DYNAMIC MODEL OF

CURRICULUM
DEVELOPMENT
3 Rd Group
1. David Ibrahim

2. Jery Sahdi

3. Mutiara Kurnia Rahayu

CURRICULUM MODEL

Curriculum Model is defined as a

plan of action that can be employed
to structure a subject or knowledge
area from a theory into practice.
 “ Curriculum Development”
A dynamic Process

Some basic facts

• As teachers we are not free to teach any topic
we choose,
Rather:

• We are guided by national, local and/or

institutional standards that specify what
students should know and be
able to do;
 • These standards provide framework to help us
identify teaching and learning priorities and
guide our design of curriculum and assessment.
•Shift of paradigm from focusing on teaching to
focusing on Learning;

• “if your students are not learning, you are not

teaching”

• Curriculum is used as a “means” to an “end”

A CONTINUUM OF CURRICULUM
MODELS

Dynamic/interaction models :

Walker
Skillbeck
Dynamic/interaction model
DECKER WALKER

DELIBERATIVE APPROACH
DECKER WALKER
 One of the authors of your textbook
 Studied the process of curriculum development
Walker Model

Walker (1971) presented a descriptive model,

referred to as naturalistic by some scholars and also
known as “process model”.
DECKER WALKER
 Used term “naturalistic” because he described how
curriculum was actually developed rather than how it
should be developed.
CURRICULUM PLANNING HAS
THREE ELEMENTS

 Platform – approach the task with our ideas, convictions, and

beliefs. Everyone gets an opportunity to talk, discuss, and
even argue.

 Deliberation – Move away from individual beliefs to

assessing possible points of action- Feelings can run high and
the process can seem chaotic.
Design – Group achieves consensus
so that a course of action is accepted.
WALKER’S MODEL
CRITICISM OF WALKER’S MODEL
 Studiedonly large scale processes – not
individual teachers

 Doesn’t address what happens after

curriculum is designed and implemented
Skillbeck’s Model
The Skillbeck’s Model starts with situational analysis. 
Its main concern is to consider the situation or the
context in which the curriculum is placed
 The Skilbeck Model is a dynamic model. The
different elements are seen as flexible ,interactive
and modifiable. The steps are done systematically
but do not follow a locked sequence or a fixed starting
point. This feature of the model can either be a strength
or weakness depending on the point of view of the
curriculum developer.
Components of Skillbeck’s Model
The model has five major components:

(1) Situational analysis

which involves a review of the situation and an analysis
of the interacting elements constituting it.
External factors to be considered
 broad social changes including ideological shifts, parental an
d community
expectations, the changing nature of subject disciplines and th
e potential contribution of teacher-
support systems such as colleges and universities. Internal
factors include pupils and their attributes, teachers and their
knowledge, skills, interests, etc., school ethos and political
structure, materials resources and felt problems.
(2)Goal formulation with the statement of goals
embracing teacher and pupil actions.
Such goals are derived from the situational analysis
only in the sense that they represent decisions to
modify that situation in certain respects.
(3) Programme-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.
(4) Interpretation and implementation
where practical problems involved in the
introduction of a modified curriculum are anticipated and the
n hopefully overcome as the installation proceeds.
(5) Monitoring, assessment, feedback and reconstruction
which involve a much wider concept of evaluation than
determining to what extent a curriculum meets its objectives.
Tasks include providing on-going assessment of progress in
the light of classroom experience, assessing a wide range of
outcomes (including pupil attitudes and the impact on the
school organization as a whole) and keeping adequate records
based on responses from a variety of participants (not just
pupils).
Strengths of dynamic model

•Curriculum developer can begin with any

of the elements;

•The model allows curriculum developer to

change the order of planning (to move to
and from amongst the cur elements)

•The model offers flexibility

Weaknesses of dynamic model

•The model does not necessarily specify

objectives;

•The model offers so little direction;

•The cur developers need a lot of time to

determine the beginning stage in
curriculum development.