Perspectives on curriculum development / curriculum delivery

model
Content
Theorist

Ralph Tyler

Curriculu - Logical and

systemic
m is:
process
Consist of- Objectives,
curriculum
content and
educational
strategies

Focus

Outcome/
Product
Jacobs et al
-

specific to and
suitable for a
specific context

Process
Nicholls and
Nicholls
- continuous
process

Praxis
Prints
- complex,
multi-phased
process

- Outcomes,
- Foundation and curriculum
a structure
context,
curriculum
content,
teaching and
learning
strategies and
learning
assessment
strategies

- Special focus In the planning

phase

the acquisition of
skills and
understandings

-Validity,

significance,
interest and
learnability

Emphasiz- Process
selecting
e
educational
objectives,
learning
experience and
outcomes

Education- Linear approachis seen

as:
Learners - Active

provision for
exploring
curriculum
context and
developing a
curriculum which
is specific to and
suitable for a
specific context
The process and product of
learning are seen
to be
interdependent
-Learners strive -

proper selectionand
organisation of
content

dependent on
emerging
information
and practice,
shaped by the
beliefs,
experiences,
theories and
philosophies
held by those
planning the
learning
environment
personal
perspectives
and value
systems of
those who are
involved in the
process

- as part of the

As involving the
structure of the
curriculum
To acquire

Organisation,
development
and
application

curriculum
development
process
-

To give

expectan
cies

participation of
the learner

to demonstrate

learning
experiences
through learning
activities offered
by the teacher.

competence in a
progressively
more complex
outcomes

Evaluatio - Assessment to measure

n
achievements
of structured
objectives
Purpose - To enables the
learner to
proceed from
lower levels to
higher levels of
behaviour

Assessment
strategies

learning
assessment
strategies

-to ensure that

-Ensure that a

the stated

curriculum that is

objectives are

relevant to the

met in a logical

needs and

fashion.

demands of

feedback at
the end of a
learning
activity in
order to
evaluate
learning.
-assessment of
learning and
evaluation of
the entire
curriculum
-To foster
academic
excellence and
transmit the
culture of
society

society (including
the learner) is
being developed.

Known as- Linear

prescriptive
Dangers

-It allows little

scope for
creativity or
making few
allowances for
the interests and
needs of
individual learner
-ignores process

- Outcome-basedmodel
-Does not make
provision for
considering the
curriculum
foundations

linear,
interactive, and
cyclical
-dont reflect
actual curriculum
design practice
for most teachers
-failure to
acknowledge the
influence of the
foundations of a
curriculum on
curriculum design
and
implementation

-Dynamicinteractive
- There can be
problems with
classrooms
designed
- quality of
learning is very
dependent on
the quality of
teaching