Curriculum Management Approaches and Models

UTLC
U niversity Tea ching a nd Lea rning Centre
CURRICULUM MANAGEMENT
NURAHIMAH MOHD. YUSOFF

UNIVERSITY TEACHING AND
LEARNING CENTRE (UTLC)
Tel.: 04-928 4050
E-mail: nura@uum.edu.my
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UTLC
 PART A
 Conceptions of curriculum
 Humanistic
 SocialReconstruction
 Systemic
 Academic
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UTLCU niversity Tea ching a nd Lea rning Centre
CURRICULUM APPROACHES
 A curriculum approach reflects a holistic
position, encompassing
 The foundations of curriculum
 The philosophy
 The view of history
 The view of psychology and learning theory
 The view of social issues
 Domains of curriculum
 Common and important knowledge within the field
 The theoretical and practical principles of
curriculum
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CURRICULUM APPROACHES
 An approach expresses
 a viewpoint about the development and design of
curriculum
 the role of the learner, teacher, and curriculum
specialist in planning curriculum
 the goals and objectives of the curriculum
 the important issues that need to be examined in
curriculum.
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UTLC U niversity Tea ching a nd Lea rning Centre
THE HUMANISTIC CURRICULUM

 It is a curriculum where learning is high in personal
relevance, feeling, and probable success.
 It considers the whole child, not only the cognitive
dimension
 The student’s self-concept, self-esteem, and personal identity
are essential factors in learning, and in the end along with
social, moral, and spiritual domains determine the whole
person.
 It emphasizes the personal and social aspects of
curriculum and instruction
 The formal or planned curriculum is not the only curriculum
to consider; the informal and hidden curricula are also
worthwhile.
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THE HUMANISTIC CURRICULUM

 Curriculum specialists who believe in this
approach tend to put faith in cooperative
learning, independent learning, small-group
learning, and social activities, as opposed to
competitive, teacher-dominated, large group
learning and only cognitive instruction.
 Curriculum committees are bottom up instead
of top down, and often students are invited
into curriculum meetings to express their
views on content and experiences related to
curriculum development.
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SOCIAL RECONSTRUCTION CURRICULUM
 It is a curriculum
 seen to be an instrument for effecting social reform, including
exposing how institutions, such as schools, maintain existing
hierarchies of privilege.
 Social re-constructionists are interested in the
relationships between curriculum and the social,
political, and economic development of society
 They are convinced that education can effect social change,
for example, literacy campaigns that have contributed to
successful political revolution.
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SYSTEMIC CURRICULUM
 The systems approach to curriculum was influenced
by systems theory, systems analysis, and system
engineering.
 Sometimes referred to as curriculum engineering, the
approach includes the processes necessary to plan the
curriculum by such engineers as superintendents,
directors, coordinators, and principals:
 the stages (development, design, implementation, and
evaluation)
 and structures (subjects, courses, unit plans, and lesson
plans).
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SYSTEMIC CURRICULUM
 A measured curriculum reveals whether the
school and its teachers are advancing the
learning of all and whether diverse groups are
acquiring pre-specified knowledge and skills
 Planning,Programming, Budgeting System (PPBS)
developed by Rand Corporation
 Total Quality Management (TQM) based on
Deming’s 14 points for improving the system in
which people work.
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SYSTEMIC CURRICULUM
 Curriculum specialists who value the systems
approach take a macro or broad view of curriculum
and are concerned with curriculum issues and
questions that relate to the entire school or school
system – not simply in terms of particular subjects or
grades.
 They are concerned with how the curriculum is related
across different programs and content areas, to what
extent the curriculum reflects the hierarchy or
organizational arrangements of the school, the needs
and training of the participants, and various methods
for monitoring and evaluating results.
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ACADEMIC CURRICULUM
 In an academic curriculum, knowledge is
organized in ways that are best for learning a
particular subject matter and for introducing
students to the big questions that drive inquiry
in the academic disciplines.
 Familiarity with subject matter concepts and a
matching pedagogy is a central focus.
 Sometimes also referred to as the traditional,
encyclopedic, synoptic, intellectual, or
knowledge-oriented approach.
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UTLC
 PART B
 Definition
 Models of curriculum organization
 Curriculum orientations
 Management consequences of different models
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UTLC
INTRODUCTION
 Curriculum management (Managing the

