UNIT 4: Models of Curriculum Design

Introduction
Curriculum design is a complex but systematic process. This
unit describes a variety of models of curriculum design in order
to make this complex activity understandable and manageable.
It is important for you as a teacher to understand how the
curriculum you are using in your school was designed.

Objectives
After completing this unit, you should be able to:
1. Discuss various models of curriculum design.
2. Compare curriculum design models.
3. Explain steps in curriculum design in relation to models of
curriculum.

Content
This unit covers the following models of curriculum design:
the objectives model,
the process model,
Tylers model,
Wheelers model, and
Kerrs model.

The Objectives Model

The objectives model of curriculum design contains content
that is based on specific objectives. These objectives should
specify expected learning outcomes in terms of specific
measurable behaviours.

This model comprises four main steps:

agreeing on broad aims which are analysed into
objectives,
constructing a curriculum to achieve these objectives,
refining the curriculum in practice by testing its capacity
to achieve its objectives, and
communicating the curriculum to the teachers through
the conceptual framework of the objectives. (Gatawa,
1990: 30)

Module 13, Unit 4: Models of Curriculum Design 29

 Objectives Model

1. Curriculum Idea

4. Evaluation 2. Objectives

3. Content
Material
Methodology

Adapted from Gatawa, B. S. M. (1990: 28). The Politics of the

School Curriculum: An Introduction. Harare: Jongwe Press.

You will note that in this model:

Evaluation is done at each stage of the curriculum
design.
Content, materials and methodology are derived from the
objectives.

The Process Model

Unlike the objectives model, this model does not consider
objectives to be important. Using this model presupposes that:
Content has its own value. Therefore, it should not be
selected on the basis of the achievement of objectives.
Content involves procedures, concepts and criteria that
can be used to appraise the curriculum.
Translating content into objectives may result in
knowledge being distorted.
Learning activities have their own value and can be
measured in terms of their own standard. For this
reason, learning activities can stand on their own.
(Gatawa, 1990: 31)

Module 13, Unit 4: Models of Curriculum Design 30

 Process Model

Curriculum Idea
(goals)

Content
Evaluation
Methodology

Outcomes

Adapted from Gatawa, B. S. M. (1990: 31). The Politics of the

School Curriculum: An Introduction. Harare: Jongwe Press.

It is important to note that in the process model:

Content and methodology are derived from the goals.
Each of them has outcomes that can be evaluated.
The evaluation results from the outcome are fed into the
goals, which will later influence the content and
methodologies. Unlike the objectives model, there is no
direct evaluation of the content and methodologies.

Self-Assessment 1
What is the difference between the objectives model and the
process model of curriculum design?

Possible answers to this activity are provided at the end of this

unit.

The process and objectives models of curriculum design are not

the only models. The remaining part of the unit will cover
models developed by Tyler, Wheeler and Kerr.

Tylers Model
Tylers model for curriculum designing is based on the following
questions:
What educational purposes should the school seek to
attain?

Module 13, Unit 4: Models of Curriculum Design 31

 What educational experiences can be provided that are
likely to attain these purposes?
How can these educational experiences be effectively
organised?
How can we determine whether these purposes are being
attained?

Tylers Model

Objectives

Selection of learning experiences

Organisation of learning experiences

Evaluation

Adapted from Urevbu, A. O. (1985: 20). Curriculum Studies.

The model is linear in nature, starting from objectives and

ending with evaluation. In this model, evaluation is terminal. It
is important to note that:
Objectives form the basis for the selection and
organisation of learning experiences.
Objectives form the basis for assessing the curriculum.
Objectives are derived from the learner, contemporary
life and subject specialist.

To Tyler, evaluation is a process by which one matches the

initial expectation with the outcomes.

Wheelers Model
Wheelers model for curriculum design is an improvement upon
Tylers model. Instead of a linear model, Wheeler developed a
cyclical model. Evaluation in Wheelers model is not terminal.
Findings from the evaluation are fed back into the objectives
and the goals, which influence other stages.

Module 13, Unit 4: Models of Curriculum Design 32

 Wheelers Model

1
Aims, goals
and
objectives

2
5 Selection of
Evaluation learning
experiences

4 3
Organisation and Selection
integration of of content
experiences

Adapted from Urevbu, A. O. (1985: 22). Curriculum Studies.

Wheeler contends that:

Aims should be discussed as behaviours referring to the
end product of learning which yields the ultimate goals.
One can think of these ultimate goals as outcomes.
Aims are formulated from the general to the specific in
curriculum planning. This results in the formulation of
objectives at both an enabling and a terminal level.
Content is distinguished from the learning experiences
which determine that content.

