process by which one matches the initial expectation with the outcomes.

The very nature of the rational model its logical, sequential structure provides it with a useful
base for planning and devising curricula. By providing a recipe-type approach, these models
have simplified what is a confusing, daunting task to many prospective curriculum developers.
Given the pressure that curriculum developers work under, a rational model provides a
straightforward, time-efficient approach to meeting the curriculum task.
(http://en.wikipedia.org/wiki/Curriculum)
A significant weakness of the objectives model arises form the unpredictable nature of teaching
and learning. The model prescribes specified objectives to be achieved, but often learning occurs
beyond these objectives due to factors that could not have been foreseen. For instance, in a
geography class certain objectives form the basis of the ensuing curriculum that is being taught.
However, new information becomes available (a new theory, more information from space
experiments, new approaches to research) that would be both pertinent and useful to the
geography curriculum.

Urevbu, (1985: 22). Wheeler contends that: Aims should be discussed as behaviors referring to
the product of learning which yields the ultimate goals. One can think of these ultimate goals as
outcomes. Aims are formulated from the general to the specific in curriculum planning. This
results in the formulation of objectives at both an enabling and a terminal level. Content is
distinguished from the learning experiences, which determine that content. Selection of aims,
goals and objectives. Selection of learning experiences to help achieve these aims, goals and
objectives. Selection of content through which certain types of experiences may be offered.
Organization and integration of learning experiences and content with respect to the teaching-
learning process. Evaluation of each phase and the attainment of goals.

Wheeler’s greatest contribution to curriculum development is his emphasis on the cyclical nature
of the curriculum process and the interdependent nature of the curriculum elements and this
contribution has stood the test of time well. As outlined in his cyclical nature of the curriculum
process shows how the rational approach. This is evident that curriculum developers have to
follow steps 1 through 5 in a sequential pattern. (Wheeler, 1967.)

Cyclical models incorporate the advantages inherent in objective models, they also overcome
many of the latter is disadvantages as well. Thus, cyclical models exhibit the strengths derived
from a logical sequential structure upon which curricula may be devised. For example, such
models, by emphasizing the role of aims, goals and objectives, require the curriculum developer
to have conceptualized the task before proceeding. This enhances rational thinking with the
probability that a more effective curriculum will result.

Inherent weaknesses within cyclical models are more difficult to locate largely because
curriculum developers so successfully employ this approach to the curriculum process. As a
model must begin somewhere, the cyclical model commences with a situational analysis and
then proceeds through the successive elements of curriculum.

In summary, we can say that; the curriculum design models discussed show that curriculum
designing is conducted stage by stage. Some of the models discussed consider the process more
important than the objectives. Other models take objectives to be the most important feature of
curriculum design. Generally, all models stress the importance of considering a variety of factors
that influence curriculum.
 REFERENCES

Oluoch, G. P. (1982). Essentials of Curriculum Development. Nairobi: Elimu Bookshop Ltd.

Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago: University of

Chicago Press.

Wheeler, D. K. (1967). Curriculum Process. London: University of London Press.

Bishop, G. (1985). Curriculum Development; A Textbook for Students. London: Macmillan

Education Ltd.

http://en.wikipedia.org/wiki/Curriculum, 10 Mar, 2015. 2.

http://www.tki.org.nz/r/health/curric_devt/lit_review/pe/lit rev_pe7_e.php, 10 Mar, 2015.