SED 801

Principles of Curriculum Development

Solution to 2021/2022 Past Questions
QUESTION ONE:
Write short but concise notes on THREE of the following:
i. Essentialist, Perennialist, and structure of the Discipline movement and their conceptions
in the curriculum field.
ii. Critical problem characterizing curriculum development.
iii. Hidden Curriculum and its role in the entire school curriculum system.
iv. Teacher profile: its roles and essential requirements/characteristics.
v. Syllabus, Aims, Goals and objectives they relate to curriculum.

1. Essentialist, Perennialist, and the Structure of the Discipline Movement:

Essentialist conception: Emphasizes a core set of essential knowledge and skills that all
students should learn. It focuses on transmitting cultural and intellectual heritage to future
generations, emphasizing traditional subjects and academic rigor.
Perennialist conception: Stresses enduring ideas and concepts that are timeless and
universal. It promotes the study of great works of literature, philosophy, and art to cultivate
critical thinking and develop moral character.
Structure of the Discipline movement: Advocates for organizing the curriculum based
on the internal structure and logic of the subject areas. It emphasizes disciplinary knowledge,
skills, and ways of thinking, fostering deep understanding and expertise in specific fields.

2. Critical problems characterizing curriculum development:

Lack of relevance: Curriculum may not align with the needs and interests of students, failing
to address real-world challenges and prepare them for future careers and citizenship.
Inequity: Disparities in access to quality curriculum and educational resources can perpetuate
social inequalities and limit opportunities for marginalized students.
Standardization vs. flexibility: Striking a balance between uniformity and customization can
be challenging, as some curriculum models prioritize conformity while others focus on
individualization.

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 Implementation challenges: Translating curriculum designs into effective teaching practices
can be complex, requiring ongoing professional development and support for educators.

3. Hidden Curriculum and its role in the entire school curriculum system:
Hidden Curriculum refers to the unintended lessons, values, and behaviors that students absorb
through the implicit messages conveyed in the school environment and social interactions.
Role in the curriculum system: The hidden curriculum plays a significant role in shaping
students' attitudes, beliefs, and socialization. It influences their understanding of authority, social
norms, and cultural expectations, often in ways that are not explicitly addressed in the formal
curriculum.

4. Teacher profile: Roles and essential requirements/characteristics:

Roles: Teachers are facilitators of learning, guides, mentors, and assessors. They create a
supportive learning environment, design instructional activities, provide feedback, and foster
students' intellectual and social development.
Essential requirements/characteristics: Content knowledge: Proficiency in the subject
matter they teach.
Pedagogical skills: Effective instructional strategies, classroom management, and assessment
techniques.
Communication and interpersonal skills: Clear communication, empathy, and the ability to
build positive relationships with students, parents, and colleagues.
Adaptability and flexibility: Willingness to adapt to diverse student needs, learning styles, and
changing educational contexts.
Lifelong learning: A commitment to professional growth, staying updated on research and best
practices, and continuously improving teaching skills.

5. Syllabus, Aims, Goals, and Objectives in relation to curriculum:

Syllabus: Outlines the content, organization, and sequencing of a particular course or subject. It
includes topics, learning outcomes, assessment methods, and instructional resources.

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Aims: Broad statements that express the overall purpose and direction of the curriculum. They
reflect the desired educational outcomes and the values or philosophies that underpin the
curriculum.
Goals: Specific, measurable statements that describe what students are expected to achieve in a
particular curriculum area or subject. Goals are often derived from the broader aims and provide
more concrete targets for instruction.
Objectives: Precise statements that outline the expected learning outcomes for students in terms
of knowledge, skills, or attitudes. Objectives are typically specific, observable, and measurable,
serving as the basis for instructional planning and assessment.

QUESTION TWO:
In developing an appropriate curriculum, certain guiding principles are desirable:
1. What are these principles?
2. Discuss any two of them and hypothesize the nature of curriculum that could evolve if these
are not taken into consideration.
There are several guiding principles that are desirable when developing an appropriate
curriculum. These principles help ensure that the curriculum is effective, relevant, and meet the
needs of the learners. Here are some common guiding principles:
1. Learner-Centered Approach
2. Relevance and Real-World Application
3. Flexibility and Adaptability
4. Continuous Assessment and Feedback
Learner-Centered Approach: This principle emphasizes designing the curriculum around the
needs, interests, and abilities of the learners. It recognizes that learners are active participants in
the learning process and that their engagement and motivation are crucial for effective learning.

Relevance and Real-World Application: A curriculum should be relevant to the learners' lives
and the world they live in. It should connect the content to real-life situations and provide
opportunities for practical application. This principle ensures that learners can see the value and
applicability of what they are learning, increasing their motivation and engagement.

