The Wheeler Model of curriculum development, proposed in 1967, emphasizes a cyclic process that adapts to changes in the education sector through five interconnected stages: aims and objectives, selection of learning experiences, selection of content, organization and integration, and evaluation. It highlights the importance of situational analysis in decision-making to enhance efficacy in curriculum design. This model serves as a comprehensive framework to ensure that educational practices remain relevant and effective.

1. WHEEL’S MODEL OF CURRICULUM
DEVELOPMENT
HINA JALAL
PHD SCHOLAR, GCUF

3. The Wheeler model (1967)
The Wheeler model of curriculum development (1967), or cyclic model, asserts that curriculum
should be a continuous cycle which is responsive to changes in the education sector and makes
appropriate adjustments to account for these changes. It focuses on situational analysis: the context in
which the curriculum decisions are taken is considered important, as this is believed to help make the
most effective decisions. This model is comprised of five interconnected stages:
1.Aims, goals and objectives
2.Selection of learning experiences
3.Selection of content
4.Organisation and integration of learning experiences and content
5.Evaluation
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5. Steps of Wheeler’s Model of curriculum development
1. The formulation of aims, goals and objectives.
2. The selection of learning experiences (activities), determining the centers or focal points to be used for organizing
these experiences, so as to assist in the attainment of the aims and objectives, having regard to the nature of the
learners, and to the principles of the learning.
3. The selection of content, determining not only what subject matter should be covered but what mental powers
capacities, such as thinking, skills, attitudes, values etc. should emerge from leaning activities.
4. Organization and integration of the learning experiences and content and methods so as to constitute a practical
guide to action in the classroom.
5. Evaluation of the effectiveness of stage 2. 3 and 4 in achieving the aims and objectives enumerated in 1.