Introduction

Definitions of Curriculum:
Some authors define curriculum as the total effort of
the school to bring about desired outcomes in school
and out-of-school situations.
It is also defined as a sequence of potential
experiences set up in school for the purpose of
disciplining children and youth in group ways of
thinking and acting.


Curriculum is a structured set of learning
outcomes or task that educators usually call goals
and objectives. ( Howell and Evans 1995)
Curriculum is the what of teaching.
Curriculum listings of subjects to be taught in
school.
A document which describes a structured series
of learning objectives and outcomes for a given
subject matter area
Includes a specification of what should be
learned, how it should be taught, and the plan for
implementing/assessing the learning


Objective
Model
Tylers Model
One of the best known curriculum models was first
introduce in 1949 by Ralph Tyler.
Edward Thorndike and John Dewey had a major
influence on Tylers curriculum development model.
When designing Tyler model, students emotions,
feelings, beliefs, and intellect is what help Tyler to
design this particular curriculum model.
Tyler noted that the idea that childrens interests must
be identified so that they can serve as the focus of
educational attention which then lead to the basis for
selecting objectives (Denham, 2002, p. 2).


Tylers 1949 curriculum model is a four part model that
consists of objectives, instructional strategies and content,
organization of learning experiences, and assessment and
evaluation that was designed based on four questions:

1. What educational purposes should the institution seek to
attain? (Objectives)

2. What educational experiences are likely to attain these
objectives? (Instructional strategies and content)

3. How can these educational experiences be organized
effectively? (Organization of learning experiences)

4. How can we determine whether these purposes are
being attained? (Assessment and evaluation)


Tyler model focus is solely on teaching and the
objectives serves as a basis for devising
elements with evaluation of those elements,
and reflecting on the degree of achievement
of the objectives (Veness, 2010).


Tabas model
Hilda Taba believed that there should be a clear definite order to
curriculum design and that teachers must be involved in the
process.
There are 8 steps to the Taba model of curriculum development:
a. Identify the needs of the students
b. Develop objectives
c. Choose content that matches the objectives
d. Organize content considering the learners experiences and
background
e. Select instructional method that promote student engagement
f. Organize learning experiences by sequencing content
g. Evaluate to ensure mastery
h. Checking for the balance and sequence.
Taba model is currently used today in most
curriculum designs. The steps still used are:
a. Identifying the needs of the students
b. Developing objectives
c. Selecting instructional methods
d. Organizing learning experiences
e. Evaluating


process
Model
Stenhouse model
Lawrence Stenhouse (1975) produced one of the
best-known explorations of a process model of
curriculum theory and practice.
He defined curriculum tentatively: "A curriculum is
an attempt to communicate the essential principles
and features of an educational proposal in such a
form that it is open to critical scrutiny and capable of
effective translation into practice."
He suggests that a curriculum is rather like a
recipe in cookery. A curriculum, like the recipe
for a dish, is first imagined as a possibility,
then the subject of experiment. The recipe
offered publicly is in a sense a report on the
experiment. Similarly, a curriculum should be
grounded in practice. It is an attempt to
describe the work observed in classrooms.
Finally, within limits, a recipe can be varied
according to taste - so can a curriculum