Table 1: Perspectives on curriculum development / curriculum delivery model

Perspectives on curriculum development / curriculum delivery model

Content

Theorist
Curriculu
m is:

Outcome/
Product

Ralph
Jacobs et al
Tyler
Technolog - A specific
y
context

Process

Nicholls and Nicholls

Prints

- It is a continuing process

- A complex
dynamic
,interactiv
e and
flexible
process
- Three
phases
which are
organising
,
developm
ent and
applicatio
n

Consist of - Aim,
- Outcomes,
- Situation analysis, selection
goals and curriculum
of objectives, selection and
objectives context
organisation of content,
that assist ,teaching
selection and organisation
learner to
learning
of teaching method,
proceed
strategy,
evaluation.
in a
learning
hierarchic assessment
al manner strategy
to master
the
content.
Focus
Selecting - Acquisition of - On content presentation to
objectives skills and
the learner
, selecting understanding
learning
and apply
experienc learned
e,
knowledge
organisin
g learning
experienc
e and
evaluatio
n.

Emphasiz
e

On how
to
organise

Praxis

- On the learner - The proper selection and

to
organisation of content with
demonstrate
the use of four established

- On
activities
aimed at
exploring
and
debating
preexisting
views
which is
purpose
and
philosophi
cal
assumptio
n
- on the
need to
come up

learning
ability to
criteria,validity,significance,i
with
experienc perform
nterest and learnability
decision
e as well
and
as the
criteria to
need to
develop a
follow a
curriculum
fixed
sequence
when
proceedin
g through
a
curriculu
m,
starting
from
objectives
to
evaluatio
n.
Education - A body of A study of
A way of
- A way of selecting,
is seen as: knowledg certain bodies
gaining
organising and delivering
knowledge
e and skill of knowledge
learning experiences to the
(subject/discipli learner.
seen
ne)
through
actions
displayed
Learners
-To
- To
- To acquire learning
- To give
expectanci acquire
demonstrate
experiences through
feedback
es
learning
competence
learning activities offered by at the end
experienc
the teacher.
of a
es that
learning
will help
activity in
in
order to
achieving
evaluate
objectives
learning.
.
-To
demonstr
ate
behaviour
al change
through
practice

Evaluation

Purpose

Known as
Dangers

Evaluatio - Through
- Observing the curriculum
n should
continuous
and how the students
not be
assessments
experienced it to ensure
limited to
learning has taken place.
written
tests but
also
observing
changes
in student
behaviour
.
- To ensure - To render a
- To develop a curriculum
learning
curriculum to
relevant to the learner and
has taken students
society through a
place in a which will be
continuous process
sequentia able to
l manner.
transform
them into
competent
professionals.

- Prescripti - Outcome
ve
based model
-its
There is no
simplicity
provision for
is a
the curriculum
limitation.
foundation
-There is
no
provision
for the
curriculum
context in
Tylers
model

- prescriptive
It is limited to the school only
because it is not broad as to
specify needs of the society.
-the subject matter is not
taken into consideration

Evaluation
is done
through
feedback
to ensure
the
learning
activities
and
objectives
have been
met.
To come
up with a
criteria to
use in
developing
a
curriculum
after doing
a situation
analysis,
debating
personal
values and
preconceived
ideas
Dynamicinteractive
-if a
consensus
is not
reached in
an
agreeable
manner it
will affect
the way in
which a
curriculum
is planned
and
implement
ed.