Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.

1. Decker Walker's
Naturalistic
Model (1971)
Introduction to Curriculum
Theory and Practice
08.10.15
R. Noel and N. Robinson

2. Brief biography of Decker
DECKER WALKER was and assistant
professor of education at Stan- ford
University, where he received his Ph.D. in
1971.
 His specialty was curriculum, and his
major interests are the process of
curriculum development and curriculum
policy making.

3. What is the naturalistic model?
A descriptive model in contrast to the
classical model (prescriptive model) by
Tyler et. Al (1949). It is also called the
communicative approach.
The communicative approach starts
with the more subjective perceptions
and views of the designers, the target
group, and other stakeholders.

4. The term naturalistic describes how the
process of curriculum planning is done
instead of suggesting how it should be
done
Walker suggests that better curriculum
planning and development will result if
persons participated in the process and
reached a consensus about the final
product.

5. The model comprises of three phases of
curriculum planning – platform,
deliberation and design

Figure 1: Walker’s Model (Print, 1993, p.75)
Figure 1: Walker’s Model (Print, 1993, p 75)

6. Application of the model to
curriculum development
 The model used for curriculum development is
influenced generally by the level at which the
development is occurring.
 used at a macro level for curriculum development
(national)
 For example: Alberta, Canada
“For Pan-Canadian or regional curriculum
development the models used are often derived
from the instrumental or communicative model,
as frameworks and specific learning objectives
are the key aim of these development activities,
and consensus among partners is a desired
outcome” (Alberta Education, 2012, p. 35).

7. - focuses on the subjective perceptions
and views of the designers, the target
group, and other stakeholders

8. Advantages
One of the strengths of Walker’s
model is the input of curriculum
developers , target group, and other
parties/stakeholders in the
development of the curriculum.
Stakeholder engagement in the
planning and development stages
empowers and acknowledges them,
especially teachers, as valuable
contributors.

9. One of the strengths of the
deliberative model is the broad social
support that the intended product will
have; after all, users and other
parties involved were given ample
opportunity to contribute.

10. Disadvantages
 Walker describes what happens in the
process of curriculum design but does not
describe what actually happens in the
classroom.
 The processes for deliberation can be time
consuming and resource intensive, and can
result in curriculum products that may not be
consistent and aligned internally.
 Consensus is often hard to achieve when
developing curriculum at national or regional
levels.

11. Model comparison

12. References
 Alberta Education. (2012). Curriculum development
processes, from knowledge to action. Retrieved from
http://www.education.alberta.ca/media/6809242/d_chapt
er1.pdf
 Lunenburg, F. C. (2011). Curriculum development:
inductive model. Schooling, 2(1).
 Print, M. (1993). Curriculum development and design,
2nd edn. Sydney, Allen & Unwin.
 Walker, D. (1971). A naturalistic model for curriculum
development, School Review, 80(1), 51-65.

13. Decker Walker's
Naturalistic
Model (1971)
Introduction to Curriculum
Theory and Practice
08.10.15
R. Noel and N. Robinson