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1. Theories and models of
curriculum development

2. Introduction
• A curriculum is a plan for learning to achieve specific goals
• These plans can take various forms
• They are made into official documents, as guides for teachers
• 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

3. Introduction
• Curriculum development is the process of setting up and establishing
specific guidelines of instruction for the curriculum
• Curriculum development ¨ Curriculum development encompasses how
a ‘curriculum is planned, implemented and evaluated, as well as
processes and procedures are involved
• Curriculum models ¨Curriculum models help designers to
systematically map out the rationale for the use of particular teaching,
learning and assessment approaches

4. Elements in a curriculum
• The syllabus: Choice of topics & resources (content of the programme)
• The Process: the teaching methods and learning activities
• The participants: the students and tutors on the programme

5. Levels of Curriculum
• Intended: “the matter meant”
• Implemented : “the matter taught”
• Achieved : “the matter learnt”

6. Input, Process, Output of the Curriculum
• Inputs
• Elements influencing the curriculum design
• Consists of educational perspective, employer requirements and
national and local culture
• Professional Culture

7. Input, Process, Output of the Curriculum
• Process
• Experienced by the students
• Consists of the learning outcomes
• Content and the teaching learning strategies

8. Input, Process, Output of the Curriculum
• Outputs
• These include intellectual skills
• Cognitive knowledge
• Motor skills
• Attitudes

9. Types of Curricula
• Operational: What is taught my teachers and how its importance is
communicated to the student
• Illegitimate: What is actively taught by teachers yet not evaluated because
the description of the behavior is lacking e.g caring, compassion
• Hidden: Consists of values and beliefs taught through verbal and non-verbal
communication by teachers
• Null: represents content and behaviors that are not taught ie include
content the teachers think they are teaching while they are not e.g critical
thinking

10. Curriculum models
• Definition:
• A simplified representation of reality which is often depicted in
diagrammatic form
• Model refers to relationship between the parts of the process of
curriculum development, i.e. objectives, content, method, and
evaluation

11. Curriculum models
• Purpose:
• To provide a structure for examining the elements that go to make up
curriculum planning, and how these elements interrelate
• Are designed to provide a basis for decisions regarding the selection,
structuring and sequencing of the educational experiences

12. Curriculum models
Models are used to explain
• levels of curriculum
• aspects of organization practice
• aspects of classroom instruction
• types of decision making

13. Curriculum models
• Model is really the first step in curriculum development
• A curriculum model determines the type of curriculum used
• it encompasses:
• educational philosophy
• approach to teaching
and
• methodology

14. Linear Curriculum Model
• LINEAR – term used for models whose steps proceed in a more or less sequential,
straight line from beginning to end
• All learning is defined in terms of what learners should be able to do at the end
of the course
• Its focus is on learning outcomes and uses a systematic approach to planning
• It starts with the outcomes of the course and then from there the course content
is developed
• This is to enable the achievement of stated outcomes,
• which are then evaluated for their effectiveness of achieving the stated
outcomes.

15. Linear Curriculum Model
There are 4 steps to curriculum design
• Identify the broad aims and specific objective
• Construct the course so that objectives can be achieved
• Test capacity of the course to achieve objectives
• Explain the curriculum and objectives to teacher

16. Linear Curriculum Model
• Objectives should not be so specific to avoid limiting what the teacher can
do as this may cause learning experiences to be lost
• It advocates that teachers should contemplate desirable outcomes and
define them clearly and precisely
• Teachers need to work backwards to identify appropriate learning
experiences to achieve the stated outcomes.
• This methodology forces teachers to focus on what learners will do and
develop the lessons according to this needs

17. Examples of linear models of curriculum design: HILDA
TABA’S MODEL
• TABA model advocates for teacher participation in the development of
the curriculum
• The TABA approach believes in allowing the curriculum to be authored
by the users (teachers)
• TABA approach involved teachers beginning by creating specific
teaching-learning units and building to a general design
• Inductive approach rather than traditional deductive