curriculum) takes on the meaning:
 “..that
of implementing national directives on what
should be taught and how, the means of assessment
and the expected outcomes” (Middlewood and
Burton, 2001).
 The National Curriculum in England
 The Outcome-Based Education of South Africa (OBE)
 The Target-Oriented Curriculum of Hong Kong (TOC)
 The American Standards of Learning (SOL)
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INTRODUCTION
 The term is also used in another sense by

Clark (1996):
 to indicate the internal arrangements within a
school or college to facilitate learning. He also
called it “the organized learning process”.
 The implication is that managing the curriculum
involves not only the formally recognized process
of teaching, but all other processes. Interpreted in
this way, managing the curriculum could also be
seen as equivalent to managing the whole
institution.
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MODELS OF CURRICULUM UTLC
ORGANIZATION
 Wragg (1997) proposes the concept of a
“cubic curriculum” whereby each axis of the
cube offers a different aspect of the
curriculum.
 The subject being taught (i.e. what is being learned
and taught)
 Cross-curricular themes (i.e. what makes separate
components into a whole)
 The forms of teaching and learning employed (i.e.
how everything is communicated).
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MODELS OF CURRICULUM UTLCU niversity Tea ching a nd Lea rning Centre
ORGANIZATION
 Burton, Middlewood and Blatchford (2001)
offered a “three-dimensional model”:
 Visionary- the “learnt curriculum”
 the skills, knowledge and attitudes that provide a focus
for the discrete educational experience at the school or
college
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MODELS OF CURRICULUM UTLC U niversity Tea ching a nd Lea rning Centre
ORGANIZATION
 Strategic- the “taught curriculum”
 the pedagogy, the subjects and organizational
culture/learning environment that will be employed to
deliver the learnt curriculum
 Structural- the “enabled curriculum”
 the identification, deployment and management of
teachers (or teaching materials), resources and
organizational systems to enable the taught curriculum to
be delivered.
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MODELS OF CURRICULUM UTLC
ORGANIZATION
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CONTENT:
Area of specialization
General knowledge
Research and Consultation
KNOWLEDGE
EDUCATIONAL PSYCHOLOGY
Learning theories CURRICULUM AND
Growth and development INSTRUCTION
Learning styles
Motivation Curriculum development
Syllabus design
Teaching scheme-of-work
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COMMUNICATION
PEDAGOGY /
UTLC
Oral
ANDRAGOGY
Written
Approach
Method
Technique
SUPERVISION SKILLS
LEARNING
MATERIALS
Preparation
EVALUATION Selection
Testing, Measurement, Adaptation
Assessment, Evaluation
Evaluation
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PERSONALITY
Role and responsibility
Positive Quality
Role Model
ATTITUDES
COMMUNITY SERVICE
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DISCUSSION
 What will be your own interpretation of the

term “curriculum management”?
 _____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
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CURRICULUM ORIENTATION
Product-Centred
Process-Centred
Product curriculum orientation focus
on the knowledge and skills which
learners should gain as a result of
instruction, while process curriculum
orientation focus on the learning
experiences themselves.
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CURRICULUM ORIENTATION
 Content/Subject-Centred
 Problem/Task-based-Centred
 The focus of the content or subject curriculum orientation is
related to an academic or technical field such as mechanical
engineering, medicine or computing.
 Problem-based or Task-based curriculum orientation provides
learners with authentic / real-world tasks as part of the
experiential learning.
 In sum, these different curriculum orientations

