CURRICULUM MODELS

PRODUCT MODELAlso known as behavioural objectives modelSome key theorists: Tyler (1949), Bloom (1965)Model interested in product of curriculum

4 FUNDAMENTAL QUESTIONSWhat are aims and objectives of curriculum?Which learning experiences meet these aims and objectives?How can the extent to which these aims and objectives have been met be evaluated?How can these learning experiences be organised?(Adapted from Tyler 1949)

ADVANTAGES OF PRODUCT MODELAvoidance of vague general statements of intentMakes assessment more preciseHelps to select and structure contentMakes teachers aware of different types and levels of learning involved in particular subjectsGuidance for teachers and learners about skills to be mastered

CRITICISMS OF PRODUCT MODELAt lower levels, behavioural objectives may be trite and unnecessaryDifficult to write satisfactory behavioural objectives for higher levels of learning.Specific behaviours not appropriate for affective domainDiscourages creativity for learner and teacherEnshrines psychology and philosophy of behaviourismCurriculum too subject and exam bound

PROCESS MODELFocusses on teacher activities and teachers roleStudent and learner activities (perhaps most important feature)Conditions in which learning takes placeKey thinker Stenhouse (1975)

PROCESS MODELEmphasis on means rather than endsLearner should have part in deciding nature of learning activitiesMore individualised atmosphereAssumption that learner makes unique response to learning experiences

ADVANTAGES OF PROCESS MODELEmphasis on active roles of teachers and learnersEmphasis on learning skillsEmphasis on certain activities as important in themselves and for life

DISADVANTAGES OF PROCESS MODELNeglect of considerations of appropriate contentDifficulty in applying approach in some areas

(Process and Product model from Neary, M. (2002) Chapter 3)

Academic Classical humanistSubject-based(Content driven)Utilitarian Technocratic Vocational (objectives-drivenProgressive Developmental pedagogy (process-driven)

Academic Classical HumanistAutonomy means learning seen as individual processReal element of autonomy is academic freedom achieved when one achieves expertise and masters disciplineProcess naturally disenfranchises those without expertiseElite decide what elements of knowledge constitute cultural capital and operate processes that admit or qualify those aspiring to join elite

Academic contd.Assessment: norm referenced, graded, externally imposedTeacher: decides on and gives access to knowledge which counts; ensures standards; transmits approved knowledge

Utilitarian Technocratic VocationalAutonomy expressed in terms of consumer choice rather than pedagogyStudents exercise choices over courses or modules in market

Utilitarian contd.Assessment: competencies, traditionally single-level, criterion-referenced summative, with competencies broken down into many elementsTeacher: guides students as to what to study, which commodity to choose

Progressive Developmental pedagogyAutonomy means self-directed learningStudents negotiate with teachers to take control of learningNegotiation of tasks, participative pedagogic style

Progressive contd.Assessment: formative, personal, course-work based and open-endedTeacher: partners with student; shares in decisions about what to study and when

Academic/Utilitarian share:View of knowledge or learning experience as fixed entity determined by authorityStudent bound by larger essentials (subject knowledge or needs of employment)

Academic/Progressive share:Antipathy to marketisation and instrumentalism in curriculum

Utilitarian/Progressive share:Individual student ownership and responsibility for learningBroadly egalitarian approach to education

(Ideological rivalries and alliances between 3 curricular models based loosely on Bates I, Bloomer M, Hodkinson P & Yeomans D (1998)

4 CONCEPTIONS OF CURRICULUMThe official curriculumThe hidden curriculumThe observed curriculumThe curriculum-as-experiencedPollard & Triggs (1997)

THE OFFICIAL CURRICULUMA planned course of studyExplicitly stated programme of learningStates intended curriculum contentStructures sequence and progression, framing content and course activitiesDesigned to challenge students and match learning needs

HIDDEN CURRICULUMAll that is learnt during school/college activities that is not a designated part of official curriculumWhat is picked up about eg role of teacher/learner, status, attitudes to learningImplicit, embedded in taken-for-granted procedures and materialsMay be unrecognised and often examinedCan have profound effect on self image on students, and attitudes to education/other social groups

OBSERVED CURRICULUMWhat can be seen as taking place in classroomMay be different from intended official curriculum

CURRICULUM-AS-EXPERIENCEDThe parts of the curriculum (official and hidden) that actually connect meaningfully with studentsArguably only this aspect which has educational impact rest is often forgotten!

VOCATIONAL CURRICULUMCharacterised as:Experientially based in terms of content and teaching methodDirectly relevant to student needsEmphasis on core skillsMarsh, 1997

VOCATIONAL CURRICULUMOrientation:Tend to be explicit in outcomesSelection of content has input from industry, government, community as well as educatorsEmphasis on student-centred learningTypically based on small units, separately assessed/certificated

ACADEMIC CURRICULUM 16-19Perceived as educationally elite, high status, traditionally thought of as more challengingClassroom basedFocus on knowledge of given subject area determined by subject expertsEmphasis on end of course external examsAt advanced level, free choice of subjectsA-level curriculum dependent on institutionCan reinforce inequalitiesYoung & Leney (1997)

COMMUNITY EDUCATIONTraditionally cultural and recreation subjectsOften held in community venuesVoluntary attendanceUsually non-accredited, although accreditation increasing for funding purposes

BIBLIOGRAPHYPollard, A. & Triggs, P. (1997) Reflective Teaching in Secondary Education. London: ContinuumYoung, M. & Leney, T. (1997) From A-levels to an Advanced Level Curriculum of the Future in Hodgson, A. & Spours, K. (eds) (1997) Dearing and Beyond. London: Kogan PageMarsh, C.J. (1997) Perspectives: Key concepts for understanding curriculum 1. London: Falmer Press

Bates I, Bloomer M, Hodkinson P & Yeomans D (1998) Progressivism and the GNVQ: context ideology and practice Journal of Education and Work, 11, 22, 109-25)Neary, M. (2002) Curriculum Studies in Post-Compulsory and Adult Education. Cheltenham: Nelson-Thornes. Chapter 3