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Without considering this principle, a curriculum may become disconnected from real-life
contexts, leading to disengaged learners who struggle to see the relevance of their studies.

Flexibility and Adaptability: The curriculum should be flexible enough to accommodate the
diverse learning needs and styles of the students. It should be adaptable to changes in the
educational landscape, societal needs, and technological advancements. This principle allows for
personalized learning experiences, differentiation, and the integration of emerging knowledge
and skills.
Without this principle, a curriculum may become rigid and fail to address the varying needs and
interests of the learners, potentially leading to limited engagement and learning outcomes.

Continuous Assessment and Feedback: Regular assessment and feedback are essential
components of an effective curriculum. This principle emphasizes the importance of ongoing
evaluation to gauge learners' progress and identify areas of improvement. It promotes formative
assessment strategies, feedback loops, and reflective practices.
Ignoring this principle could result in a curriculum that lacks proper evaluation mechanisms,
making it difficult to gauge student progress, identify areas for improvement, and provide timely
support.
If these guiding principles are not taken into consideration when developing a
curriculum, the resulting curriculum may be outdated, disconnected from the learners' needs and
interests, and fail to engage and motivate students effectively. It may lack relevance, making it
difficult for learners to see the practical application of what they are learning.
Additionally, without flexibility and adaptability, the curriculum may become stagnant
and unable to respond to evolving educational needs and societal changes.
Furthermore, the absence of continuous assessment and feedback could hinder the ability
to monitor progress, identify gaps, and provide appropriate support, potentially limiting the
overall effectiveness of the curriculum.

QUESTION THREE:
"Curriculum is all that goes on in the classroom under the guidance of the school"

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 i. By doing a scholarly analysis of the concept of curriculum, discuss what is 'wrong' with this
statement with relevant examples.
ii. What would you consider as an acceptable definition and explanation of curriculum?
iii. What is learning experience as related to the curriculum?

i. The statement "Curriculum is all that goes on in the classroom under the guidance of
the school" is limited and flawed because it fails to consider several important aspects of
curriculum. It overlooks the broader context in which learning takes place and neglects the
influence of external factors on the curriculum. For example:
a. The statement does not account for the role of societal, cultural, and economic factors in
shaping the curriculum. The curriculum is not solely determined by what happens in the
classroom; it is influenced by larger educational policies, community needs, and societal
expectations.
b. It ignores the significance of student-centered learning approaches and individual
differences in the curriculum. The statement implies a teacher-centered approach where
everything is solely guided by the school, disregarding the importance of student
interests, abilities, and diverse learning styles.
c. The statement overlooks the idea that learning happens beyond the confines of the
classroom. Curriculum should extend beyond the four walls of the school and embrace
opportunities for experiential learning, real-world applications, and community
engagement.

ii. An acceptable definition of curriculum is “a comprehensive and dynamic plan that

encompasses all the intended learning experiences designed to facilitate the development of
knowledge, skills, attitudes, and values in learners.”
It goes beyond classroom activities and includes a range of components such as instructional
materials, assessment methods, learning outcomes, and educational objectives. A curriculum
should be responsive to societal needs, learner diversity, and changing educational
landscapes.

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iii. Learning experience in relation to the curriculum refers to the activities, interactions, and
opportunities provided to students to engage with the content, skills, and concepts outlined in
the curriculum. It encompasses both planned and unplanned experiences that contribute to
students' knowledge acquisition and skill development. Learning experiences can take
various forms, including classroom lessons, discussions, projects, field trips, practical
experiments, and collaborative activities. They should be designed to promote active
engagement, critical thinking, problem-solving, and the application of knowledge in real-life
situations.

QUESTION FOUR:
"Ralph Tyler's objectives model (Tyler Rationale) for curriculum development has received wide
acceptance among curriculum scholars. At the same time, however, it has generated severe
criticism and/or controversy within the curriculum field" Discuss.
Ralph Tyler's objectives model, also known as the Tyler Rationale, has gained wide acceptance
among curriculum scholars for its systematic and organized approach to curriculum
development. The model emphasizes the importance of defining educational objectives, selecting
appropriate learning experiences, organizing instruction, and evaluating student achievement. It
provides a clear structure for educators to follow and aims to enhance student learning and
achievement.

However, the Tyler Rationale has also faced criticism and generated controversy within the
curriculum field. Some of the main criticisms include its reductionist nature, lack of flexibility,
focus on standardization, and limited stakeholder input. Critics argue that the model
oversimplifies education, neglects individual differences, inhibits personalized learning, and does
not adequately involve various stakeholders in the curriculum development process.

Treated and Compiled by: M. I. Ladan

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