FOUR WAYS OF

APPROACHING
CURRICULUM
THEORY AND
PRACTICE
1. Curriculum as a body of knowledge
to be transmitted
• an approach to curriculum theory and practice which focuses
on syllabus is only really concerned with content
• Those who compile a syllabus tend to follow the traditional
textbook approach of an 'order of contents', or a pattern
prescribed by a 'logical' approach to the subject, or  -
consciously or unconsciously - a shape of a university course in
which they may have participated.(Curzon (1985) )
• Education in this sense is the process by which these are
transmitted or 'delivered' to students by the most effective
methods that can be devised (Blenkin et al 1992).
 2. Curriculum as an attempt to achieve certain ends in students -
product.

• Curriculum as product model is heavily dependent on the

setting of behavioral objectives.
• The dominant modes of describing and managing education
are today couched in the productive form. 
• Education is most often seen as a technical exercise. 
Objectives are set, a plan drawn up, then applied, and the
outcomes (products) measured. 
3. Curriculum as process.
• In this sense curriculum is not a physical thing, but
rather the interaction of teachers, students and
knowledge.

• .  In other words, curriculum is what actually

happens in the classroom and what people do to
prepare and evaluate. 
 4. Curriculum as praxis.
• In this approach the curriculum itself develops through the
dynamic interaction of action and reflection.
• Curriculum as praxis is, in many respects, a development of
the process model.  While the process model is driven by
general principles and places an emphasis on judgment and
meaning making, it does not make explicit statements about
the interests it serves. 
• It may, for example, be used in such a way that does not
make continual reference to collective human well-being and
to the emancipation of the human spirit.
The Theoretical The Practical The Productive

Syllabus Process Product

praxis
 MODELS OF
CURRICULUM
DESIGN
 Each of the models has eight parts and there is considerable overlap between the two
models. There are two major differences:

• 1 Content and sequencing in • 2 Monitoring and assessment

the Language Curriculum
Design model matches two
parts of the Graves (2000)
model – organizing the course
and conceptualizing content.
and evaluation in the
Language Curriculum Design
model are included in one part
of the Graves (2000) model –
designing an assessment plan.
• Four parts of Murdoch’s model fit into environment analysis.
Two parts of his model fit into needs analysis (lacks and
necessities), and three parts into content and sequencing
• Part of what is included in content and sequencing overlaps
with format and presentation, that is, the choice of suitable
textbooks.
• Principles, monitoring and assessment, and evaluation are not
included in Murdoch’s model. These are possible weaknesses
of his model.
• However, it is clear that he intends that principles should be
considered when dealing with several of the parts of his
model.
• Curriculum design is best viewed as a process like writing
where the curriculum design could begin at any of several
places – needs analysis, materials writing, selection of
principles, goals, etc. Some models of curriculum design
see it occurring as a series of steps in a fixed order.

• Tessmer and Wedman (1990) describe this view as a

“waterfall” model, where one stage of curriculum design,
for example environment analysis, is done thoroughly, and
then the next stage of needs analysis is done thoroughly,
and so on in much the same way as the flow of water fills
one container in a stepped-down series and then flows
over to fill the next.
• Other constraints faced by curriculum designers include having very limited
time to prepare the course, having to prepare a course for a largely unknown
environment, having to design a course which can be marketed and used in a
very wide range of environments, and having to prepare courses that will be
taught by other teachers.
Two main factors to consider when applying a
model of curriculum design
• (1) what is the starting point for
the curriculum design process,
that is, what is already available?

• (2) how will we move through

the process of curriculum design
as shown in the curriculum
design model?

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