Cyclical models of
curriculum development
Presented to
MAM RUKSANA
Presented by
SAQIB ALI
FAISAL SHABBIR
M. ARIF
M EHSAN
M. KASHIF
Types of curriculum models
 There are three types of curriculum models
Rational/objectives models
(Ralph Tyler & Hilda Taba)
Cyclical models
(Wheeler & Nichols)
Dynamic/interaction models
(Walker & Skilbeck)
Our topic is …………
Cyclical model
Wheeler
Nichols
Curriculum development
 Curriculum development encompasses how
a ‘curriculum is planned, implemented and
evaluated, as well as processes and
procedures are involved.
Curriculum model
Definition:
A simplified representation of reality which is
often depicted in diagrammatic form
Purpose:
To provide a structure for examining the elements
that go to make up curriculum planning, and
how these elements interrelate
Curriculum models
 Are designed to provide a basis for
decisions regarding the selection,
structuring and sequencing of the
educational experiences
Curriculum models
 So we can say that….
 Curriculum models help
designers to
systematically map out
the rationale for the use
of particular teaching,
learning and assessment
approaches.
Curriculum model
 These are based on a body of theory about
teaching and learning
 These are targeted to needs &
characteristics of a particular group of
learners
 Outline approaches, methods, & procedures
for implementation
Curriculum model
Models are used to explain:
 levels of curriculum
 aspects of organization practice
 aspects of classroom instruction
 types of decision making
Cyclical models
 Cyclical models lie along with the
continuum between the extremes of rational
and dynamic models, incorporating
elements of both to provide a different
approach to devising curricula.
 Basically, these models are extension of
rational models in that they are essentially
logical and sequential in approach.
In the Cyclical Models,
curriculum is a continuous
cycle responding to the
changes within education
where any new information
or practice will bring
changes
Cyclical models
 Cyclical models view elements of
curriculum as inter-related and
interdependent.
 In the 1970s, a new element was introduced
into the curriculum process of cyclical
models called Situational Analysis.
Cyclical models
 Cyclical models undertake situational
analysis whereby the context or
situation in which curriculum decisions
are to be taken is thoroughly studied.
 This helps curriculum developers take
correct decisions thus encouraging
active participation of staffs in school
based curriculum.
D.K WHEELER
 A former member of the University of
Western Australia, Wheeler developed and
extended the ideas forwarded by Tyler and
particularly Taba.
 He suggested five inter-related phases in
the curriculum process which logically
would produce an effective curriculum.
D.K Wheeler’s Model
Aims, goals and
objectives
selection of learning
experiences
selection
of content
evaluation
organization
and integration
of learning
experiences and
content
 Audrey and Howard Nicholls, his book
Developing a Curriculum: A Practical
Guide (1978) , devised a straight forward
cyclical approach that covered the elements
of curriculum briefly but succinctly.
 They argued that “changes should be
planned and introduced on a rational and
valid basis according to a logical process.
(Nicholls & Nicholls, 1978:17).
Situation
Analysis
Evaluation
Selection and
Organization
of Methods
Selection of
Objectives
Selection and
Organization
of Content
Strengths of cyclical models
 logical sequential
structure
 situational analysis as
a starting point
 model is flexible
 less rigid, more
relevant
Weaknesses of cyclical
models
 logical and sequential nature
 A fundamental problem in utilizing such
models is the amount of time required to
undertake an effective situational analysis.
Weaknesses of cyclical models
• It is difficult to locate;
• It is not different from objective
model since it adopts logical sequence;
• It takes time to undertake an
effective situational analysis
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