Module 1 Intro To Curriculum

Module 1 Introduction to Curriculum
Unit 1: Curriculum – Definition and Purpose (1hr)
Introduction:
This unit aims at setting a background to the study of a school curriculum. It
will help you to understand the meaning and purposes of a curriculum. This
knowledge helps teachers to prepare schemes of work and lesson plans well.
Specific Objectives
At the end of the unit, students will be able to:
 Explain the term ‘curriculum’

 Explain the purposes of a curriculum
What is needed?
 Curriculum guides and examination syllabuses
 Paper for a chart
Start of the lesson (5 minutes)

The Tutor starts this lesson by briefly reviewing what is in the unit and then
shares the specific objectives with the students from the beginning of this
unit.
Meaning of curriculum (Mini-lecturette 15 minutes)
Do we plan everything that

happens in school? What is a
Curriculum?
 The tutor should ask the students these questions as an introduction to

this section of the lesson.
Cyril Potter College of Education 1

Unit 1: Curriculum – Definition and Purpose
 Elicit definitions from the students and group the definitions into
categories
The Tutor introduces activity 1
 Activity 1: (15 minutes)
1) The Tutor arranges the students into groups of 2-4.

2) Discuss the activities that happen at a school and list as many as you can.
3) Come up with a definition of curriculum.
Feedback to Activity 1 (mini-lecturette 15 minutes)

 The Tutor reviews and discusses the results of the group work.
 The Tutor points out that their answers should include all the elements
from the following definition which the Tutor has on a flipchart or on the
chalk board or directs the students to read the definition below:
All the things happening

CURRICULUM?
in school?
Isn’t it?
Curriculum refers to ’all the activities, planned and unplanned, happening

under school guidance’.
Purposes of a curriculum
Have you ever thought of the reasons

why every education system must have
a curriculum?’
 The tutor should ask students, the above question.

 Activity 2: (2-3 minutes)

1) Discuss with your group the purposes of a curriculum.
2) Be prepared to share your answers.

 The tutor encourages the students to share some of their answers.
 The Tutor reminds the students of the meaning of key vocabulary by
writing the following on the chalkboard or on a flipchart or draws their
attention to the vocabulary below.
scope – width and depth of content coverage
Sequence – order of concepts
 The Tutor shows a flip chart or writes on the chalkboard or directs the
students to read the following information below:
Curriculum ensures that:

 pupils’ education is effective and efficient
 learning will be of greatest value to the pupils
 the learning is achieved under the direction of able,
qualified and experienced teachers
 society’s values and priorities are passed on to the pupils
To achieve its purposes a curriculum must have:

 aims, goals and objectives
 content, instructional strategies and instructional materials
 scope (extent of coverage) and sequence (order) reflections of
the demands and expectations of the larger society.

Unit 1: Curriculum – Definition and Purpose
 The tutor should further explain that the purpose of a curriculum is to

satisfy the needs of the larger society, which is its source.
Four sources of curriculum:

 the society (people of all walks of life in a country)
 the learner
 the specialists (teachers, PTAs, curriculum planners, etc)
 the facilities (needs of the subjects)
 The Tutor suggests that students add the above points to their answers in
their notebooks.
 The Tutor decides whether Activity 3 may be done as an in class
assignment or given as a take away.
 Activity 3: (10 minutes)

The Tutor asks the students to answer the following individually
1. What is a curriculum?
2. What are the sources of a curriculum?
3. Mention two purposes of a curriculum.
Feedback to Activity 3 (5 minutes)

 The Tutor elicits some answers from selected students.
Summary (5 minutes)
The Tutor summarises this unit by pointing out that curriculum refers to all
the activities, planned and unplanned happening under school guidance.
The purposes of a curriculum are to:

 ensure that pupils’ education is effective
 determine that learning will beneficial to pupils
 ensure that learning is achieved under the direction of able teachers
 to transmit the society’s values and priorities

Reference
1. MASTER (1990). Education Studies Module 1-3, Lilongwe:
MOEC/World Bank
2. MCDE (1991). Teacher Upgrading: Booklet 1, Blantyre: MCDE
3. Mtunda FG and Safuli SDD (1986) An introduction to the theory
and practice of education, Blantyre: Dzuka Publishing Company.
Suggested Answers to activity 1
Activities – reading , writing, spelling, playing games, participating in

debates, respecting others.
Definitions: a series of subjects to be studied; a plan for the experiences the
learner encounters.
Purposes of Curriculum: to ensure that pupils all around the country study
the same content; to guide teachers.
1. Curriculum means all the activities, planned and unplanned,

happening under school guidance.
2. Society, learner, specialists, and faculties
3. a) to ensure that pupil’s education is efficient and effective
b) to ensure that learning will be of greatest value to the pupils
c) to ensure that learning is achieved under the direction of able,
qualified and experienced teachers.

