Models of Curriculum Design

This book is based on a model of curriculum design which is represented by the curriculum
design diagram. This diagram is intended to be easy-to-remember, so that teachers can use it
whenever they face curriculum design issues or are reading articles on curriculum design.
Adequacy of the Model
One way to answer the question of how adequate the model is, is to compare it with other
models to see where they overlap and where they don't. Figure 9.1 is taken from Designing
Language Courses by Kathleen Graves (2000), which is a very readable, practical book on
curriculum design that draws strongly on the experience of teachers.
Let us try to match the parts of Graves' diagram with the one used in this book.
Column one of Table 9.1 lists the parts of the curriculum design model used in this book.
Column two lists the corresponding parts of Graves' model.
In Table 9.1, each of the models has eight parts and there is considerable overlap between the
two models. However, there are two major differences:
Content and sequencing in the Language Curriculum Design model matches two parts of the
Graves (2000) model - organizing the course and conceptualizing content.
Monitoring and assessment and evaluation in the Language Curriculum Design model are
included in one part of the Graves (2000) model - designing an assessment plan. In her book
Graves distinguishes evaluation from assessment but deals with both in the same chapter.
Clearly, there is a great deal of similarity between the two models. When looking at other
models of curriculum design, it is worth making such a comparison to see where the
similarities and differences lie.
Another Model: Murdoch's Model
Let us look at one more model which is noticeably different. Murdoch (1989) presents his
model in two columns (Figure 9.2). The left-hand column covers the main factors to be
considered in curriculum design (the outer circles of the model used in this book). The four
boxes in the right-hand column relate to the practical aspects of curriculum design (the large
inner circle in the model used in this book).
Table 9.2 compares the Language Curriculum Design model and Murdoch's model. In Table
9.2, four parts of Murdoch's model fit into environment analysis, two parts fit into needs
analysis (lacks and necessities), and three parts fit into content and sequencing. Part of what is
included in content and sequencing overlaps with format and presentation, that is, the choice
of suitable textbooks. Principles, monitoring and assessment, and evaluation are not included
in Murdoch's model. These are possible weaknesses of his model. However, in his discussion
of his model, it is clear that he intends that principles should be considered when dealing with
several of the parts of his model.
There are numerous other models of curriculum design, and it is interesting to compare them
to see where their strengths and weaknesses lie.
Approaches to Curriculum Design
This book takes the approach that curriculum design is best viewed as a process like writing,
where the curriculum design could begin at any of several places - needs analysis, materials
writing, selection of principles, goals, etc. Some models of curriculum design see it occurring
as a series of steps in a fixed order. Tessmer and Wedman (1990) describe this view as a
"waterfall" model, where one stage of curriculum design is done thoroughly before moving on
to the next stage. However, this model is often impractical due to time constraints and other
limitations faced by curriculum designers.
For example, in many English courses, the teacher does not know who the learners will be
until the first day of class, making needs analysis before the course begins virtually
impossible. Other constraints faced by curriculum designers include having limited time to
prepare the course, having to prepare a course for a largely unknown environment, and having
to prepare courses that will be taught by other teachers.
Given these constraints, curriculum design can be approached in different ways:
Waterfall Model: This model involves a sequential approach, where each stage of curriculum
design is done thoroughly before moving on to the next stage. This model is most likely to be
applied in the design of commercial course books or well-funded curriculum design projects.
Sequenced Improvement Approach: This approach involves starting with a basic format
and presentation of the material and gradually improving and revising it with each re-teaching
of the course. This allows for a concentrated focus on specific aspects of the course that need
improvement.
Layers of Necessity Model: This model involves choosing a level of detail and thoroughness
based on the time and resources available for curriculum design. Each layer includes all the
major parts of the curriculum design process, but with varying degrees of thoroughness. This
approach allows for a "good enough for now" level of quality to be reached.
Deciding on the approach to curriculum design will depend on factors such as the starting
point, time available for course preparation, availability of needs analysis information,
availability of a usable course book, and the skill of the curriculum designer.
In summary, this chapter has explored different models of curriculum design and different
approaches to curriculum design. It is important to consider all the major parts of the
curriculum design process and to find a balance between thoroughness and practicality in
curriculum design. The goal is to create a curriculum that is suitable for the environment,
meets the needs of the learners, and can be effectively implemented by the teacher.