focus on different emphasis which lead to
different approaches to teaching and learning.
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CURRICULAR WHEEL (BERQUIST, 1977)
 Heritage-based
 The curriculum is primarily designed to provide students
with a clear and meaningful sense of their own cultural and
historical backgrounds, thereby providing them with the
knowledge and skills to deal with current and future
problems associated with this heritage.
 Thematic-based
 A specific, pressing problem or issue of our contemporary
society is identified that encompasses a wide variety of
academic disciplines; an educational program that will
provide students with the resources needed to solve and/or
cope with this problem or issue is then designed.
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CURRICULAR WHEEL
 Competency-based
 A set of specific competencies which a student is to acquire
and/or demonstrate prior to graduation is identified;
educational resources (including course work) are
developed, assembled, or identified in order for the student
to diagnose current levels and achieve desired levels of
competence.
 Career-based
 Programs are specifically designed to prepare students for a
certain vocation, admission to a professional training
program, or a vocational decision-making process.
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CURRICULAR WHEEL
 Experienced-based
 On and off campus experiences that are in some
sense educational are created or provided; the
college takes some responsibility for controlling
the quality of the experiences, sequencing the
experiences, and relating the learnings from these
experiences to principles that have been conveyed
through more traditional modes (lectures,
seminars and discussions).
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CURRICULAR WHEEL
 Student-based
 Students are allowed a significant role in
determining:
 the nature of the formal educational experiences they are
to receive
 the ways in which these experiences are to be
interpreted
 the criteria and means by which they are to be
evaluated.
 Typically, some form of learning contract is developed
between student and mentor (teacher or advisor) or
between several students (student-initiated and/or
student conducted courses).
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UTLC
CURRICULAR WHEEL
 Value-based
 Students are provided with the educational
resources and experiences to clarify or expand on
their current values or to acquire new values;
these values are related to current social, political,
or religious issues or to the students' life and
career plans.
 Future-based
 Conditions are created for students to acquire
knowledge, skills, and attitudes that are
appropriate to the creation of a desirable future or
that are adaptive to a predictable future society.
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DISCUSSION
 Which among the components in Berquist’s

curricular wheel are practiced in the Malaysian
education system? Why?
 _____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
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MANAGEMENT CONSEQUENCES UTLC U niversity Tea ching a nd Lea rning Centre
OF DIFFERENT MODELS
 There are many different stances that curriculum
managers and teachers may take when organizing
curricular programs, but they will tend to cluster
around three modal relationships.
 According to Silcock and Brundrett (2001), they are:
 Top-down approach (where a predetermined curriculum is
delivered by the teacher)
 Bottom-up approach (where the curriculum is designed on the
basis of student needs)
 A partnership approach (which seeks to bind teacher and
learners to a common enterprise combining external
expectations and individual needs).
32
UTLC
 PART C
 Managing the planning of learning and teaching

 Managing monitoring of the curriculum
 Managing the curriculum change
 Roles and responsibilities in curriculum
management
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MANAGING THE PLANNING UTLC U niversity Tea ching a nd Lea rning Centre
OF LEARNING AND TEACHING

 This operational issue, which concerns putting
policy decisions into practice, addresses three
key elements:
 Resource (total financial allocations, time,
personnel)
 Management Structure (which include planning
cycles, accountability, and responsibility)
 Expectation and progression (developmental,
consistency matched to internally or externally
devised norms)
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MANAGING THE PLANNING UTLC

 Each of these issues can be seen as being both
enablers and constraints on transforming the
curriculum ideals into operational reality.
 It is the management perceptions, and in
particular the relevant leadership qualities of
the principal or the curriculum managers, of
these issues at the planning stage that will
determine whether they will be positive or
negative forces.
35
MANAGING THE PLANNING UTLC

 The curriculum needs to be planned and
managed at four different levels:
 Institutional level
 “graduateness” at a university, the overall curricular aims
at a school or college
 Subject/ course or phase
 The linear development of a particular subject or group of
subjects over a number of years, over a period of time -
usually relating to a particular educational stage within
the school or college.
36

