Theories Of Curriculum Development

TASK 5

A. Theories and models of curriculum development

Curriculum refers to all the set of activities for learners to achieve their learning objectives. Curriculum development, therefore, is the development of an explicit learning blueprint defined by content and learning standards. Developing a curriculum is critical in effective teaching and learning as it gives a specific plan on lessons, defines the content, objectives and the delivery mode. Most curriculum developments are based on the learning objectives and the organizational goals. However, the curriculum can be developed to best suit the needs of the learners and the external awarding body must review and approve the curriculum.

Theories of Curriculum development

Curriculum development

The model comprises of four major steps of formulating curriculum objectives from the coarse learning aims, developing strategies of achieving the objectives, practical testing of the curriculum capacity and communicating the curriculum to the stakeholders through the legitimate frameworks. The model allows evaluation at every stage of its development. Moreover, the content, resources and methodology are all derived from the objectives. The chart below shows the Objective Model. Adapted from Gatawa, B. S. M. (1990: 28): The Politics of the School Curriculum: An Introduction. Harare: Jongwe Press.

The Process Model

The model doesn’t value the role of objectives in the curriculum development. The model, therefore, focuses on the content of learning and the process of delivering the content. The model is based on the presumption that content have their own value and should not be skewed towards certain objectives. The content usually contains procedures and concepts that are useful in curriculum assessment. Furthermore, the model insists that the translation of content into objectives might falsify the knowledge therein. Adapted from Gatawa, B. S. M. (1990: 31), The Politics of the School Curriculum: An Introduction, Harare: Jongwe Press.

Tyler’s

The theory insists on the incorporation of the learning needs and the social psychology of the society during the development of curriculum. The learning needs change over time and the social dynamics of the social behaviours of the society evolve over time. The consideration of the changes when developing physical education curriculum is therefore necessary. By considering the educationist experience and the learners’ knowledge, the curriculum enhances constructive learning in physical education. Coupled by diagnostic assessment, Tyler’s model can be used to improve learning experience in physical education.

Wheelers model advances the Tyler’s theory to a cyclical model from a linear perspective. The model encourages the use of feedbacks to inform the definition of objectives. The use of Wheeler’s model in physical education can be used to improve the teaching and learning practice. The curriculum will consider the learners emotions and feelings about the program. The information will be useful in planning both indoor and outdoor activities. The choice of the learning preference and style will be well informed. Consequently, the curriculum will be useful in planning and coordinating learning