Self-Assessment 2
Define a terminal objective and an enabling objective.

Possible answers to this activity are provided at the end of this

unit.

Kerrs Model
Most of the features in Kerrs model resemble those in
Wheelers and Tylers models. However, Kerr divided the
domains into four areas (Urevbu, 1985: 23):

Module 13, Unit 4: Models of Curriculum Design 33

 objectives,
knowledge,
evaluation, and
school learning experiences.

A simplified version of Kerrs model of curriculum design is

shown below.

1. Objectives 3. Evaluation

4. School learning
2. Knowledge
experiences

What you should note about the model is that:

the four domains are interrelated directly or indirectly,
and
objectives are derived from school learning experiences
and knowledge.

In Kerrs model, objectives are divided into three groups:

affective
cognitive
psychomotor.

The model further indicates that knowledge should be (Urevbu,

1985):
organised,
integrated,
sequenced, and
reinforced.

Evaluation in Kerrs model is the collection of information for

use in making decisions about the curriculum.

School learning experiences are influenced by societal

opportunities, the school community, pupil and teacher

Module 13, Unit 4: Models of Curriculum Design 34

 relationships, individual differences, teaching methods, content
and the maturity of the learners. These experiences are
evaluated through tests, interviews, assessments and other
reasonable methods.

In his model, Kerr asserts that everything influences everything

else and that it is possible to start an analysis at any point
(Urevbu, 1985: 22).

Self-Assessment 3
In Kerrs model, what do you think are the important points
raised about objectives?

Possible answers to this question are provided at the end of

this unit.

There are many curriculum design models. The models

discussed in this unit are meant to give you an idea of how
they are used to develop a curriculum.

In designing a curriculum, you need to:

Establish or obtain general goals of education.
Reduce the general goals to specific instructional
objectives, including objectives that cover different
domains and levels.
Assess prior student knowledge and/or abilities.
Break learning into small, sequential steps.
Identify teacher behaviour.
Identify student behaviour.
Write a description of the lesson.
Evaluate to see if the intended outcomes have been
achieved.
If you complete these eight stages, you would have conducted
what is generally referred to as the task analysis process.

Summary
The curriculum design models discussed show that curriculum
designing is conducted stage by stage. Some of the models
discussed consider the process to be more important than the
objectives. Other models take objectives to be the most
important feature of curriculum design. Generally, all models
stress the importance of considering a variety of factors that
influence curriculum.

Now that you have read about the types of curriculum design,
factors that influence curriculum design and models used to

Module 13, Unit 4: Models of Curriculum Design 35

 design the curriculum, the next unit discusses the personnel
and departments involved in the curriculum design process.

Reflection

As a practising teacher, on which model or models of

curriculum design do you think your national school
curriculum was based? How does the model affect what you
actually teach in class?

Unit Test
? List the stages in the task analysis process that you need to
follow when designing a curriculum.

Possible answers to this test are provided at the end of this

unit.

Module 13, Unit 4: Models of Curriculum Design 36

 Suggested Answers
 Self-Assessment 1
The differences between the objectives and process models are
outlined below.
The objectives model derives content and methodology
from objectives, whereas the process model derives
content and methodology from curriculum aim.
The evaluation results in the objectives model improve
and influence all stages, including the curriculum idea,
objectives, content, material and methodology. In the
process model, the evaluation is conducted on the
outcomes and influences curriculum goals.

Self-Assessment 2
Below are possible definitions for terminal and enabling
objectives.

Terminal objective: Statement of what the learner should be

able to achieve at the conclusion of a unit
of instruction.

Enabling objective: The sub-objectives of a terminal objective

which will make it possible for a learner to
arrive at the terminal behaviour.

Self-Assessment 3
In Kerrs model, objectives:
are based on learning experiences and knowledge,
societal needs and the requirements of the disciplines;
are divided into cognitive, psychomotor and effective
domains; and
give the standard on which evaluation is based.

Unit Test
Your answer may take the form below.

The eight stages which one has to go through in a task analysis

process are:
Establish or obtain general goals of education.
Reduce the general goals to specific instructional
objectives, including objectives for different domains and
levels.

Module 13, Unit 4: Models of Curriculum Design 37

 Assess prior student knowledge and/or abilities.
Break learning into small, sequential steps.
Identify teacher behaviour.
Identify student behaviour.
Write a description of the lesson to be delivered.
Evaluate to determine if the intended outcomes have
been achieved.

Module 13, Unit 4: Models of Curriculum Design 38