Unit 2: Important Influence on Curriculum Development Part 1
Unit 2: Important Influences on Curriculum

Development Part I (1hr)
Introduction:
In unit one you saw that the source of curriculum is the society. The
development of a curriculum is influenced by several factors within this
society. In this unit you will learn how curriculum is influenced by these
factors. This will help you to understand how the content you are teaching
and the learning experiences to which the pupils are exposed have been
selected.
Specific Objectives
explain how two factors of society influence curriculum development.
What is needed?
 Pencils
 Pens
 Notepaper
 Prepare information cards at the back of this unit

The Tutor starts this lesson by briefly reviewing what is in the unit
 Political factors influencing curriculum development
 Social factors influencing curriculum development
The Tutor shares the specific objectives with the students from the beginning
of this unit.

Important Influences on Curriculum Development:

political and social factors (Mini-lecturette 15 minutes)
Why do we teach about Phagwah,
Youman Nabi and Christmas?
 The tutor asks the students the above question as an introduction to this
section of the lesson.
Because we have persons from different religious
groups living in our society.
 The Tutor elicits some factors that influence curriculum such as above
from the students and record these on a flip chart or chalkboard for use
after activity
1) The Tutor arranges the students into groups of 8

2) The Tutor gives each person in the group 1 information card to read.
3) Request each person in the group to read their cards over and come up
with Guyanese examples. (3-5minutes)
4) Request each person in turn to verbalise their information cards with their
examples to their group.
5) Tell the group that each person gets approximately 5 minutes to present to
their group and give their examples.

 The Tutor reviews the initial factors elicited at the beginning of the lesson
and discusses the results of the group work with the cards.
 The Tutor points out that the factors that influence curriculum are both
political and social, all the elements from the information cards which the
 Tutor has on a prepared flipchart or on the chalk board or directs the
students to review them below:

Political factors that influence curriculum

 Politics determines and defines the goals, content,
learning experiences and evaluation strategies in
education.
 Curriculum materials and their interpretation as
usually heavily influenced by political considerations.
 Political considerations may play a part in the hiring
of personnel.
 Funding of education is greatly influenced by politics.
 Entry into educational institutions and the
examination system are influenced by politics
Social factors that Influence Curriculum

 Society has its own expectations about the aims and
objectives which should be considered when designing the
curriculum, and a perception of what the product of the
school system should look like. Curriculum developers must
take these societal considerations into account. If this is not
done the curriculum becomes irrelevant.
 The views of all religious groups in the society must be
considered when designing the curriculum.
 The development of curricular materials must take into
account the culture of the society which the curriculum is
seeking to serve. However the culture can have a positive or
negative effect on the curriculum if gender and ethnic biases
are perpetuated.

 Activity 2: (15-minutes)
The Tutor requests that this activity be done individually.
1. Describe two ways how political factors influence curriculum
development. (3-4 sentences)
2. Identify at least four social factors that must be considered when
designing a curriculum. (list them)
Feedback to activity 2 (5 minutes)

 Tutor elicits some answers from students as a summary review of this
unit.
Summary (5 minutes)
The Tutor summarises this unit by stating that political and social factors
influence the development of a curriculum. Politics plays a part in defining
goals, content, methodology, evaluation strategies and the funding of
education. Curriculum workers must consider society’s expectations if the
curricula are to be relevant.
Reference
1. SADC (2000). Module Thirteen Curriculum, COL/SADC
2. Reed, A. Bergman V. (1992). In the classroom. An Introduction to
Education .New York, the Dushkin Publishing Group Inc.
Information Cards for Activity 1
Card 1 Political Factor

 Politics determines and defines the goals, content,
learning experiences and evaluation strategies in
education.


 Curriculum materials and their interpretation as usually
heavily influenced by political considerations.

 Political considerations may play a part in the hiring of
personnel.

