1. Curriculum Model
Curriculum Model is defined as a plan of action that can be employed to structure a subject or knowledge area from a theory into practice.

2. “Curriculum Development”
A dynamic Process
Some basic facts
• As teachers we are not free to teach any topic we choose,
Rather:
• We are guided by national, local and/or institutional standards that specify what students should know and be
able to do;

3. • These standards provide framework to help us identify teaching and learning priorities and guide our design of curriculum and assessment.
Shift of paradigm from focusing on teaching to focusing on Learning;
• “if your students are not learning, you are not teaching”
• Curriculum is used as a “means” to an “end”

4. A continuum of curriculum models
Dynamic/interaction models :
Walker
Skillbeck

5. Dynamic/interaction model

7. Strengths of dynamic model
Curriculum developer can begin with any of the elements;
The model allows curriculum developer to change the order of planning (to move to and fro amongst the cur elements)
The model offers flexibility
Strengths of dynamic model
Curriculum developer can begin with any of the elements;
The model allows cur developer to change the order of planning (to move to and fro amongst the cur elements)
The model offers flexibility

8. Weaknesses of dynamic model
The model does not necessarily specify objectives;
The model offers so little direction;
The cur developers need a lot of time to determine the beginning stage in curriculum development.
Weaknesses of dynamic model
The model does not necessarily specify objectives;
The model offers so little direction;
The cur developers need a lot of time to determine the beginning stage in cur dev

9. Decker Walker Deliberative Approach

10. Decker Walker One of the authors of your textbook
Studied the process of curriculum development

11. Walker Model
Walker (1971) presented a descriptive model, referred to as naturalistic by some scholars and also known as “process model”.

12. Decker Walker
Used term “naturalistic” because he described how curriculum was actually developed rather than how it should be developed.

13. Curriculum Planning has Three Elements
Platform – approach the task with our ideas, convictions, and beliefs. Everyone gets an opportunity to talk, discuss, and even argue.
Deliberation – Move away from individual beliefs to assessing possible points of action- Feelings can run high and the process can seem chaotic.

14. Design – Group achieves consensus so that a course of action is accepted.

15. Walker’s Model

16. Criticism of Walker’s Model
Studied only large scale processes – not individual teachers
Doesn’t address what happens after curriculum is designed and implemented

17. Skillbeck’s Model
The Skillbeck’s Model starts with situational analysis. 
Its main concern is to consider the situation or the context in which the curriculum is placed
 The Skilbeck Model is a dynamic model. The different elements are seen as flexible ,interactive and modifiable. The steps are done systematically but do not follow a locked sequence or a fixed starting point. This feature of the model can either be a strength or weakness depending on the point of view of the curriculum developer.

18. Components of Skillbeck’s Model
The model has five major components:
Situational analysis
which involves a review of the situation and an analysis of the interacting elements constituting it.
External factors to be considered  broad social changes including ideological shifts, parental and community expectations, the changing nature of subject disciplines and the potential contribution of teacher-support systems such as colleges and universities. Internal factors include pupils and their attributes, teachers and their knowledge, skills, interests, etc., school ethos and political structure, materials resources and felt problems.

19. (2)Goal formulation with the statement of goals embracing teacher and pupil actions.
Such goals are derived from the situational analysis only in the sense that they represent decisions to modify that situation in certain respects.
(3) Programme-building 
which comprises the selection of subject-matter for learning, the sequencing of teaching-learning episodes, the deployment of staff and the choice of appropriate supplementary materials and media.

20. (4) Interpretation and implementation
where practical problems involved in the introduction of a modified curriculum are anticipated and then hopefully overcome as the installation proceeds.
(5) Monitoring, assessment, feedback and reconstruction
which involve a much wider concept of evaluation than determining to what extent a curriculum meets its objectives. Tasks include providing on-going assessment of progress in the light of classroom experience, assessing a wide range of outcomes (including pupil attitudes and the impact on the school organization as a whole) and keeping adequate records based on responses from a variety of participants (not just pupils).

21. Reference http://www.academia.edu/4657356/Curriculum_Models