 Class or group
 Relating the planning to the development of a specific
group of students either within a subject or across all
subject areas being taught to them.
 Individual student
 To engage students in taking responsibility for their own
learning by articulating what they have to do to meet
learning and other developmental targets.
37

Resource Management Expectations/
 Therefore a grid is structures progression
possible on which to
identify and record how Institutional
the issues are addressed

at each level: Subject/
 (Burton, 2001) phase
Class/group
Individual
student
38
MANAGING MONITORING UTLC
OF THE CURICULUM
 “While planning is about looking forward and
evaluation about looking back, monitoring
may be seen as continuously looking in both
directions to track from one point to another.
Monitoring attempts to answer the ongoing
question- Are we getting there? It is a
questioning activity i.e. Do we do what we say
we do? Evaluation, on the other hand, asks the
question – Did we get there?”
(Hardie, 2001)
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MANAGING MONITORING UTLC U niversity Tea ching a nd Lea rning Centre
OF THE CURICULUM
 Why monitor?
 It allows you to assess how well you are doing
 It allows you to see where you are achieving
targets and reaching standards
 It allows you to see where you are not achieving
targets and reaching standards
 It shows where you need to improve.
 According to Torrington and Weightman
(1985), monitoring can prevent procedures
becoming obsolete and inefficient- part of a
cycle of continuous improvement.
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OF THE CURICULUM
 Some Curriculum Evaluation Models
 Stuffbeam’s CIPP model – Context, Input, Process
and Product
 Provus’ Discrepancy Evaluation Model – consists
four basic components : standard, performance,
comparison and discrepancy.
 Stakes’ Responsive Evaluation Model – outlines
ten steps in achieving “goal-free evaluation”.
41
OF THE CURICULUM
 Monitoring versus
evaluation dimensions
FORMATIVE SUMMATIVE
Development At the end
Diagnostic Evaluative
Continuous assessment Examinations
Professional Accountability
development
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MANAGING MONITORING UTLCU niversity Tea ching a nd Lea rning Centre
OF THE CURICULUM
 Dimensions of Monitoring
 Informal rather than formal
 Personal rather than impersonal
 Case particular rather than Generalization
 Fixed ultimate target rather than representative of others
 Process rather than product
 Transactions rather than outcomes
 Intrinsic value rather than payoff value
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OF THE CURICULUM
 Descriptiverather than judgmental
 Responsive rather than preordinate
 Subjective rather than objective
 No prior expectations rather than prior expectations
 Holistic rather than analytic

 Whole rather than key characteristics
 Internal rather than external
 Insiders rather than outsiders
44
OF THE CURICULUM
 FAQ
 Who should monitor?
 When to monitor?
 What to monitor? – the focus and emphasis of the
monitoring
 How is monitoring best done?
 Management Information Systems – particularly useful
for obtaining statistics on i.e. attendance, number of
students, etc.
 Management by Walking About (MBWA)
45
UTLC
DISCUSSION
 What are some of the problems/constraints and

challenges/difficulties faced by those who monitor the
curriculum?
 ____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
46
UTLC
MANAGING THE CURRICULUM CHANGE
 Curriculum of the 21st Century
 The curriculum nowadays should no longer be a

“one size-fit-all”, rather, it should be one that goes
along with the concept of “shape the shoes to fit the
feet”.
Association of Supervision and

Curriculum Development
(ASCD) 2006
47
ROLES AND RESPONSIBILITIES
 There are four main aspects to the effective

fulfilling of the roles and responsibilities in
curriculum management:
 Having a view of the whole curriculum
 Ensuring accountability for high standards in
learning and teaching
 Developing an appropriate culture and environment
 Being a role model for both learners and teachers
48
 Having a view of the whole curriculum