 Funding of education is greatly influenced by politics.

 Entry into educational institutions and the examination system
is influenced by politics.
Card 6 Social Factor

 Society has its own expectations about the aims and
objectives which should be considered when designing the
curriculum, and a perception of what the product of the
school system should look like. Curriculum developers must
take these societal considerations into account. If this is not
done the curriculum becomes irrelevant


 The views of all religious groups in the society must be
considered when designing the curriculum.

 The development of curricular materials must take into
account the culture of the society which the curriculum is
seeking to serve. However the culture can have a positive or
negative effect on the curriculum if gender and ethnic biases
are perpetuated.

Answers will vary. Except those Guyanese examples, which are reasonable.
1. Political factors influence curriculum development because:

a) politics influences curricular materials and their interpretation
b) politics influences the funding of education
2. Religion, culture, professional associations, views of various groupings

in society.

Unit 3: :Important Influences on Curriculum Development Part 2
Unit 3: Important Influences on Curriculum

Development Part II (1hr)
Introduction
In unit two you saw how political and social factors influence curriculum
development. In this unit you will learn about other factors that influence
curriculum development. This knowledge will help you to understand how
the content you are teaching and the learning activities to which the pupils
are exposed were selected.
Specific Objectives
 explain how at least three factors of society influence curriculum

development.
What is needed?
 Curriculum guides
 Pens
 Note paper
The Tutor starts this lesson by briefly reviewing what is in the unit i.e.
factors influencing curriculum development:
 Economic
 Technological
 Environmental
 Child Psychology

of this unit.
Factors Influencing Curriculum Development (Mini-

lecturette 15 minutes)
Why are they teaching us about rice and sugar. I’d rather
learn about something else?
 As an introduction to this section of the lesson, the tutor shares the above
question which school students often ask the teacher.
I think it’s because our economy depends on rice

and sugar production.
 Elicit some factors from the students such as the answer above and record
these on a flip-chart, or chalkboard for use after activity 1.
1) The Tutor arranges the students into groups 1,2,3,4.

2) The Tutor gives each group a different factor influencing curriculum to
discuss i.e. economic, technological, environmental, psychological.
3) Request group to come up with Guyanese examples.
4) Request each group in turn to share what they discussed.
5) Tell the group that each spokes person gets approximately 2 minutes to
present to their group findings.
 The Tutor reviews the initial factors elicited at the beginning of the lesson
and discusses the results of the group work.
 The Tutor points out that the factors that influence curriculum are many
and directs the students to a flipchart or the chalk board or directs the
students to review them below suggesting that the students add any
missing points to their notes.

Economic Factors that influence curriculum

 The national curriculum must facilitate the development of
the country’s economy.
 The skills, knowledge base and attitude required by
industries should be developed in the classroom.
 Market forces dictate what should be included in the
national curriculum since employers have basic
requirements
 Textbooks and equipment teachers use in the classroom are
products of industry. Without them learning is
compromised.
Technological factors that Influence Curriculum

 Information technology with particular emphasis on the
computer is the tren. Learners must be equipped with the
requisite skills and knowledge of this piece of equipment as well
as other electronic media.
Environmental Factors that influence curriculum
 All over the world people are concerned about the depletion
of the ozone layer which ahs resulted from humans
insensitivity to their surrounding and natural resources.
It is though education awareness that remediation can be
affected.
 Curriculum must be designed to ensure the survival of
the future generation.

Psychological factors that influence curriculum
 Theories of learning and child development must be

considered when curriculum is being developed. This
ensures that learning is maximised and the activities
and experiences are appropriate for the age, level and
ability of the child.
 Activity 2: ( minutes)
The Tutor suggests that the students do this activity as an individual one.
1. Name at least three factors, which influence curriculum
development.
2. Why is a study of Child Psychology important to the Curriculum
Developer?
 The Tutor asks a selection of students to share their answers with the
class.
Summary (5 minutes)
The Tutor summarises this unit by stating that:

 The content of the curriculum must facilitate national development.
 Students must be able to make use of the computer and other
electronic media currently used.
 A study of child development ensures that suitable content, methods
and learning experience are presented to the students.

