CURRICULUM MODEL

Curriculum Model is defined as a

plan of action that can be employed
to structure a subject or knowledge
area from a theory into practice.
 “Curriculum Development”
A dynamic Process

Some basic facts

• As teachers we are not free to teach
any topic we choose,
Rather:

• We are guided by national, local

and/or institutional standards that
specify what students should know
and be
able to do;
 • These standards provide framework to
help us identify teaching and learning
priorities and guide our design of
curriculum and assessment.
•Shift of paradigm from focusing on teaching
to focusing on Learning;

• “if your students are not learning, you are

not teaching”

• Curriculum is used as a “means” to an “end”

A CONTINUUM OF CURRICULUM MODELS

Dynamic/interaction models :

Walker

Skillbeck
Dynamic/interaction model
Strengths of dynamic model

•Curriculum developer can begin

with any of the elements;

•The model allows curriculum

developer to change the order of
planning (to move to and fro
amongst the cur elements)

•The model offers flexibility

Weaknesses of dynamic model

•The model does not necessarily

specify objectives;

•The model offers so little direction;

•The cur developers need a lot of

time to determine the beginning
stage in curriculum development.
DECKER WALKER

DELIBERATIVE APPROACH
DECKER WALKER
 One of the authors of your textbook
 Studied the process of curriculum development
Walker Model

Walker (1971) presented a descriptive model,

referred to as naturalistic by some scholars
and also known as “process model”.
DECKER WALKER
 Used term “naturalistic” because he described
how curriculum was actually developed rather
than how it should be developed.
CURRICULUM PLANNING HAS
THREE ELEMENTS

 Platform – approach the task with our ideas,

convictions, and beliefs. Everyone gets an
opportunity to talk, discuss, and even argue.

 Deliberation – Move away from individual beliefs to

assessing possible points of action- Feelings can run
high and the process can seem chaotic.
Design – Group achieves
consensus so that a course of
action is accepted.
WALKER’S MODEL
CRITICISM OF WALKER’S MODEL
 Studied only large scale processes –
not individual teachers

 Doesn’taddress what happens after

curriculum is designed and
implemented
Skillbeck’s Model
The Skillbeck’s Model starts with situational
analysis.
Its main concern is to consider the situation or
the context in which the curriculum is placed
The Skilbeck Model is a dynamic model. The
different elements are seen as flexible
,interactive and modifiable. The steps are done
systematically but do not follow a locked
sequence or a fixed starting point. This feature
of the model can either be a strength or
weakness depending on the point of view of the
curriculum developer.
Components of Skillbeck’s Model
The model has five major components:

(1) Situational analysis

which involves a review of the situation and an
analysis of the interacting elements constituting it.
External factors to be
considered broad social changes including ideological
shifts, parental and community
expectations, the changing nature of subject disciplin
es and the potential contribution of teacher-
support systems such as colleges and universities.
Internal factors include pupils and their attributes,
teachers and their knowledge, skills, interests, etc.,
school ethos and political structure, materials
resources and felt problems.
(2)Goal formulation with the statement
of goals embracing teacher and
pupil actions.
Such goals are derived from the situational
analysis only in the sense that they represent
decisions to modify that situation in certain
respects.
(3) Programme-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.
(4) Interpretation and implementation
where practical problems involved in the
introduction of a modified curriculum are anticipated
and then hopefully overcome as the installation
proceeds.
(5) Monitoring, assessment, feedback and
reconstruction
which involve a much wider concept of evaluation
than determining to what extent a curriculum meets
its objectives. Tasks include providing on-going
assessment of progress in the light of classroom
experience, assessing a wide range of outcomes
(including pupil attitudes and the impact on the
school organization as a whole) and keeping adequate
records based on responses from a variety of
participants (not just pupils).
 Reference
http://www.academia.edu/4657356/Curriculum_Models

https://www.scribd.com/doc/27435031/20/The-Situational-Model

https://marpasha.wordpress.com/2012/06/12/curriculum-development-
models/

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