1. Ideology and the Curriculum
Academic
Classical Humanist
Subject-based
Content-driven
Utilitarian
Technocratic
Vocational
Objectives-driven
Progressive
Developmental
Pedagogic
Process-driven
Ross, 2000
Curriculum Studies - Session 2

2. Schiro’s four ideologies
Scholar-Academic
Social Efficiency
Learner Centred
Social Reconstruction
Curriculum Studies - Session 2

3. How does ideology influence curriculum?
The conventional approach:
Start with the ‘traditional’ subjects
Specify them in terms of aims and objectives
Selection of content (knowledge) largely conservative/historical
Quantify the knowledge through formal assessment methods
Curriculum Studies - Session 2

4. Curriculum Studies - Session 2
Aims and objectives
An Aim
A general statement of intent. It is often stated in INPUT or PROCESS terms i.e. what the teacher is going to do.
An Objective
A more precise statement of intent. It is often stated in OUTPUT or PRODUCT terms i.e. what the learner is going to do.
Curriculum Studies - Session 2

5. Behavioural objectives
A very precise statement of intent satisfying
these three criteria (Robert Mager):
a) a statement of the terminal behaviour of the learner;
b) the condition under which it should be exhibited;
c) the standard to which it should be performed.
Curriculum Studies - Session 2

6. Behavioural objectives
The student should be able to ...
... find the square root of any number,
... using tables of square roots,
... getting the answer correct to 3 significant figures 9 times out of 10.
Curriculum Studies - Session 2

7. Objective domains (Bloom)
‘Knowing’ Cognitive
‘Feeling’ Affective
‘Doing’ Psychomotor
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8. Curriculum Studies - Session 2
Mapping the domains
How do you see the relationship?
Curriculum Studies - Session 2

9. Curriculum Studies - Session 2
The Cognitive Domain 1
Knowledge
The lowest level of this domain. Students expected to name the parts of an object. 2
Comprehension
The lowest level of understanding e.g. select an example of a particular phenomenon. 3
Application
Application of theoretical statements in real situations e.g. use a particular set of rules. 4
Analysis
Breakdown material into its constituent parts e.g. compare and contrast. 5
Synthesis
The combination of components to form a structural whole e.g. ways of testing hypotheses. 6
Evaluation
The highest level of this domain. It involves making judgements about the extent to which material satisfies evidence of criteria.
Curriculum Studies - Session 2

10. Curriculum Studies - Session 2
The Cognitive Domain
Knowledge
Define the term Cold War.
Comprehension
Describe five battle fronts on which the Cold War has been fought.
Application
Illustrate through examples the pace of the Cold War as it developed between 1946 and 1968.
Analysis
Distinguish between the policies of the Warsaw Pact nations and members of NATO.
Synthesis
Organise information that summarises the nature and extent of the Russian-Red Chinese split.
Evaluation
Assess the evidence presented for and against a thaw in the Cold War.
Curriculum Studies - Session 2

11. Curriculum Studies - Session 2
The Affective Domain 1
Receiving
Willing to give attention to. Merely receives a stimuli, e.g. listen to music. 2
Responding
Willing to respond and react, e.g. find pleasure in music. 3
Valuing
Willing to accept or reject an event, e.g. display attitude to music. 4
Organising
When encountering situations to which more than one value applies, e.g. develop a plan for. 5
Characterising
Consistently acts in accordance with accepted values, e.g. believes.
Curriculum Studies - Session 2

12. Criteria for selecting objectives
1 Do the objectives indicate learning outcomes that are appropriate to the unit of the work?
2 Do the objectives represent ALL logical learning outcomes of the unit of work?
3 Are the objectives attainable i.e. are the pupils too young, or have insufficient previous knowledge etc.?
4 Are the objectives in harmony with the philosophy of the school and pupils?
5 Are the objectives in harmony with basic principles of learning?
Curriculum Studies - Session 2

13. Ralph W. Tyler ‘Basic Principles of Curriculum and Instruction’ (1949)
What educational purposes should the school seek to attain?
What educational experiences can be provided that are likely to attain these purposes?
How can these educational experiences be effectively organized?
How can we determine whether these purposes are being attained?
Curriculum Studies - Session 2

14. Ralph W. Tyler ‘Basic Principles of Curriculum and Instruction’ (1949)
Curriculum Studies - Session 2

15. Hilda Taba ‘Curriculum Development: Theory & Practice’ (1962)
Diagnosis of needs
Formulation of objectives
Selection of content
Organisation of content
Selection of learning experiences
Organisation of learning experiences
Evaluation
Curriculum Studies - Session 2

16. Criticisms of objective-led curriculum planning
Are all desirable learning outcomes amenable to translation into objectives?
Where does the learner’s needs and individuality come into this?
Do we end up valuing what we can assess rather than assessing what we value?
Curriculum Studies - Session 2

17. Process as an alternative to content and objectives?
A different conception of knowledge (provisional, hypothetical, personal)?
An emphasis of ‘how’ rather than ‘what’?
Greater teacher control?
Greater learner control?
Curriculum Studies - Session 2

18. Curriculum Studies - Session 2
Reading
Chapters 8 & 9 in Ross
Chapters 2-4 in Kelly
Chapters 1-4 in Scott
Curriculum Studies - Session 2