Reference
SADC (2000) A; Bergeman, V. (1992) In the classroom: An Introduction
to Education. New York, The Dushkin Publishing Group Inc.
Suggested Answers to Activity 1

Different Factors Influencing Curriculum – answers will vary, accept
those which are reasonable for example:
Economic: Since Guyana’s economy is based on agriculture, agriculture

science is taught in schools.
Technological: Information Technology is being introduced into

primary and secondary schools.
Environmental: Aspects of the science curriculum focus on the

depletion of the ozone layer, waste disposal and recycling.
Environmental studies is done at the University of Guyana.
Child Psychology: Theories of child development are considered in the

selection of the content and learning experiences in planning and
implementing the curriculum.
1. Technology, The Environment, The Economy of the Country

2. The content, method and learning experiences must be appropriate
to the children’s characteristics.

Unit 4: The Objectives Model of Curriculum

Development
Introduction
In units 2 and 3 you learnt how various factors influence curriculum
development. Since all these factors must be considered, curriculum
developers must ensure that the task of curriculum development is
understandable and manageable. To do this, models are used. In this unit
you will discuss the objective model of curriculum development. This
knowledge will help the teacher to understand how the curriculum used in
his/her school was developed.
Specific Objectives
 discuss the Objective Model of Curriculum Development

 explain the steps in Curriculum Development in relation to the model
discussed
What is needed?
 Pens
 Note paper
 Flipchart
The Tutor starts this lesson by briefly reviewing what is in the unit i.e. a
description of the Objective Model of Curriculum Development.
of this unit.

Unit 4 :The Objective Model of Curriculum Development
The Objective Model (Mini-lecturette 15 minutes)

 As an introduction to this section of the lesson, the tutor shares the
following definition:
The Objective Model

 has well outlined objectives
 these objectives specify expected learning
outcomes in terms of specific measurable
behaviours.
 The Tutor refers the students to the Objective model below or puts it on
the chalkboard or on a flipchart display.
 The Tutor points out the four main stages.
Objective Model
Curriculum Idea (1)
Evaluation (4) Objectives (2)
Content
Materials Methodology
(3)
 The Tutor writes the following two questions in a chart format on the
chalkboard or on a flipchart or directs the students attention below
1. When is evaluation is done? 2. Where do the content, materials

and methodology come from?
Answers: Answers:

1) The Tutor arranges the students into groups of 2-3

2) The Tutor tells the group to examine the flow chart of the Objective
Model, discuss and answer the two questions.
3) Tell the group that each spokesperson will get approximately 2 minutes to
present to their group findings.
Feedback Activity 1 (mini-lecturette 15 minutes)

 The Tutor records the group findings encouraging discussion from the
class.
 The Tutor directs the students to review the points below suggesting that
the students add any missing points to their notes.
The Objective Model
Each stage of this model involves:

1. agreement on broad aims which are analyzed into objectives
2. constructing a curriculum to achieve these objectives.
3. refining the curriculum practice by testing its capacity to
achieve its objectives.
4. communicating the curriculum to the teachers through the
framework of the objectives Evaluation is done at each stage of
development.

The Tutor suggests that the students do this activity as a group
1. How is evaluation related to the objectives?
2. What is the main focus of the model?

Unit 4 :The Objective Model of Curriculum Development
 The Tutor asks a selection of students to share and discuss their answers
with the class.
 The Tutor makes certain that the points suggested in the answers to
activity 2 are brought out in the discussion.
Summary (5 minutes)
The Tutor summaries this unit by stating that as its name suggests the main
characteristic of the Objective Model is its focus on objectives which have
measurable outcomes. A curriculum idea is developed into specific objectives.
Content, materials and methodology, which can aid in the achievement of the
objectives, are selected. These are then evaluated based on the objectives.
Reference
SADC (2000) Module Thirteen Curriculum, COL/SADC
1. When is evaluation is done? 2. Where do the content, materials and

methodology come from?
Answers: Answers:
The evaluation is done at each The content, materials and
stage of the curriculum design. methodology com e out of or are based
on the objectives.
1. Evaluation lets the teacher/curriculum developer know whether the

objectives were achieved.
2. Objectives written in specific, measurable terms.

Unit 5: Tyler’s Model of Curriculum Design (1hr)
Introduction
In unit 4 you learnt how the objective Model is used to develop curriculum.
In this unit you will discuss the Tyler Model. This discussion will add to your
knowledge of curriculum development.
Specific Objectives
 discuss Tyler’s Model of curriculum development

 explain the steps in curriculum in relation to the model discussed.
What is needed?
 Pens
 Note paper
 Chart paper
 Copies of handout 1
The Tutor starts this lesson by briefly reviewing that this unit will add to
their knowledge of curriculum development.
of this unit.

