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achieving the goals as stated in the educational plan.

ln addition we

need

explicate the philosophical underpinnings (or foundations) of the curriculum-

lf we look at the definition of a curriculum, it is clear that most of the definitions of a

curriculum have certain key-words in common.

EE

A,CtiViff,.,i12: Using MindmeisterrM (www.mindmeister.com), draw a mind map on the

definition of what a curricuh.lm is/entails. Remember to include the sources that you

have consulted. (At unisa we make use of the Haruard method.) The mind map must
be saved in your e-portfolio and pasted in the space provicled below. Copy and paste

the link to your mind maP here:

Tip: You may consult any relevant source, such as these suggestions:
http://mrvw

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ActiviiV',.,1;;Q:

In the myUnisa discussion forum, undelr the topic ,'Curriculum

Development Definitions", paste your Mind Map. Take a look at some of your costudent's mind maps and leave feedback (an academic comment). your comment

will be qraded and contributes to your semester mark. ["Nicely done,' is not an
academic comment.l

students' mind maps here:

Student
Stu

de

l:43?fu558

nt 2:

3.8/LZl

(number). your response:

(n

m be r) . Yo u

r res po nse :

!_i)Zt*6k {_ a c Zo.rfr )

here:

Student

1.

y29o33aa (number), Their response:

Student Z:l*5 jS tStq

(number). Their response:

t4/l// /enc. ort *27 t-t/4

Do you agree with the feedback you have received?

6"il

f.fo

Motivate your answer:

A curriculum can be defined in terms of:

{
./
,/
,/

subject matter (content)

outcomes (curriculum as product)

planned learning experiences (curriculum as process')
interactions in the educational setting (curriculum as praxis)

and have a conceptual and a cultural dimension.

We will quickly discuss each of the above perspectives. As you read through these
" descriptions, you
must
or rf,cTDthe basic concerpts as it relates to this
definition/perspective. (You will use these keywords for the rrext activity.)

.s,rn /Y0,

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Curriculum Approaches

i conterrl and
! slglg,lstions orr
I lron'topics

i slior"r,ld Lre

ir'

it:rrr,,lrtl

classLc'c.rtt:

Figure 1: Curriculum Approacfires (Asgari, n.d.

ll11163)

This perspective supports the development o1'E curricult!m c;onsisting of an outline of

the subject disciplines and individual subjects that are taught to learners. Biological
sciences are an example of a subject disciplinre and anatomy, physiology and
microbiology are examples of subjects fallinl; under a discipline. Each subject can

also be broken down into toprcs that should be coverefl by' educators, for example
the anatomy of the respiratory system. lt is the responsipility' of the learner t<l master
the subject content and the reasoning processes irrherent in the subject discipline.

RA

ts

Activity 1.4: Write down the key-words that you have circled for the CONTENTbased curriculum:

,/ tl
,/ L'#

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,/tt,r/ t:/') (; ,;r ,,r/ f,, r,, ;l' -,ll/r",r)'f1 / ,rrftl /'1"''z -

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,'

What would be some of the disadvantaqes of

't-/

content or subjer:fbased

curriculum?

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HSE 3704 Gurriculum Development workbook

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Page 11

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A definition of curriculum as a set of

outcomes su;cports the development of

a behavioural objectives-based or an utcomes-based curriculum in which learning

outcomes, together with learning are

and assessment c;riteria, are outlined. The

learners systematically achieve the

ohjectives or outcomes and denronstrate

what they have learnt by ur;ing the

competently. Nicholson provides

culum content to perform certiain skills

cisr: sunrmary ernd quote Spdd.y's 1gg4

original publication by stating that:

"Outcome-Based Education means clearly fo,crrsln* and organizing

everything in an educationa sysl,em around rvhat is esserrtial for all
students to be able to do
ccessfullv at the end of their' learning
experiences. This means st rtingJ with a clear picture of what is
important for students tn be able to do, then organizing the
curriculum, instruction, and assessment to m:lke sure this learning
ultimately happcn."
lf one then needs to visually illustrate the process, it would look somethlng like my
diagram below:

i
i

they can do it?

Flolv urill r,le assess thetn?

