This document provides an overview of curriculum models and ideologies. It explores the product, process, situational, problem-centered, and expressive models of curriculum. The product model focuses on measurable objectives and outcomes, while the process model emphasizes teacher and learner activities and the learning environment. Different curriculum ideologies like liberal humanism, academicism, instrumentalism, progressivism, and reconstructivism are also discussed. Learners research assigned models and evaluate which ideology underpins their own curriculum.

1. Module 3
Curriculum & Professional
Issues
Models of Curriculum

2. In this session we will
•Explore different models of curriculum
•Discuss the ideologies underpinning
curricula
•Discover how this applies to the
curriculum we teach

3. By the end of the session you will
be able to:
*Evaluate the process model of curriculum design
*Explain at least 3 different models of curriculum
*Apply your new knowledge to critically evaluate your
own curriculum

4. Curriculum Choice: all the structures, models
and routes in the contexts of the LLS
Adapted from Wilson (2009)
Context
Personalised learning
Widening participation
E-learning
Vocational learning
WBL
Structure
Spiral
Pyramid
Jigsaw
Satellite
Brick
Purpose
Hidden
Formal
Informal
Routes
Competence – Levels
Vocational qualifications
Academic qualifications
Models
Product Process
*Objectives *Situational
*Content *Problem-centred
*Expressive
Classifications
of
Curricula

5. The Product Model
Also known as the ‘Behavioural Objectives model’.
Learning as a ‘product’ is closely linked to the neo-
behaviourist theories of Skinner and represents a
scientific approach to organising curricula cp Bloom’s
taxonomy. Learning is organised into measurable
outcomes.
•What are the aims and objectives of the
curriculum?
•Which learning experiences meet these
aims and objectives?
•How can the extent to which these aims
and objectives have been met be
evaluated?
•How can these learning experiences be
organised? Taken from Neary

6. Advantages of an objectives
based model
*Helps to avoid aims which are ambiguous and
vague.
*Assessment is precise and measurable.
*Helps to select structure and content.
*Helps to make teachers aware of different types
and levels of learning involved in particular
subjects.
*Clear guidance for both teachers and learners
about skills to be mastered.

7. Disadvantages of an objectives based
model
• At ‘lower levels’ behavioural objectives may
become trite or unnecessary.
•The affective domain cannot be assessed
adequately.
•Behavioural objectives can stifle ‘creativity’ in both
teachers and learners.
•Behavioural objectives are ‘undemocratic’ as they
are externally set and cannot be changed by the
teachers or learners.
Advantages & disadvantages adapted from Neary

8. The Process
Model
As the name would suggest the focus is on the process of the
learning that is taking place, including:
*Teacher activities
*Learner activities
*The environment in which the learning is taking place.
*Problem/need centred.
This lends itself to certain learning areas better than others.

9. What advantages can you see to the process
model?
1. .......................................................
2. .......................................................
3. .......................................................
4. .......................................................
5. .......................................................
6. .......................................................

10. What drawbacks can you see to the process
model?
1. .......................................................
2. .......................................................
3. .......................................................
4. .......................................................
5. .......................................................
6. .......................................................

11. *JISC-funded curriculum
design project
Click to view 8 mins
http://www.youtube.com/watch?v=IWUqpdSrTOc&feature=related

12. Models of Curriculum
Objectives
Model
Content Model Process Model
Situational
Model
Problem
Centred Model
Expressive
Model

13. Research Models of
Curriculum
*In groups please research your given models of
curriculum.
*You have 30 minutes to research this and make
notes.
*Make sure your notes are clear & cohesive as
ANOTHER GROUP will be reading from them.
*After 30 minutes I will ask you to stop & swap.
*Each group will explain a model of curriculum
researched by another group.

14. Ideologies
“What and how we teach are no longer purely
technical issues concerned with selection of
content and teaching methods; for many, the
curriculum is an expression of dominant
ideologies within society in such a way that
we are barely conscious that they are
ideologies”
(Fisher, Fulford, McNicholas, Thompson; in Avis, 2014)

15. What is an ideology?
A system of values, beliefs, or ideas that is
specific to a particular group of people

16. Curriculum Ideologies
• Liberal Humanism(Liberalism)
• Academicism (Classical Humanism or Traditionalism or
Conservatism)
• Instrumentalism (Revisionism or Economic Renewal)
• Progressivism (child centredness or Romanticism)
• Reconstructivism(Democratic or Democratic Socialism)

17. Liberal Humanism
Hirst 1974
“The use of the intellectual disciplines
in developing individuals and, thus, a
fairer and more equal society”
Pleasance, 2016

18. Academicism
“…has been associated with clear and firm discipline, high
attainment in examinations, continuity between past and
present, the cohesive and orderly development of
institutions, and of the myths and rituals engendered by
those institutions, and it has been associated with
redefined views about what is fitting to do, feel, think and
with standards of performance in all spheres”
Ross, 1976

19. Instrumentalism
Bobbit, 1918; Tyler, 1949
“A curriculum delivering a specific type of
product, such as the development of a skilled
workforce”
Pleasance, 2016

20. Progressivism
Dewey, 1916; Stenhouse, 1975
“Meeting individual’s needs and aspirations so
as to support their personal growth and
strengthen a democratic society”
Pleasance, 2016

21. Reconstructivism
Friere, 1970; Lawton, 1983; Skilbeck, 1984
“Education to change society and its existing
injustices. Education should help people become
critical thinkers and to transform existing
society”
Pleasance, 2016

22. Ideology & you
Which ideology does your curriculum stem
from?
What are the potential implications of this
underpinning ideology on your role, your
practice, and your learners?
Using the mind map provided, add your
thoughts about your curriculum. Prepare
to discuss this with the group.

23. How did you do?
*Evaluate the process model of curriculum design
*Explain at least 3 different models of curriculum
*Apply your new knowledge to critically evaluate
your own curriculum