Unit 5 :Tyler’s Model of Curriculum Design
Tyler’s Model (Mini-lecturette 15 minutes)

following explanation of Tyler’s Model by reading the box below and
having the students follow along .
Tyler’s Model
Tyler’s Model for curriculum development is based on four

questions
1. What educational purpose should the school seek to
attain?
2. What educational experiences can be provided that are
likely to attain these purposes?
3. How can these educational experiences be effectively
organized?
4. How can we determine whether these purposes are being
attained?
 The Tutor poses the following questions for discussion: (found in handout
1 at the end of this unit)
1. What is the nature of the model? (linear or cyclical)
2. What is the basis for the selection of learning experiences?
3. When does evaluation take place?
4. What is evaluated?

The Tutor:
1) Gives each group handout 1.
2) Arranges the students into 4 groups.
3) Assigns one question from handout 1 to each group for discussion.
4) Tells the group that they should jot down their ideas.
5) Tells the group that each spokesperson will get approximately 2 minutes to
present their answers.

Feedback to Activity 1 mini-lecturette (15 minutes)

 The Tutor records the group findings on the chalkboard or on a flipchart
encouraging discussion from the class.
Points to remember about Tyler’s Model
 The model is linear in nature starting with objectives and

ending with evaluation
 Objectives form the basis for the selection and organisation of
learning experiences.
 Evaluation is terminal.
 Objectives form the basis for assessing the curriculum. To Tyler
evaluation is a process by which one matches the initial
expectation with outcomes.

The Tutor :
1. Suggests keeping the same groups.
2. Tells the group to read the key phrases which represent this model on
handout 1.
3. Asks the groups to agree on a diagrammatic representation of Tyler’s
Model of Curriculum Design.

 The Tutor asks each group to share their diagram with the class.
 The Tutor makes certain that the points brought out in the discussion
match the suggested answers to activity 2 at the end of the unit.

Unit 5 :Tyler’s Model of Curriculum Design
Summary (5 minutes)
The Tutor briefly summarises Tyler’s Model of Curriculum Development by

saying that in Tyler’s Model of Curriculum Development objectives are
derived from the learner. Contemporary life and subject specialists forming
the basis for developing and assessing the curriculum. Evaluation is
terminal.
References
1. Ornstein, Allan; Hunkins, Francis (1988). Curriculum.
Foundations, Principles and Issues. London: Prentice Hall.
2. SADC (2000) Module Thirteen Curriculum, COL/SADC.
3. Tyler, Ralph W. (1949) Basic Principles of Curriculum and
Instruction
Chicago: The University of Chicago Press.
Handout for activity 1

Tyler’s Model
Tyler’s Model for curriculum development is based on four questions

1. What educational purpose should the school seek to attain?
2. What educational experiences can be provided that is likely to
attain these purposes?
3. How can these educational experiences be effectively organised?
4. How can we determine whether these purposes are being attained?
The Model can be represented or summarised by the following key words or

phrases:
Objectives, Selection of learning experiences,

Organisation of learning experiences, Evaluation.

1.The model is linear in nature starting with objectives and ending with
evaluation.
2.Objectives form the basis for the selection and organisation of learning
experiences.
3.Evaluation is terminal.
4. Objectives form the basis for assessing the curriculum. Evaluation is a
process by which one matches the initial expectation with outcomes.

Accept any reasonable diagram from the groups. Diagrammatically the

model can be represented as follows:
Objectives
Selection of learning experiences
Organisation of learning experiences
Evaluation
Objectives
Selection of learning
experiences Organization of
learning
experiences
Evaluation

Unit 6: Wheeler’s Model of Curriculum Development
Unit 6: Wheeler’s Model of Curriculum

Development (1hr)
Introduction
In unit 5 you studied Tyler’s Model of curriculum design. In this unit you
will examine Wheeler’s Model. This model is said to be an improvement on
Tyler’s model.
Specific Objectives
 discuss Wheeler’s Model of curriculum development

 explain the steps of curriculum development in relation to the model
discussed.
What is needed?
 Pens
 Note paper
 Chart paper
 Copies of handout 1
of this unit.