Hor,r v',,i!l r,ve kror,r, that

-r' - ).:,,, ):,.!,-:r,-,..j.i;),r"rr',.cd.

i;.., 1;-: -r' -. i...- r

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Activity 1.5: Taking all the above definitions and explanations into account, write
down the key-words that you have circled for the OUTCOMES-based curriculum:

,,

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r( !i,1 l('l "

t0

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ft',rr,
What would be some of the dirsadvantaqes of the outcomes-based curriculunr?

l(0'r
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t tt'tJ
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l ? n'n ,t

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Page 13

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ffi

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... all the planned learning pportunities offered to learners by the
educational institution and t e experiences learners encounter when
the curriculum is implement d.

./

and Kerr (Quinn 2007:108):

it
is carried on in groups or indlviduallyo inside or outside the school.
p

learning experiences represents a shift

of focus away from curriculum cont

and outcomes in favour of a focus on

A definition of curriculum as a set of

learning.

that you have circled for the PROCESS-

Activityi','.'i'.6,' Wr'te down the

based curriculum:

,/ 1ifuztol

/4td

a"*
',/at

tba

/)n

For which

'rcblzrn
-r'h cal

"r<so/z-. .

cts or learning would a rocess-based curriculum works best?

lvi

-fhintct

What would be some of the isad

of the process-based curriculum?

ta

Do you think that it is possible to plan

a teaching/learning opportunity p

./r

all learning experiences? What happens if

itself, but the lecturer did not plan for this?

curriculum, try this (rather old)

lf you want to read more about the

afticlb: Knight, P. 2001. Complex

and curriculum: iz process approach

curruculum-making. Teachihg in High

Education, 6 (3). pp. 369-381. ISSN 1356-

2517.

work

Edited by: Dr JC (lrene) Lubbe

to

s7A

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These definitions indicate that all other aspects of curriculum such as programmes of

study, written plans, and extracurricular activities are adjurncts to educator-learner

and learner-learner interactions. This perspective is based on the assumption that a
curriculum is what actually happens in the teaching-learning; setting as opposed to a
written plan, which might not be realised in practice as intenrled.

This perspective also underscores the principles of interactive learning (interaction

between

the learners and the learning material)

anrcl collaborative learning

(interaction among learners and educators). lnteraction and collaboration enable the
'learners
to internalise and apply curriculum content in order to solve problems.
ActifitlN,:,1;7: Write down the key-words that you have circlerd for the PRAXIS-based

curriculum:

/ernf

/ 4h/42

vfu- ryfrn./r7n

'ua

be some of the disadvantaqes of the praxis-based curriculum?

What

o/

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a/ ,%" 'dh-ir",2 nyiltfu

'lf

,/r* ,e/U/v/,
tuo Puezuttd^y

fu

we look at the definition of a curriculum, it is clear that most of the definitions of a

curriculum have certain key-words in common, although their application may differ.

.\

Ai,tiiityj.,.{,18: ln table format (see outline provided) differentiiate between the different

J
\

perspectives on curriculum development / curriculum delivery model. Use the

keywords that you have written down. You must upload the final table to your
portfolio.

For this activity, you may work in groups of four (4). One of the easiest ways to do
group ylork over a distance, is by using collaborative onlinr= documents. Ren'rember
workbook

Edited byi Dr JC (lrene) Lubbe

Page 1'7

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that you will also need to irrclude YOUR perspective on the rest of the team's
contributions towards the project. The total must add up to 100%.

Enter the names and student numbers of the four group merrnbers here:

,/
,/
,/
,/

Name:
Name:
Name:
Name.

nr:
Student nr:
StLrdent nr:
Student nr:
Student

Contribr-rted 25%

Contribr-rted
Contribr-rted
Contribr,rted

%
%
o/o

A few websites that you might want to consulltfor information regarding the table:

EQJAryury uqdje44pm s/u cdt

p0

06 iLL_pdf

You might also want to consult Uys and Gwele (2005:13-14).

'

Perspectives on curriculum developnrent / curriculurm delivery

Gontent

Outcome/Prodluct

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F ry2

A!:tiVitt'1;.9,: Consider your personal view about curriculurn that you have written
down at the beginning of this study unit. Now reflect on the following:

,/

Do you think your stated view was realistic? (Motivate your answer)
A/- A/"r\(u/tanz
pruoo
r"/01 ry' uqJ

/h+ ,b/..t

4oL>/ilCnt/
s did you

ave prior to studying the various perspectives

about what a curriculum is?

E taoqgbl a,r,
{

r-u/u/n

/,f on/y /llurzt,

+6y hfiii?

J&oo/ na/

How would you define curriculum at this point? Use your own words.

o ukl

e.'ft

t^

nter/r'c/il*'a4

y/bi//h'er.

