What are the major hallmarks in

the nontechnical non-scientific

approaches to curriculum
development?
Helmi
Nontechnical Non-Scientific Approaches
• Stress the learner rather than the learners’ output in
developing curriculum.
• Emphasize on activity-oriented approaches in T&L.
• Prioritizes learners over subject matter. The subject selected
is only chosen based on the degree how the learners find it
meaningful.
• Provides opportunities for reflection and critique.
• Engage students in creation of meaning. (understanding
smth)
• Learning is holistic. Students is teacher’s co-learners.
The curriculum evolves from teacher-pupil interaction
• Favour child-centred and problem centred designs.
The Deliberation Model
• Educators communicate with colleagues and sometimes students
regarding the education goals and what need to be taught.
• Draws on systems thinking and on feedback and adjustments.
(non-linear & dynamic)
• Proceeds from problem to proposals to solution.
• The curriculum development occurs within cultural contexts
• Has six stages suggested by Noye
 Public sharing Explaining positions
Highlighting agreement
People come together to and disagreement Each member explains
share ideas, views and problems, data and
All views will be respected
agendas solution

Negotiating points of
Adopting a decision
agreement
Achieves consensus
Work toward agreements
Highlighting changes in
positions
Members state the
changes in their views in
response to data or facts