Wheeler’s Model of Curriculum Development (Mini-

lecturette 15 minutes)

following explanation Wheeler’s Model by reading the box below and
having the students follow along.
Wheeler’s Model for curriculum development is based on
 This model is a cyclical one.

 Evaluation is not terminal.
 Findings from the evaluation are fed back into the
objectives and goals, which influence other stages.
 Diagrammatically the model is represented as follows
below:
1
Aims, goals and
objectives
5 2
Evaluation Selection of
learning
experiences
4 3
Organisation and Selection of
integration of
experiences
content
 The Tutor poses the following questions for discussion: (found in handout
1 at the end of this unit)
1. What is the nature of the model?

2. What are aims? How are they used in curriculum planning?
3. How is the content determined?


The Tutor:
6) Gives each group handout 1.
7) Arranges the students into 3 groups.
8) Assigns one question from handout 1 to each group for discussion.
9) Tells the group that they should jot down their ideas.
10) Tells the group that each spokesperson will get approximately 2
minutes to present their answers.

Points to remember about Wheeler’s Model of Curriculum Development

 The model is cyclical in nature.
 Aims are behaviours referring to the end product of learning to
give ultimate goals.
 The ultimate goals can be seen as outcome.
 Aims are worked from general to specific in curriculum
planning.
 This results in formation of objectives at terminal or enabling
levels.
 A terminal objective is a statement of intent on learner
achievement at the conclusion of a unit of instruction.
 An enabling objective is a sub-objective of a terminal objective. It
makes it possible for a learner to arrive at the terminal objective
 Content is distinguished from learning experiences, which
determine that content.

Tutor introduces activity 2
 Activity 2: ( 10 minutes)
The Tutor :
1. Suggests this activity be done in pairs.
2. Answer the following question:
What is the difference between a terminal objective and an enabling

objective?
 The Tutor asks a selection of pairs to share their answers with the class.
Summary (5 minutes)
The Tutor briefly summarizes this unit by saying that the Wheeler’s model of
curriculum design is a cyclical one. Objectives are both terminal and
enabling. Selection of learning experiences precedes the selection of content
Suggested References
1. SADC (2000) Module Thirteen Curriculum, COL/SADC

Handout for activity 1
 Discuss the process Wheeler’s Model uses for the development of

curriculum and answer the questions:
1.What is the nature of the model?

2. What are aims? How are they used in curriculum planning?
3. How is the content determined?
Wheeler’s Model for curriculum design is based on

 This model is a cyclical one.
 Evaluation is not terminal.
 Findings from the evaluation are fed back into the objectives and goals,
which influence other stages.
 Diagrammatically the model is represented as follows below:
1
Aims, goals and
objectives
5
Evaluation 2
Selection of learning
experiences
4 3
Organisation and Selection of content
integration of
experiences


1. The model is cyclical in nature.
2. Aims are behaviours referring to the end product of learning to give
ultimate goals. The ultimate goals can be seen as outcome. Aims are
worked from general to specific in curriculum planning. This results in
formation of objectives at terminal or enabling levels.
3. Content is distinguished from learning experiences, which determine
that content.
1. A terminal objective specifies the intent on learner achievement at the

end of a unit. An enabling objective makes it possible for the learner to
arrive at a terminal behaviour.

Unit 7: Kerr’s Model of Curriculum Development

(1hr)
Introduction:
In units 5 and 6 you examined Tyler’s and Wheeler’s Models of curriculum
Design. Most of the features of Kerr’s Model resemble those in Wheeler’s and
Tyler’s Model. In this unit you will discuss Kerr’s model of Curriculum
Design.
Specific Objectives
 discuss Kerr’s Model of curriculum design

 describe the steps in curriculum development in relation to the model
discussed.
What is needed?
 pens
 Note paper
 Chart paper
 Prepared Chart & questions of Kerr’s Model
of this unit.

Kerr’s Model (Mini-lecturette 15 minutes)

following explanation Kerr’s Model by reading the box below and having
the students follow along .

Kerr’s Model of Curriculum Design

Focuses on four areas, namely:
Objectives
Knowledge
Evaluation
School learning experiences
Diagrammatically it can be represented as follows:
1 3
OBJECTIVES EVALUATION
2 4
KNOWLEDGE SCHOOL
LEARNING
EXPERIENCES
What do you notice about the relationship of the domains.