--- acceptable if you were unable to explain what curriculum meant to you in
It is quite
activity 1.1. We trust that you were able to do so now. Defining curriculum now was
probably difficult because there are various perspectives abrout what a curriculum is,

and you had to consider each of these perspectives. You might even be a bit
confused. At this point it is sufficielnt for you to understand that various perspectives

exist and to be able to formulate your own definition, basetd on what you have read
so far.

By now you are probably wondering how you, as a potential educator, are to make
sense of these widely differing ap,proaches. The implications of each of the various
perspectives will become clear to rlou as you proceed through this and the other third

level health sciences education modules. At this point you should note that the
perspective which is adopted by your profession will influence the type of curriculum
which will be developed to educate health care professionals.

7,2

't'tte

INTRODUCTION TO CURRICULUM DEVELOPMENT

The development of a curriculum forms part of the basic llol'npClengjes expected of

an educator. In this workbook, yor.r will look at the various erpproaches to curriculum
development as well as the application of all of the theories underpinning the actual
process of developing a curriculum.
HSE 3704 Gurriculum Development workbook

Edited by: 0r JC (lrene) Lubbe

Page2l

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recent times the responsibility for curriculum planrning, development and

evaluation has shifted from national professional councils, such as nursing councils

and other health professional ccluncils, to educational institutions. This shift is

worldwide trend and stems from the belief that curriculum clecisions should be made
by the educators who implement them and that the decisiorrs should be shared by all

-fherefore,
once you have
who are involved in some way in planning the curriculum.

been appointed to a teaching post, you will be involved in some way in planning,
developing and evaluating a curric;ulum which will guide your teaching practices.

You may be involved as a member of a tearn planning ? hew curriculum, or planning

improvements to or updating an existing curriculum. Alterrriatively you may be asked

to comment on a curriculum which has been developed by other people. You will
even be involved in curriculum development when you are teaching a course
because you will be constantly developing lesson plans ancl other learning materials.

Regardless of the nature of your involvement with the curriculum, it is important to

have in-depth knowledge of the theory of curriculum development. This will enable
you to apply its theoretical principlles successfully in educational practice. This is why
curriculum theory is included in your course.

Activity'1;10-: As stated above, all teaching staff are involved in curriculum

development. Compiling your lesson plans is viewed as crucial to your teaching
responsibilities and form part of 'your class preparation. \\/atch the following videoclip on Curriculum Development (http://www.voutube.comlwatch?v=AAkKSqSChJA)
and explain which of the two menrbers' views are correct. [Remember to include the
sources that you have consulted. At Unisa we make use ofthe Harvard method.]

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HSE 3704 Curriculum Development wrorkbook

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Page 22

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can yor] teach/facilitates from someone else's lesson plern? why / why not?

t{

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7.3

THE PURPOSE OF A CURRICULUM

The curriculum serves a particular educational purpose. 'You have learnt

that various
perspectives exist about the meaning of the concept of curriculum.
Similarly, various

perspectives exist about

the purpose of a curriculum. Each perspective has

implications for curriculum development. lt is therefore important for educators
to
clarify their views about the purpose of a curriculurn before embarking on
a
curriculum development project; or'implementing an existing curriculum
in a specific
educational setting. ln this module we focus on curriculum development
for the
health sciences and not for education in general. You sihould therefore
specifically

concentrate

on the purpose of a curriculum within the context of your own

profession.
161

\a

rb

Activliy"i,,7;;,lli,,Iit

what is your opinion about the pupose of education and

by

implication the curriculum? State your opinion by circling the option that
reflects your
opinion best:

(1) The purpose is to transmit and preserve a cultura| heritage, for

example the
existing cul

your profession.

ADSD
(2) The purpose is to develop thinking, problem solving and learning
skills among
learners.

ADSD
HSE 3704 Curriculum Development

tsrb

No

1p38&

EN
1.3.2 The cognitive processes perspective

According to this perspective, the purpose of a curriculum is viewed in terms of the

development of critical thinkinq skills among learners. The aim is to equip learners
with the knowledge, skills and processes that are needed ilo solve problems and to
learn how to learn.
The assumption is that society is in a process of constant change and that subject
content constantly becomes outdated. Learners should therefore be equipped with
the intellectual and learning skills that will enable them to aglap! to social change and
keep up to date with new developments. They should be tarught to apply intellectual
skills to solve problems. Content relating to the academic rjisciplines is specified in

the curriculum, but this content is seen to be the source of knowledge necessary to
solve problems successfully, as opposed to knowledge that should simply be
mernorised and regurgitated. The curriculum content

is

k=arnt by means

of self-

directed learning and discovery learning techniques, whioh require active learner
involvement. lt is not simply transmitted by the educators (McNeil 1gg6:1).

