Curriculum Development and Design

283 Pages·1993·38.221 MB·English

by  Murray Print

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Curriculum Development and Design

Curriculum Development
and Design
Second Edition
MURRAY PRINT
This book is dedicated to Karen, Mara, Kobi and Courtney; and to my
curriculum students over the years
First published 1988 by Allen & Unwin
Reprinted by Allen & Unwin 1993
Published 2020 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
605 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
Copyright © Murray Print 1988, 1993
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or
hereafter invented, including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from the publishers.
Notice:
Product or corporate names may be trademarks or registered trademarks, and are
used only for identification and explanation without intent to infringe.
National Library of Australia
Cataloguing-in-Publication entry:
Print, M. (Murray).
Curriculum development and design.
2nd ed.
Includes index.
ISBN 1 86373 362 0.
1. Curriculum planning-Australia. I. Title.
375.0010994
Set in 10/11 pt Times by DOCUPRO, Sydney
ISBN-13: 9781863733625 (pbk)
Foreword
Curriculum, as an idea and as a practice, is and will continue to be
contentious.
At one level, curriculum is an idea, a construct of society. It is a
statement of what a society values: what it wants to continue, what it
wants to change, what it wants to renew. Of course, even this conception
of society as having an entity, a capacity to make choices, is contentious.
In curriculum, our society makes choices in various ways: by legislation
in parliament, by decisions by public examination bodies or groups of
schools, by encouragement through public instrumentalities, such as the
Department of Health, by expressions of view through parent groups, by
statements from employer groups or trade unions, by contentions from
special-interest groups. All these influences operate to varying effect in
ctheir owon ways aond therer is radrely any icomnprehensaive attemtpt teo
or link, or to assess the inputs. Nevertheless, this complex process
operating in the many school systems in Australia, and in other countries,
tends to produce very similar results.
inAt anotther elevel, cnurriculutm isi a opracticen. It is wahat wel dol y
in schools. It is the reality of interchange between teachers and
students, students and students, students and learning materials and
opportunities.
It results from listening, speaking, thinking, reacting, responding,
reading, writing, analysing, synthesising, evaluating. It emerges through
changes in what students know, understand, believe and do. And in their
enhanced capacity for all these. Our approach is similar—most schools
in most places operate in familiar and customary patterns. Yet we are still
unsure of the processes that will work best. Unsure of the ways in which
the mind works. Unsure of the possibilities inherent in different human
lives.
These contentions and struggles will continue. There is no easy
end-point which we can reach. This is why books such as this one are
helpful, in that they recognise the challenging relations with which all
teachers and students deal. Murray Print has performed a valuable service
Curriculum development and design
by writing of a world which is familiar and not over-simplified, by
recognising the impossibility of final answers but the necessity of finding
day-by-day solutions. The welcome given by teachers to the first edition
of Curriculum Development and Design was earned by this combination
of practicality and vision. It comes from a writer who has continually
tested his ideas against the judgments of practitioners as well as the
findings of scholars. Thus, it is of value to both groups and so—and this
may be the best test—it will be of value to students, even though they
may never read it.
Professor Phillip Hughes
Contents
Abbreviations x
Tables and figures xi
Preface to first edition xiii
Preface to second edition xiv
Glossary of terms xvi
1 Introducing curriculum 1
The nature of curriculum 3
Characterisations of curriculum 5
The hidden curriculum 9
Curriculum: a cultural construct 14
Teacher curriculum decision-making 17
School-based curriculum development 19
Curriculum development 23
Summary 23
2 Curriculum presage 25
Curriculum developers 26
Curriculum foundations 32
Conceptions of curriculum 45
Curriculum planning 57
Summary 58
3 The curriculum process 60
Curriculum practice 61
Rational models: Tyler, Taba 64
Cyclical models: Wheeler, Nicholls & Nicholls 69
Dynamic models: Walker, Skilbeck 74
Model of curriculum development 81
The curriculum development process in practice 89
Summary 91
4 Curriculum design 93
Curriculum design process 95
Curriculum designs 96
Subject-centred designs 97
Learner-centred designs 99
Problem-centred designs 101
Core learning designs 103
Summary 107
5 Situational analysis 109
Definition 110
Needs assessment 111
Conducting situational analysis 114
Summary 120
6 Curriculum intent 121
Aims, goals and objectives 122
Sources of aims, goals and objectives 126
Functions of objectives 130
Types of objectives 131
Features of effective objectives 135
Curriculum outcomes 138
Summary 139
7 Curriculum content 140
The nature of content 141
Content selection 143
Content selection criteria 145
The overcrowded and finite curriculum 151
The architectonics of content 152
Application of scope and sequence 159
Cognitive development 161
Summary 163
8 Learning activities 164
Learning activities in the curriculum process 164
Teaching-learning strategies 166
Criteria for selecting learning activities 180
Organising learning activities 184
Summary 186
9 Evaluation and assessment 187
The nature of evaluation 187
Functions of evaluation 190
Types of evaluation 191
Measurement, assessment and evaluation 193
The assessment process 197
Outcome statements 200
Measurement instruments 202
Curriculum evaluation 210
Evaluating curriculum materials 212
Summary 215
10 Curriculum application and change 216
Implementation and modification 217
Monitoring and curriculum evaluation 219
Curriculum model 220
Dynamics of curriculum change 221
Curriculum change process 225
Change strategies 233
Change agents 238
The nature of innovations 241
Characteristics of innovations 242
Summary 246
Appendix 248
References 250
Index 257