Where are objectives derived from?
 The Tutor displays the chart with the model and the two questions on a
prepared flipchart or on the chalkboard.
 The Tutor asks students to look at the model, read the questions to
themselves and jot down some answers.


The Tutor:
1. Asks the class to work in pairs.
2. Compare your answers to the questions
3. Tells the pairs that they should jot down an agreed upon answer to
the questions.
4. Tells the group that each spokesperson will get approximately 2
minutes to present some of their ideas.

Points to remember about Kerr’s Model

 The objectives in Kerr’s Model are divided into three groups. These are:
o Affective
o Cognitive
o Psychomotor
 The model indicates that knowledge should b organised, integrated,
sequenced and reinforced.
 Experiences are evaluated through tests, interviews and assessment.
 School Learning Experiences are influenced by societal opportunities,
school community, pupil/teacher relationships, individual
differences, teaching methods, content and maturity of learners.

Cognitive objectives
 Specify processes primarily related to intellectual activities, such as
defining, evaluating, recognising and reasoning.
 A teacher helping students to learn a new concept or principle is
trying to assist them in meeting a cognitive objective
Psychomotor objectives
 Describe skilled physical movements such as those required in
typing, operating machinery and playing a musical instrument.
 Activity 2: (10 minutes)

The Tutor :
1. Asks the students to answer the following questions individually:
(a) State two important points about objectives made by Kerr’s Model
(b) How are the learning experiences evaluated when using this model?
 The Tutor asks a selection of students to share their answers with the
class.
Summary (5 minutes)
The Tutor briefly summarises this unit by saying that Kerr’s Model of
Curriculum Design includes objectives, knowledge, evaluation and school
learning experiences. The areas are interrelated.

References
1. Glover, John’ Bruning, Roger (1990).Educational Psychology
Principles and Applications 3rd ed. New York: Harper, Collins
Publishers.
2. SADC(2000) Module Thirteen Curriculum, COL/SADC
1. The domains are interrelated directly or indirectly

2. Objectives are derived from school learning experiences and
knowledge.
1. Objectives are derived from school learning experiences and knowledge.

They focus on the affective, cognitive and psychomotor domain.
2. Tests, interviews and assessments are used to evaluate the experiences.

Unit 8: Elements of the Curriculum (1hr)
Introduction:
In unit 4 to 7 you learnt about four models of curriculum development.

Whenever a curriculum is developed there are certain ‘elements’ that must be
present. In this unit you will learn about these elements.
Specific Objectives
 to explain the elements of a curriculum.
What is needed
 Pens
 Note paper
 Chart paper
 Prepared Chart
 Scissors
 Prepared cards & arrows on a handout
The Tutor starts this lesson by briefly reviewing that this unit will add to their knowledge
of the elements of curriculum development.
The Tutor shares the specific objectives with the students from the beginning of this unit.

Unit 8: Elements of The Curriculum
Elements of a Curriculum (Mini-lecturette 15 minutes)

 As an introduction to this section of the lesson, the tutor asks the students what are
the elements of curriculum?
 The Tutor gets the students to jot down some answers.
 The Tutor asks the students to look at the handout 1 at the back of this unit.
Objectives
Aims and goals
Evaluation Content
Formative & summative Subject matter
Methods
Strategies & techniques
Study these elements and try to figure

out a model?
 The Tutor asks students the above question

 The Tutor asks the students how they think this model works and jot down some
answers.

The Tutor:
1) Asks the class to work in pairs.
2) Cut out the cards of each 4 element and 4 arrows.
3) Move them about until a model is created.
4) Tells the group that each spokesperson will get approximately 2 minutes to present
some of their ideas on how their model works.

 The Tutor records the group findings on the chalkboard or on a flipchart encouraging
discussion from the class.
 The Tutor discusses with the students the chart and their suggestions of how it works
i.e. put in arrows
 The Tutor brings out the points below suggesting that the students add any missing
points to their notes.
Objectives (aims and goals)

 Go through the purposes and sources of curriculum
 Explain that purposes of a curriculum will depend on objectives to
satisfy the needs of the society, the learner, the specialists and the
faculties
 Objectives are the curriculum’s statement of intentions. They are
made from the aims and goals of education established by
Government policy and curriculum committees
Content (subject matter)

 Teachers teach in order to achieve the objectives. In teaching,
one must teach something (content) to someone (the pupil)
 Content refers to knowledge, skills, attitudes, beliefs and
values, that children learn. It is the content that is
communicated to the learners and in the process intended
learning outcomes (objectives) are achieved.
Methods (instructional strategies or techniques)

 The way content is communicated to the learner, in order to achieve
curriculum objectives is called a method.
 Lecture, question and answer, discussion, role play, discovery,
demonstration are some of the many examples of a method.