18. Examples of linear models of curriculum design: HILDA TABA’S
MODEL
• It offers the following steps to developing curriculum:
1. Diagnosing Needs
2. Formulating Specific Objectives
3. Selecting Content
4. Organizing Content
5. Selecting Learning Experiences
6. Organizing Learning Experiences
7. Evaluating
8. Checking for Balance

20. The Cyclical Model
• Similar to the linear model
• It involves:
• identification of aims and objectives based on needs assessments of
professional bodies and students
• followed by selection and content development/ selection of learning
activities
• followed by an assessment/evaluation
• Cyclical model argue changes should be planned and introduced on a rational and
valid basis according to a logical process

21. The Cyclical Model
• ¨Cyclical models lie along with the continuum between the extremes of
linear and dynamic models, incorporating elements of both to provide
a different approach to devising curricula
• ¨Basically, these models are extension of linear models in that they are
essentially logical and sequential in approach
• Cyclical models view elements of curriculum as inter-related and
interdependent

22. WHEELER Cyclical Model
• Wheeler believes that curriculum decision making can start from any point and
can come back to any of the points e.g. like a cycle
• The model argued that “changes should be planned and introduced on a rational
and valid basis according to a logical process”
• Strengths of cyclical models
• logical sequential structure
• situational analysis as a starting point
• model is flexible
• less rigid
• more relevant

24. Dynamic Model
• The basic tenet of the dynamic or interactional models of curriculum
development is that:
• curriculum development is a dynamic and interactive process which
can begin with any curriculum element

25. Dynamic Model
• It sees the process of curriculum development as dynamic in nature
• Changes can be initiated from any point in the process
• The curriculum elements are seen as flexible, interactive and modifiable in
this model
• Curriculum design is an ongoing process, and activities have value beyond
achievement of learning objectives such as:
• Socialization
• learning through experience
• thinking and problem solving

26. Dynamic Model
• It allows the learner to define their own learning goals
• This model approach encourages active learning rather than a more teacher-led
approach
• The models are shaped by beliefs, experiences and current theories practices
• These models go beyond the linear and cyclic model, although they still form part
of the process.
• Analytical and prescriptive approach are not prominent in dynamic models

27. Dynamic Model
• It is flexible, adaptable and open to interpretation in the light of
changing circumstances
• It does not presuppose a linear progression through its components
• Teachers can begin at any stage and activities can develop concurrently
• Learners are seen as more important in determining curriculum
planning
• Have emerged from a more descriptive approach of curriculum

28. Dynamic Model
• The model does not presuppose a means-end analysis
• It encourages teams or groups of curriculum developers:
• to take into account different elements and aspects of the curriculum
• to see the process as an organic whole
• to work in a moderately systematic way
• to consider systematically their particular context
and
• it links their decisions to wider cultural and social considerations

29. Decker Walker Dynamic model of Curriculum
Development
• Has 3 Phases are:
1. Platform Statements (Beliefs, theories, conceptions points of
view, aims, objectives)
2. Deliberations
3. Curriculum Design

30. Decker Walker Dynamic model of Curriculum
Development
• In the platform phase:
• platform statements made up of:
• Ideas
• Preferences
• points of view
• beliefs
and
• values
• held by curriculum developers are recognized.

31. Decker Walker Dynamic model of Curriculum Development
• Deliberation Phase
• the curriculum developers start discussing on the basis of the
recognized platform statements
• Involves randomized set of interactions that eventually achieves an
enormous amount of background work before the actual curriculum
is designed

32. Decker Walker Dynamic model of Curriculum Development
• Design Phase
• In this phase developers make decisions about the various process
components (the curriculum elements)
• Decisions have been reached after extended discussion and compromise by
individuals
• The decisions are then recorded and these become the basis for a curriculum
document
or
• specific curriculum materials.

35. Reading Assignment
•Read and write notes on advantages and disadvantages of
each model on curriculum development