2. In this session we will
âąExplore different models of curriculum
âąDiscuss the ideologies underpinning
curricula
âąDiscover how this applies to the
curriculum we teach
3. By the end of the session you will
be able to:
*Evaluate the process model of curriculum design
*Explain at least 3 different models of curriculum
*Apply your new knowledge to critically evaluate your
own curriculum
4. Curriculum Choice: all the structures, models
and routes in the contexts of the LLS
Adapted from Wilson (2009)
Context
Personalised learning
Widening participation
E-learning
Vocational learning
WBL
Structure
Spiral
Pyramid
Jigsaw
Satellite
Brick
Purpose
Hidden
Formal
Informal
Routes
Competence â Levels
Vocational qualifications
Academic qualifications
Models
Product Process
*Objectives *Situational
*Content *Problem-centred
*Expressive
Classifications
of
Curricula
5. The Product Model
Also known as the âBehavioural Objectives modelâ.
Learning as a âproductâ is closely linked to the neo-
behaviourist theories of Skinner and represents a
scientific approach to organising curricula cp Bloomâs
taxonomy. Learning is organised into measurable
outcomes.
âąWhat are the aims and objectives of the
curriculum?
âąWhich learning experiences meet these
aims and objectives?
âąHow can the extent to which these aims
and objectives have been met be
evaluated?
âąHow can these learning experiences be
organised? Taken from Neary
6. Advantages of an objectives
based model
*Helps to avoid aims which are ambiguous and
vague.
*Assessment is precise and measurable.
*Helps to select structure and content.
*Helps to make teachers aware of different types
and levels of learning involved in particular
subjects.
*Clear guidance for both teachers and learners
about skills to be mastered.
7. Disadvantages of an objectives based
model
âą At âlower levelsâ behavioural objectives may
become trite or unnecessary.
âąThe affective domain cannot be assessed
adequately.
âąBehavioural objectives can stifle âcreativityâ in both
teachers and learners.
âąBehavioural objectives are âundemocraticâ as they
are externally set and cannot be changed by the
teachers or learners.
Advantages & disadvantages adapted from Neary
8. The Process
Model
As the name would suggest the focus is on the process of the
learning that is taking place, including:
*Teacher activities
*Learner activities
*The environment in which the learning is taking place.
*Problem/need centred.
This lends itself to certain learning areas better than others.
9. What advantages can you see to the process
model?
1. .......................................................
2. .......................................................
3. .......................................................
4. .......................................................
5. .......................................................
6. .......................................................
10. What drawbacks can you see to the process
model?
1. .......................................................
2. .......................................................
3. .......................................................
4. .......................................................
5. .......................................................
6. .......................................................
13. Research Models of
Curriculum
*In groups please research your given models of
curriculum.
*You have 30 minutes to research this and make
notes.
*Make sure your notes are clear & cohesive as
ANOTHER GROUP will be reading from them.
*After 30 minutes I will ask you to stop & swap.
*Each group will explain a model of curriculum
researched by another group.
14. Ideologies
âWhat and how we teach are no longer purely
technical issues concerned with selection of
content and teaching methods; for many, the
curriculum is an expression of dominant
ideologies within society in such a way that
we are barely conscious that they are
ideologiesâ
(Fisher, Fulford, McNicholas, Thompson; in Avis, 2014)
15. What is an ideology?
A system of values, beliefs, or ideas that is
specific to a particular group of people
16. Curriculum Ideologies
âą Liberal Humanism(Liberalism)
âą Academicism (Classical Humanism or Traditionalism or
Conservatism)
âą Instrumentalism (Revisionism or Economic Renewal)
âą Progressivism (child centredness or Romanticism)
âą Reconstructivism(Democratic or Democratic Socialism)
17. Liberal Humanism
Hirst 1974
âThe use of the intellectual disciplines
in developing individuals and, thus, a
fairer and more equal societyâ
Pleasance, 2016
18. Academicism
ââŠhas been associated with clear and firm discipline, high
attainment in examinations, continuity between past and
present, the cohesive and orderly development of
institutions, and of the myths and rituals engendered by
those institutions, and it has been associated with
redefined views about what is fitting to do, feel, think and
with standards of performance in all spheresâ
Ross, 1976
19. Instrumentalism
Bobbit, 1918; Tyler, 1949
âA curriculum delivering a specific type of
product, such as the development of a skilled
workforceâ
Pleasance, 2016
20. Progressivism
Dewey, 1916; Stenhouse, 1975
âMeeting individualâs needs and aspirations so
as to support their personal growth and
strengthen a democratic societyâ
Pleasance, 2016
21. Reconstructivism
Friere, 1970; Lawton, 1983; Skilbeck, 1984
âEducation to change society and its existing
injustices. Education should help people become
critical thinkers and to transform existing
societyâ
Pleasance, 2016
22. Ideology & you
Which ideology does your curriculum stem
from?
What are the potential implications of this
underpinning ideology on your role, your
practice, and your learners?
Using the mind map provided, add your
thoughts about your curriculum. Prepare
to discuss this with the group.
23. How did you do?
*Evaluate the process model of curriculum design
*Explain at least 3 different models of curriculum
*Apply your new knowledge to critically evaluate
your own curriculum