Evaluation (formative and summative)

 Evaluation is the result of checking through tests or
examinations.
 How well curriculum objectives are achieved depend on
the quality of content used and how well the methods
were used in communicating the content.
 Activity 2: ( 10 minutes)
The Tutor :
1. Asks the students to answer the following questions individually:
(a) What are the sources of objectives?
(b) From what element does the curriculum cycle begin?
 The Tutor asks a selection of students to share their answers with the class.
 The Tutor makes certain that the points brought out in the discussion match the
suggested answers to activity 2 at the end of the unit.
Summary (5 minutes)
The Tutor briefly summarises this unit by saying that there are four elements of a
curriculum. Which are: objectives, content, methods and evaluation. Objectives are
important element of a curriculum, however, they cannot be achieved without content and
methods. Evaluation helps to check the extent to which objectives have been achieved.
Suggested References
1. MASTER (1990). Education Studies Module 1-3. Lilongwe: MOEC/World
Bank
2. MCDE (1991). Teacher Upgrading: Booklet 1, Blantyre: MCDE
3. Mtunda FG and Safuli SDD (1986) An introduction to the theory and practice
of education, Blantyre: Dzuka Publishing Company.

Handout 1
Task:
Cut out the element ovals and arrows.
Move them about and create a model.
Make certain that the ovals inter-relate using the 4 arrows.
Content
(subject matter)
Objectives
(Aims & goals)
Methods
(Strategies & techniques)
Evaluation
(formative & summative)


.
.Accept any reasonable answers where the students have indicated that the elements
of curriculum are all inter-related through their model.
1. Aims and goals (each of these will do)

2. Objectives

Module 1 Intro To Curriculum

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Module 1 Introduction to Curriculum

Unit 1: Curriculum – Definition and Purpose (1hr)

At the end of the unit, students will be able to:

 Explain the term ‘curriculum’

 Curriculum guides and examination syllabuses

 Paper for a chart

Start of the lesson (5 minutes)

Do we plan everything that

 The tutor should ask the students these questions as an introduction to

Cyril Potter College of Education 1

The Tutor introduces activity 1

 Activity 1: (15 minutes)

1) The Tutor arranges the students into groups of 2-4.

Feedback to Activity 1 (mini-lecturette 15 minutes)

All the things happening

Curriculum refers to ’all the activities, planned and unplanned, happening

Have you ever thought of the reasons

 The tutor should ask students, the above question.

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The Tutor introduces activity 2

 Activity 2: (2-3 minutes)

Feedback to Activity 2 (mini-lecturette 10 minutes)

Curriculum ensures that:

To achieve its purposes a curriculum must have:

Cyril Potter College of Education 3

 The tutor should further explain that the purpose of a curriculum is to

Four sources of curriculum:

The Tutor introduces activity 3

 Activity 3: (10 minutes)

Feedback to Activity 3 (5 minutes)

The purposes of a curriculum are to:

Cyril Potter College of Education 4

Suggested Answers to activity 1

Activities – reading , writing, spelling, playing games, participating in

Suggested Answers to activity 2

Suggested Answers to activity 3

1. Curriculum means all the activities, planned and unplanned,

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Unit 2: Important Influences on Curriculum

At the end of the unit, students will be able to:

explain how two factors of society influence curriculum development.

Start of the lesson (3 minutes)

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Important Influences on Curriculum Development:

The Tutor introduces activity 1

 Activity 1: (25 minutes)

1) The Tutor arranges the students into groups of 8

Feedback to Activity 1 (mini-lecturette 15 minutes)

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Political factors that influence curriculum

Social factors that Influence Curriculum

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The Tutor introduces activity 2

Feedback to activity 2 (5 minutes)

Information Cards for Activity 1

Card 1 Political Factor

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Card 2 Political Factor

Card 3 Political Factor

Card 4 Political Factor

Card 5 Political Factor

Card 6 Social Factor

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