AgtiVi,t}{i',fri,il$,: Given the statement above, reflect

on how you were taught certain

practical skills (e.9. wound-dressing) when you were a student. Where you taught a

sequence of steps that you had to follow, or were you taught the basic principles of
wdund-dressihg?
[\ou
+o
Do you think this was a good 'way'df teaching? (Motivate your

ruc;s '*ot{qr^'+, ted,-,ni

h!-rnutn
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df the

.".leS
answer.)--g-------------

lnnd ulqJh arl- Lkub

and
trol$q
i r*r-rrreJ
qF ase\hCollq

rnjolunrOs "-;
riculdrh in terms of the intellectual

development of learners paves the way for the development of a process curriculum
which is organised according to a problem-based design.

1.3.3 The humanistic (personal relevance) perspective

This perspective focuses on the learner as an individual and on meeting the basic
needs and aspirations of each learner. Humanists believel that the purpose of a
curriculum is to provide each learner with intrinsically rewardling learning experiences

that contribute to personal liberiation and development, niemely self-actualisation.

do,

h3P4 /34?

pursued. The aim is the

The ideals of pgrsonal growth, lntegrity and autonomy are
person, namely the intellectual, emotional, moral and
development of the total

spiritual development of learners. In terms of thinking skills, the aim is to develop

creative thinking abilities of learners. The curriculum consists of intrinsically valuable
learning experiences that will promote the self-actualisation of each learner. An
individualised approach is maintained to meet the needs of each learner in his or her
quest for personal development (McNeil 1996:1).

An expression of the purpose of the nursing curriculum in terms of self-actualisation

flexible curriculum which makes
Ellppgl1s_![e_,,Qg_vgl_op_nent of a learner-centred,
provision for experiential learninq. You may want to read the article by Cannell and
Mqci ntvre (20 1 3:4-1 2).

narl,ultyr'i.{,{: What are

the, unrque lg,at"ures gf"g=,f!,e-a1p!g gglrigql!4n?

You can consult

the CHE's (2013) document for some insight into this.

rtlrr,

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l:*u t,

1.3.4 The social reconstructionist (social adaptation and reconstruction)

perspective / Critical theory

Social reconstructivists are concerned with the relation of the curriculum to society

as it should be, as opposed to society as it is. According 1to social reconstructivists,

the primary concern of-education is to deal with the needs and problems of society,
rather than those of the iqdividual learner, and to gqltibul9 to the creation of a

social order. Theodore Brameld believed that the purpose of a curriculum is the
enhancqment of spcial reform by providing liberatory education. Learners are
empowered by acquiring the ability to contribute to sociial reform as opposed to
accepting current realities and practices or merely adapting to social change. This is

done by developing thinking skills that will enable leanners to show a healthy
scepticism about the world, their community and their sr:hooling (McNeil 1996:1).
Learneis are encouraged tq ask critical questions and have meaningful dialog
(lrene) Lubbe

they

Page27

stn

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that, through a process of

mmunl

greater than those of the indi

iry, the child/student must "invent and reinvent the

tem, n.d.). The neerds of society are seen as

needs

ual and the focus of thepurriculum is therefore to

. Learners are confronted with the many

severe problems that humanki

experiences. They are equipped with the skills to

analyse arguments, look for va

evidence and reach sound conclusions. They are

uct a critical survey of the community, analyse

e most

taught

to use these skills

to

political practices, consider prpposals for change and determine which of the
i proposals for change suit the needs of the community. On an individual level,
learners are also taught how to shape their own destiny; thus they take control over
their own lives, bearing in mind that empowered individuals can contribute towards
social change.

An expression of the purpose of the curriculum, in terms of social reform, suppo1s

the development of a curriculum that will empower learners to contribute to buildiIng a
more just society. This perspeQtive is consistent with the development of a praxis

curriculum which supports corhmunity-based education. See Uvs and Gwele

(2005:153+;.

