Curriculum Development &

Models

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 Objectives
 At the end of this lecture, student
should be able to:
1. Define curriculum development
2. Define the concept of model
3. Identify types of curriculum
development models

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 What is curriculum development?

 Curriculum development is the

organized preparation of whatever is
going to be taught in schools at a given
time in a given year.
 They are made into official documents,
as guides for teachers, and made
obligatory by provincial and territorial
departments

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 What is curriculum development?
 Curriculum Development can be defined
as the systematic planning of what is
taught and learned in schools as reflected
in courses of study and school programs.
 These curricula are embodied in official
documents (typically curriculum "guides"
for teachers) and made mandatory by
provincial and territorial departments of
education

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 What is curriculum development?

 Curriculum development is the process

of setting up and establishing specific
guidelines of instruction for the
curriculum.

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 The Curriculum: models

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 Curriculum models
Model:

Definition:

A simplified representation of reality

which is often depicted in
diagrammatic form

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 Curriculum models
Model:

Purpose:

To provide a structure for examining the

elements that go to make up
curriculum planning, and how these
elements interrelate.

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 Curriculum models
Model:

The literature in the area of curriculum has

accepted the use of the term ‘model’ to
explain both the nature and the process of
curriculum development.

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 Curriculum models
Models are used to explain:
 levels of curriculum

 aspects of organization practice

 aspects of classroom instruction

 types of decision making

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 Curriculum models

Are designed to provide a basis for decisions

regarding the selection, structuring and
sequencing of the educational experiences

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 The curriculum process
 The development of a curriculum involves
the developer in decisions about the nature
and appropriateness of the substantive
(basic) elements, e.g. the
 Outcomes
 Content
 method
 assessment strategies
 These decisions are made in relation to the
context in which the curriculum will
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 Types of curriculum models

Rational/objectives models
Cyclical
models
Dynamic/interaction models

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 A continuum of curriculum
models

Rational/objectives models:

Ralph Tyler

Hilda Taba

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 A continuum of curriculum
models

Cyclical models:

Wheeler

Nichols

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 A continuum of curriculum
models

Dynamic/interaction models :

Walker

Skilbeck

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 Ralph Tyler's Model/Rationale
 Ralph Tyler considered four consideratio
ns in curriculum development:
1. purposes of the school
2. educational experiences related to the
purposes
3. organization of the experiences
4. evaluation of the experiences

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 Hilda Taba's Linear Model
 Hilda Taba believed that teachers who te
ach or implement the curriculum should p
articipate in developing it.
 Her advocacy was commonly called the "
grassroots approach" where teachers co
uld have a major input.
 She presented seven major steps:

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 Hilda Taba's Linear Model
1. Diagnosis of needs. The teacher (curricul
um designer) starts the process by identi
fying the needs of the students for whom
the curriculum is to be planned
2. Formulation of learning objectives. After t
he teacher has identified the needs that r
equire attention, he or she specifies obje
ctives to be accomplished.

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 Hilda Taba's Linear Model
3. Selection of learning content. The objectives s
elected or created suggest the subject matter
or content of the curriculum. Not only should o
bjectives and content match but also the validit
y and significance of the content chosen need
s to be determined.
4. Organization of learning content. A teacher ca
n not just select content, but must organize it i
n some type of sequence, taking into consider
ation the maturity of the learners, their academ
ic achievement, and their interests.
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 Hilda Taba's Linear Model
5. Selection of learning experiences. Content must
be presented to pupils and pupils must engage t
he content. At this point, the teacher select instru
ctional methods that will involve students with th
e content.
6. Organization of learning activities. Just as conte
nt must be sequenced and organized, so must t
he learning activities. Often the sequence of the
learning activities is determined by the content.
But the teacher needs to keep in mind the partic
ular students whom he or she will be teaching.
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 Hilda Taba's Linear Model
7. Evaluation and means of evaluation. T
he curriculum planner must determine j
ust what objectives have been accompl
ished. Evaluation procedures need to b
e considered by the students and teac
hers.

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 Curriculum Development
 Some curriculum
experts like Tyler say
that the steps are
followed in a
sequence or a straight
line.
 This model that
assumes that
curriculum decision
making follows a
straight line is called
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 Curriculum Development
 Other scholars argue that
curriculum decision making
is not a simple linear process
that necessarily starts with
aims.
 One of them is Wheeler
(1978) who believes that
curriculum decision making
can start from any point and
can come back to any of the
points e.g. like a cycle

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 Curriculum Development
 Kerr (1968) also believes
that curriculum process
is a very complex set of
activities and decisions
and they interact a lot.
 Changes made in
content may necessitate
changes in experiences,
which may again bring
about changes in
evaluation etc.

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 Evaluation
 What was useful?

 What was not so useful?

 What needs to be Changed?

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 THANK YOU FOR LISTENING

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