 Ribbins and Marland (1994) stressed on the importance of
this view as curriculum can be seen as operating through four
levels:
 The rhetorical curriculum
– What is stated in policies and statements of aims
 The planned curriculum
– What is found in syllabuses, scheme of work
 The delivered curriculum
– What is taught in the classrooms
 The received curriculum
– What is ultimately in the minds and some would say hearts
of the learners
49
 Ensuring accountability for consistently high

standards in learning and teaching
 The word ‘consistently’ is critically important since
the task is to ensure that each individual student's
received curriculum experience is of similar quality
 The key to how effectively this is carried out is likely to
lie partly in the way in which monitoring, evaluation and
feedback is managed in the organization.
50
UTLC
 The effectiveness of procedures for accountability

will depend to a large extent upon the structures
which senior managers establish and develop
(Mullins, 1989). These structures, if effective, will
facilitate:
 Coordination
 Monitoring
 Flexibility
to respond to future developments
 Accountability
51
UTLC
 Senior managers need to consider what the specific

purposes of structure should be, as far as the
curriculum is concerned, which include:
 Ensuring the needs of the ‘whole’ students are addressed
 Supporting the implementation of whole organizational
policies
 Ensuring internal and external accountability for
curriculum standards
52
 Responding to externally imposed curriculum changes

appropriately
 Ensuring that the development of the whole curriculum is
coherent.
 Senior managers need to address, in considering

structures, the composition of staff teams and the
quality and content of the meetings of these teams.
53
UTLC
 Developing an appropriate culture and

environment
 Senior managers need to have a vision of the kind
of place of ‘learning for high achievement’ that the
institution will become. Features of such a culture
are likely to include:
 Conceptualizing and communicating the institution's
notion of an effective instructor
 Conceptualizing and communicating the institution's
notion of an effective learner
 Reducing bureaucracy and stress to enable motivation of
learners and teachers to be kept at a high level.
54
UTLC
 The institution having a clear idea of

“good/effective teaching”
 Why?
 The central importance of good teaching
(Middlewood, 2001)
55
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56
UTLC
 Being a role model for both learners and

teachers
 Ifa key focus for senior staff is on the task of
providing the right conditions in the institution for
learning and teaching to flourish, the role of the
leaders as embodying those conditions through the
way they act is critical.
57

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UTLC

U niversity Tea ching a nd Lea rning Centre

NURAHIMAH MOHD. YUSOFF

THE HUMANISTIC CURRICULUM

THE HUMANISTIC CURRICULUM

SOCIAL RECONSTRUCTION CURRICULUM

 Curriculum management (Managing the

 The term is also used in another sense by

 What will be your own interpretation of the

 In sum, these different curriculum orientations

CURRICULAR WHEEL (BERQUIST, 1977)

 Which among the components in Berquist’s

 Managing the planning of learning and teaching

OF LEARNING AND TEACHING

OF LEARNING AND TEACHING

OF LEARNING AND TEACHING

OF LEARNING AND TEACHING

OF LEARNING AND TEACHING

the issues are addressed

 Holistic rather than analytic

 What are some of the problems/constraints and

MANAGING THE CURRICULUM CHANGE

 Curriculum of the 21st Century

 The curriculum nowadays should no longer be a

Association of Supervision and

ROLES AND RESPONSIBILITIES

 There are four main aspects to the effective

ROLES AND RESPONSIBILITIES

 Having a view of the whole curriculum

ROLES AND RESPONSIBILITIES

 Ensuring accountability for consistently high

ROLES AND RESPONSIBILITIES

 The effectiveness of procedures for accountability

ROLES AND RESPONSIBILITIES

 Senior managers need to consider what the specific

ROLES AND RESPONSIBILITIES

 Responding to externally imposed curriculum changes

 Senior managers need to address, in considering

ROLES AND RESPONSIBILITIES

 Developing an appropriate culture and

ROLES AND RESPONSIBILITIES

 The institution having a clear idea of

ROLES AND RESPONSIBILITIES

 Being a role model for both learners and

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