Skilbeck Model of
Curriculum
Development
Skilbeck Model of Curriculum
Development
• Skilbeck’s curriculum model develop in 1976.
• Skill beck suggested an approach for devising
curriculum at the school level by which teacher
could realistically develop appropriate curriculum.
The model claims that for SBCD (School Based
Curriculum Development) to work effectively
• Five steps are required in the curriculum process.
The five steps of Skilbeck Model
1. Situation Analysis
2. Objectives
3. Design (Program building)
4. Interpretation and Implementation
5. Evaluation (Monitoring, feedback,
assessment, and reconstruction)
[Link] Analysis:
•Skilbeck describes the situational
analysis phase both external and
internal to the school.
1. External Situational Analysis
2. Internal Situation Analysis:
External Situational Analysis
Culture and social changes and expectation including parents’
expectations, employer requirements, community assumptions
and values, changing relationships (adults and children),
ideology.
Educational system requirements and challenges e.g. policy
statements, examinations, local authority demands and
expectation or pressure, curriculum project, educational
research.
The changing nature of subject matter to be taught.
The potential contribution of teacher support system e.g.
teacher training institutions and research institutes.
Flow of resources in school.
Internal Situation Analysis
Pupils: aptitudes, abilities and define
educational Needs
Teacher: Values, attitudes, skills, knowledge,
experience, special strength and weakness.
Perceive and felt problems and shortcoming in
existing curriculum
Material resources including plant, equipment’s
and potential for enhancing these.
[Link]:
• Skilbeck assigns a decision making role
to teachers, senior staff and principals in
the development of objectives for the
school-based curriculum.
• Skilbeck does not categorically state the
degree of participation of the school staff
at the various levels in the school
organization.
•According to Skilbeck:
•The curriculum is, for the learner and
the teacher, made up of experiences;
these should be experiences of value,
developed by the teacher and learner
together from a close and
sympathetic appraisal of the learner's
needs and his characteristics as a
learner."
•According to skilbeck interest of parents:
•Skilbeck conceives of parents being invited by
teachers to discuss matters relating to the
development of curriculum objectives.
[Link]:
“One of the most important reasons for teacher
responsibility in program development relates to
the concept of cognitive innovation and meaningful
learning”.
Programmed-building
Which comprises the selection of subject matter
for learning, the sequencing of teaching-learning
experiences, the deployment of staff and the choice
of appropriate supplementary materials and media.
Three-Phase Model
The problem needs to be linked with the curriculum's design.
Connelly has developed a three-phase model to assist teachers:
A choice point: refers to a philosophical, psycho- logical,
sociological, or methodological issue that underlines particular
curriculum developments. Each choice point contains a set of
alternatives, each of which has different possible curricula
consequences.
Deliberation: refers to the process by which teachers consider the
relative curriculum merits of the available choices...
Choice: refers to the particular choices made by teachers in the light
of the deliberation.
[Link]
• A closer examination of theories of cognitive motivation
will throw greater light on Skilbeck's insistence on involving
teachers in a problem-solving situation.
• Theories of cognitive motivation are useful in explaining
why circumstantial differences are appropriate to the level
or degree of innovativeness by teachers.
[Link]
Evaluation (Monitoring, feedback, assessment, and
reconstruction):
Skilbeck lists the "problems of continuous
assessment" as being of central concern during the
evaluation.
Skilbeck perceives the role of the teacher to be
central during the evaluation phase to ensure continual
reconstruction of the curriculum.