AC,tinitvtln',i5: oo you think that pll teaching institutions will lbe able to adopt a social
reconstructive curriculum? (As always, motivate your answelr.)
ll

CArnrnitln

3cho

Co"tfe'n:"
1.3.5 The pelgonal commitment perspective

The central concern of this perspective is commitment on the part of the educator
and the i""rn"r". According to this perspective the purpose of a curriculum is to
develop, in learners, a personal bommitment to intellectual itnquiry and learninq. The
aim is to encourage the persoiral liberation that comes from understanding and
appreciating the questions that the traditional disciplines ask - and from being able to

synthesise them to appreciate

a variety of modes of knowing. The outcome is

Tj No- U,3 36 / s4a

Aiti;N,a,trL:,,i,,, 2: i

-2

ef e r

to Study Unit

where we analysed Keating's definition of

curriculum. Which of the components of the curriculum were accounted for in the
definition?

LeqTnt,

According to Keating (2006:2),

a curriculum

is

formal plan of study that provides the

This definition specifically accoul,its for the foundations of thtl curriculum and aspects
of the curriculum structure. With regard to its structurel, only the goals were
specifically mentioned. The other components which constitute a curriculum were
implied in the definition, but not rnentioned specifically. The rjefinition suggests that a
curriculum provides guidelines for the delivery of a specific educational programme.
This possibly implies that the curriculum content and ther teaching, learning and
learning assessment strategies are considered to be parl of a curriculum.

At this point we should state that a curriculum is socially situated. This means that a
curriculum evolves from the needs and demands of a parrticular society and that,
once developed, it is implemented in the particular society, thus having an impact on
that sOciety. For instance, the philosophical assumptions underpinning a pafticular
curriculum are closely related to the value system of the broader society. Similarly,
the curriculum structure is also influenced by society. lf, fon instance, a need exists
for graduates who are able to solve problems, then problent solving will be one of the
curriculum outcomes. Cognitive learning theories should therefore underlie the

curriculum. Curriculum content should then include problem-solving strategies,

Iearners.should engage in learning activities that require them to solve problems

to assess their problem-solving abilities should be

devised. Curriculum implementation is also influenced by cerlain conditions in
independently and strategies

society such as the nature of the learners, availability of rersources and the general
environment in which learning will take place.

:O

tlI" +3 8L t 34?
ACtivity 2.3: Given the-above, do you think that it if feasible for a NEI (nursing
education institution) to buy or use a curriculum that was derveloped and successfully

implemented in another country? (Motivate your. answer.,l

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In the health sciences we strive to prepare health practitioners who can function in a

particular health care setting in order to contribute to meeting the health care needs

of society. lt is therefore imperative that we also introduce you to a model that

specifically deals with the social context of a curriculum, namely LaMon's cultural
analysis model.

2.3.2 Lawton's cultural analysis model

Lawton (Kelly 2004'.48) developed a cultural analysis model that is based on the
assumption that the main purpose of

a curriculum is to initiate learners into the

cultural heritage of society or into what is best in it. Lawton (Gultig et al2002:24)
defines curriculum as a selection from the culture of societv

This definition implies that content that represents the finest intellectual and artistic
achievements of society are selected for inclusion in a c;urriculum. The objectives

that we formulate and our decisions about the content to be included are derived
from an analysis of society. lt is therefore clear that a curriculum develops from a
particular social context. However, it is also implemented in a particular context and

various factors in society will enhance or even impede successful curriculum

implementation. Therefore you need to understand the social and cultural context
of a particular curriculum before you can embark on curriculum development.

According

to Lawton's model,

curriculum development s;hould be based on the

technique of cultural analysis. A situation analysis is done to become acquainted

with the social context of a particular curriculum. Situation analysis will be explored
further in study unit 4.

HSE 3704 Curriculum Development workbook

Compifed: Dr JC (lrene)

Lubbe

Page 46

Lawton's model is designed for general education and is very broad. Nevertheless,

this model is thought particularly suitable for directing health sciences educators'
attention to the contextual nature of the curriculum at a time when health sciences
education is required to respond to the demands of an everr-changing world and to
meet the changing needs in society. The model can be easily adapted to health

sciences education if the notion of society is limited to the groups immediately

concerned.
ACtiviW 2.,4: You might want to read LaMon's earlier publicertion on this: Lawton, D.
1975. Class, Culture and the Curriculum. Routledge and Ke5;an Paul, London.

From the discussions above, it is possible to identify three rnajor characteristics of a

curriculum:
It consists of a foundation.
o

It consists of a structure.

It is developed from and is implemented in a particular social context.

to all the factors inside and outside the

institution that influence a curriculum. Various global, national and

The context of
educational

curriculum refers

regional trends in society, the health care system, the edurcational system and your

profession influence what and how learners should learn. These factors are
discussed in the HSE3702 and the HSE150 modules. Fiigure 2.2 gives a visual
presentation of the context of a curriculum.

