PRE SENTED TO: DR.

AROONA SHAH HASHM I

COURSE: CURRICUL UM
SE M ESTE R:5 TH
PROGAM :SE CONDARY E DUCAT ION
IFFAT AMJAD (20 2 1 -3 2 2 7)
AIMENA ASSA (2 02 2 -3 2 1 5)
YASMEEN RAMZAN(20 2 2 -3 2 3 2)
MAHEEN ZAFAR (2 0 2 2 -3 21 9 )
SYEDA SADIA NAEEM(2 0 2 2 -32 0 5 )
Curriculum Model

A model is a format for curriculum design development to

meet unique.
Needs , contexts ,and/or purpose , in order to address these
goals
Curriculum developers design reconfigure, or rearrange one
or more key curriculum components.
 Models of 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
Various curriculum development models are:
Tyler model
Taba model
Wheeler model
Oliva model
Tyler model

The Tyler model introduced in 1949 by Ralph Tyler in his book

“Basic principles of curriculum and instruction”.
In this book Tyler presented the concept that curriculum
should be:
• Dynamic
• A program under constant evaluation
• Revision

Ralph Tyler is the pioneer of the objective model of

curriculum development.
Tyler Four Questions Of Curriculum
Tyler suggested that curriculum should be planned based on following
questions!
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain
these purposes?
3. How can all these educational experiences be effectively organized?
4. How do we determine if these purposes are being attained?
Taba’s Model

This approach to curriculum development was purposed by

Hilda Taba in her book curriculum development. Theory of
practice published in 1962.
Steps of grassroot approach
Diagnosis of learners needs - The teacher who is also the
curriculum designer starts the process by identifying the
needs of students for whom the curriculum is planned.
STEPS OF GRASSROOT
APPROACH

•Formulation of learning objectives - Development of over

all goals, originates from variety of authentic sources such
as according to demands of society and needs of student.
Selection of learning content - The objectives selected or
created suggest the subject matter on content of the
curriculum. Relevancy and significance of the content
should be the determined.
Organization of learning content - The content is organized
systematically the basis of maturity of learners, their
academic achievement, and their interest.
STEPS OF GRASSROOT APPROACH

Selection of the learning experiences - Content must be

presented to students of students must be engaged with
the content. Instructional methods must be chosen very
carefully.
Organization of learning activities - The sequence of
learning activities is determined by the content. Each
activity should relate to the one done previously.
Evaluation and means of evaluation - Student progress is
monitored throughout the year. The curriculum planner
must design proper ways to check whether objectives
decided has been achieved or not
Wheeler model

•Wheeler model of curriculum was developed by the educationist D.K.

wheeler in 1960.
•This model was developed as a cyclical model.
•Wheeler’s definition of curriculum “The planned experiences offered to
the leader under the guidance of the school”.
•He developed the idea by the work, Influenced by the work of Tyler,
Taba and Bloom.
•The wheeler model of curriculum development is a systematic process
for designing and implementing. Wheeler’s 5 curriculum development
stages.
•Wheeler’s 5 curriculum development stages
STAGES OF WHEELER MODEL OF
CURRICULAM DEVELOPMENT
1. Selection of
aims, goals 2.Selection of
& learning
objective. experiences

3.Selection of
5.Evaluation
content

4.Organization
al and
integration of
learning
experiences
Oliva model

PETER F. OLIVA gave Oliva Model 1988

The Oliva Model is a deductive model that offers a faculty a process
for the complete development of a school’s curriculum.
Oliva recognized the needs of students in particular communities
are not always the same as the general needs of students
throughout our society.
The Oliva Model is:
 Linear
 Deductive
 Prescriptive
 Combines a scheme for curriculum development and a design for
instruction
Specific Steps of Oliva Model
of Curriculum
1. Statement of Aims and Philosophy of Education.
2. Specification of Needs
3. Curriculum Goals
4. Curriculum Objectives
5. Organization and Implementation of the
Curriculum
6. Specification of Instructional Goals
Specific Steps of Oliva Model
of Curriculum
7. Specification of Instructional Objectives
8. Selection of Strategies
9. Preliminary and Final Selection of Evaluation
Techniques
10. Implementation of Strategies
11. Evaluation of Instruction
12. Evaluation of the Curriculum
Purpose and Reflection Oliva
The model accomplishes two purposes
◦ 1)Suggests a system that curriculum planners might wish to follow
◦ 2)Serves as the framework for explanations of phases or components
of the process for curriculum improvement
Reflection:
The Oliva curriculum reflects the learners, values, and needs of the
population it will serve.
Oliva goes on to describe curriculum development as a cooperative
group activity and systematic