Curriculum Studies.

Definition:
Curriculum the planned and guided learning outcomes, formulated through a
systematic reconstruction of knowledge and experience under the auspices of
schools for the learners continuous growth in personal social competence.
Curriculum development curriculum development encompasses how a
curriculum is planned, implemented and evaluated, as well as what people,
processes and procedures are involved. (Ornstein and Hunkins, 2009)
Different models of curriculum
1. Taba Model of curriculum (Interactional)
a. Grass-root approach to curriculum development
b. Believe that curriculum should be designed by teachers rather than
handed down to higher authority.
c. Teacher should begin the process by creating teaching learning
units for their students rather than creating a general curriculum
design.
THEREFORE: Taba is an INDUCTIVE approach starting with specifics and
building up to general
Five steps sequence of TABA Model: (PiTReDI)
1.
2.
3.
4.
5.

Pilot units
Testing experimental units
Revising and consolidating
Developing a framework
Installing and disseminating new units

2. Tylers Model of Curriculum (Objective)

a. Is an objective model
b. Consider:
i. Nature and structure of knowledge
ii. The needs of society
iii. The needs of learners
c. Four fundamental questions need to be asked before developing a
curriculum
i. What educational purposes should the school seek to attain?
ii. How can learning experiences be selected which are likely to
be useful in attaining these objectives?
iii. How can learning experiences be organized for effective
instruction?
iv. How can the effectiveness of learning experiences be
evaluated

Tylers Planning stage:

Objective - What educational goals should the school seek to attain

Selecting learning experiences - How can learning experiences be selected

which are likely to be
useful in attaining these
Organising learning experiences - How can learning experiences be
organised for effective
instruction?
Evaluation of students performance - How can the effectiveness of learning
experiences be evaluated?
3. Walkers Naturalistic model
a. A model of curriculum development frankly based on practice
should illuminate novel facets of the curriculum development
process, correct misconceptions about that process, and enable us
to understand both the failures and the successes of the classical
model.
b. Three elements to curriculum:
i. Platform
1. various values, beliefs and perception and what
should be changed and what commitment should they
pursue.
2. Platform: shared principles evolve through the
discussion
3. Comprises conception (belief about what exist and
what might happen), aims (belief about relation),
images (less well formulated notion that a change is
desireable but not clear of what) and procedures
(vague indication of proposed action with no clear
specification of why they are desirable.
ii. Deliberation associated with the whole
1. Movement towards practical concern
2. How beliefs may be used to identify problems with the
existing curriculum
3. Involve interaction and debating about the perceptions
and alternative solutions.
4. May involve expression of great feeling and frustration
as the participants express different ideas. Walker said
chaotic and confused
iii. The design of the curriculum
1. Achieve consensus about beliefs and viable solutions

2. Once deliberation is explicit, the design begin and

culminates in the creation of the new curricula