Figure 6.2i The social context of a curriculurm

+3Pt' /347

2.4

MODELS

DEPICTING
DEVELOPMENT

THE

OF

NATURE

CURRICULUM

Now that you have more insight into what a curriculum comprises, we will proceed by

shifting our focus to curriculum development.

ActiVity 2'5: In your own words; explain the difference between the terms curriculum
and curriculum development:

Curriculum:"Juhted

Curriculum development:

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Evaluate your own explanation by referring to the appropriate sections in the

previous study unit.

We shall use various curriculum development models to explain what curriculum

development is and the activities involved in developing a c;urriculum.

Print (1993:61-62) says that a curriculum development model is used

to_-s",tudy_

the components of a curriculum and the relationship between these

components.

According to Gosby (1989:67), a curriculum deve|cpment model provides a

structure enabling coherent development. In other words,

a curriculum

development model enables us to determine whicl'r curriculum components

lequire

attention, what activities are involved in dev,eloping a curriculum and

hbw we should systematically perform these activities.

Various models depicting the nature of curriculum developrment are to be found in

the literature. These models are classified by Print (1993:6:3) into linear-prescriptive,
cyclic and dynamic-interactive models. Each of these cliassifications represents

pafticular view about how curriculum development should prroceed.

Activify 2;6; At the end of this study unit, you will have to complete this table below.
It must be pasted or uploaded into your e-portfolio. (lt woul<j therefore be a good idea

to keep the table next to you and to staft entering data

ias you read through the

various sections). Please join the discussion on myUnisa regarding this activity.
HSE 3704 Curriculum Development workbook

Compiled:

lDr

JC (lrene)

Lubbe

Page 49

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WRITING PAD
WERKOPDRAGSK+YFBLOK - ASSIGNMENT

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arso to set deadrines for the tasks which

date for printing the document. Remember
the learning outcomes
ygu allocate to the curriculum committee, such as formulating

in the curliculunn' Ensure that

aho ioentirying the subjects and topics to be included
comments from experts'
there is sufficient time for critical reading and for obtaining
views about the
Up to this point, we have discussed and elaborated on Quinh's
development stage. Do you remedlber Print's (1993)

exploratory curriculum

2? We will now
curriculum development model which we discussed in r;tudy unit
stage (which he
return to print's model and integrate his first curriculum developrnent
calls the organisation stage) into Quinn's exploratory stage.

3.4.1.4 Curriculum presage deliberations

Quinn's exploratory stage omits important aspects o1f curriculum development,
to incorporate
namely attending to the curriculum presage. lt is therefofe necessary
print,s curriculum development model into our discussion in this part of the study
guide. Look at the sketch by Brook and Oliver'

page to activ1y 2.9 in study unit 2 in which y'ou compiled a mind-map of

Print's organisation phase. lncorporate your mind-map and our discussions in
on the
section 2.3.3 on the organisation phase into this section (section 3'4-1'4)
by Print in
exploratory stage of curriculum development. Include ther activities stated

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date for printing the document. Remember also to set deadlines for the tasks which
VQ.u

allocate to the curriculum committee, such as formulating the learning outcomes

ahd identitying the subjects and topics to be included in the rourriculum. Ensure that
there is sufficient time for critical reading and for obtaining corinments from experts.

or Qruinn's views about the

stage. Do you remember Print's (1993)

Up to this point, we have discussed and elaborated

exploratory curriculum development

curriculum development model which we discussed in study unit 2? We will now

return to Print's model and integrate his first curriculum devenclpment stage (which he
calls the organisation stage) into Quinn's exploratory stage.

3.4.1.4 Curriculum presagedeliberations

Quinn's exploratory stage orrits important aspects of curriculum development,
namely attending to the curriculum presage. lt is therefore necessary to incorporate
Print's curriculum development model into our discussion iin this part of the study
guide. Look at the sketch by EtopK-q-n-d-Qlver.

A[tiVitl4,:;:3,':4: Page

to activity 2.9 in study unit 2 in which you compiled a mind-map of

Print's organisation phase. Incorporate your mind-map and our discussions in

section 2.3.3 on the organisation phase into this section (section 3.4.1.4) on the
exploratory stage of curriculum development. Include the activities stated by Print in

this part of

the '"'hr ouide. Paste it in the space provided

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