2. Skilbeck Model of Curriculum Development
• Skilbeck’s curriculum model develop in 1976.
• Skill beck suggested an approach for devising
curriculum at the school level by which teacher
could realistically develop appropriate
curriculum. The model claims that for SBCD
(School Based Curriculum Development) to work
effectively
• Five steps are required in the curriculum
process.
3. Skilbeck model locates curriculum design and
development firmly within a cultural framework. It
views such design as a means whereby teachers
modify and transform pupil experience through
providing insights into cultural values, interpretative
frameworks and symbolic systems.
It is a more comprehensive framework, which can
encompass either the process model or the objective
model depending on which aspects of the curriculum
are being designed. It is flexible, adaptable and open
to interpretation in the light of changing
circumstances.
4. It does not presuppose a linear progression
through its components. Teachers can begin at
any stage and activities can develop
concurrently. .
The model outlined does not presuppose a
means-end analysis at all; it simple encourages
teams or groups of curriculum developers to
take into account different elements and
aspects of the curriculum- development
process, to see the process as an organic whole,
and to work in a moderately systematic way.
5. The five steps of Skilbeck Model
1. Situation Analysis
2. Objectives
3. Design (Program building)
4. Interpretation and Implementation
5. Evaluation (Monitoring, feedback,
assessment, and reconstruction)
6. 1.Situation Analysis:
• Skilbeck describes the situational
analysis phase both external and
internal to the school.
1. External Situational Analysis
2. Internal Situation Analysis:
7. External Situational Analysis
Culture and social changes and expectation including parents’
expectations, employer requirements, community assumptions
and values, changing relationships (adults and children),
ideology.
Educational system requirements and challenges e.g. policy
statements, examinations, local authority demands and
expectation or pressure, curriculum project, educational
research.
The changing nature of subject matter to be taught.
The potential contribution of teacher support system e.g.
teacher training institutions and research institutes.
Flow of resources in school.
8. Internal Situation Analysis
Pupils: aptitudes, abilities and define
educational Needs
Teacher: Values, attitudes, skills, knowledge,
experience, special strength and weakness.
Perceive and felt problems and shortcoming in
existing curriculum
Material resources including plant,
equipment’s and potential for enhancing these.
9. 2.Objectives:
• Skilbeck assigns a decision making role
to teachers, senior staff and principals in
the development of objectives for the
school-based curriculum.
• Skilbeck does not categorically state the
degree of participation of the school staff
at the various levels in the school
organization.
10. • According to Skilbeck:
• The curriculum is, for the learner and
the teacher, made up of experiences;
these should be experiences of
value, developed by the teacher and
learner together from a close and
sympathetic appraisal of the
learner's needs and his
characteristics as a learner."
11. • Action research:
• Action research is based on the
assumption that the involvement of
teachers in a scientific study of an on-
the-job problem is a promising
approach.
• Our experience as consultants in
action research shows that this
involvement is also a source of great
difficulties.
12. • According to skilbeck interest of parents:
• Skilbeck conceives of parents being invited by
teachers to discuss matters relating to the
development of curriculum objectives.
• Research by Kohn' and Bridge2, however, show
that not all parents are interested in participating
in school decisions, and that not all parents are
well enough informed to participate in school
decision.
13. 3.Design:
“One of the most important reasons for teacher
responsibility in program development relates to
the concept of cognitive innovation and meaningful
learning”.
Programmed-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.
14. • Schwab point of view:
• Problems posed to teachers who seek to
use externally developed curriculum
materials.
• The problems concern the learning and
developmental theories upon which the
materials are based.
• Schwab maintains that learning and
developmental theories are only one of -
several starting points for the design of a
curriculum.
15. Three-Phase Model
The problem needs to be linked with the curriculum's design.
Connelly has developed a three-phase model to assist teachers:
A choice point: refers to a philosophical, psycho- logical,
sociological, or methodological issue that underlines particular
curriculum developments. Each choice point contains a set of
alternatives, each of which has different possible curricula
consequences.
Deliberation: refers to the process by which teachers consider the
relative curriculum merits of the available choices...
Choice: refers to the particular choices made by teachers in the light
of the deliberation.
16. 4.Implementation
• A closer examination of theories of cognitive motivation
will throw greater light on Skilbeck's insistence on involving
teachers in a problem-solving situation.
• Theories of cognitive motivation are useful in explaining
why circumstantial differences are appropriate to the level
or degree of innovativeness by teachers.
• Two features of cognitive motivation often identified
(McReynolds1) are the minimization of unassimilated
perceptual material and the optimization of innovation rate.
17. • McReynold's study shows that during the
implementation phase of Skilbeck's model it is the
interaction between the information concerning the
curriculum design and the teacher's present cognitive
structures that determines whether that teacher will be
motivated to exert the effort necessary to make the
information meaningful.
• All information can be described in terms of the relative
proportion that is perceived by the potential implementer
(the teacher) as being familiar and readily assailable into
existing cognitive structures as compared with the
proportion that is perceived as being unfamiliar and
requiring cognitive accommodation.
18. 5.Evaluation
Evaluation (Monitoring, feedback, assessment, and
reconstruction):
Skilbeck lists the "problems of continuous
assessment" as being of central concern during the
evaluation.
Skilbeck perceives the role of the teacher to be
central during the evaluation phase to ensure continual
reconstruction of the curriculum. Leith wood and
Russell l agree and add:
“Mechanisms are necessary to ensure that a change
will be in a continual process of revision in the light of
formative evaluation data”
