“Curriculum” defined:

It is derived from the Latin word ‘currere’ which means “to run”, this definition
was produced by Pinar (1974) to highlight the running (or lived experience).
Indeed, for many students, the school curriculum is a race to be run, a series of
obstacles or hurdles (subjects) to be passed.
It is the “what” of teaching.
A dynamic process.

Curriculum is actually defined in two ways: prescriptive and descriptive.

In prescriptive definitions, they provide us with what ‘ought’ to happen, and they
more often than not take the form of a plan, an intended program, or some kind of
expert opinion about what needs to take place in the course of study” (Ellis, 2004)
In descriptive definition, they beyond the prescriptive terms as they force thought
about the curriculum, “not merely in terms of how things ought to be... but how things
are in real classrooms” (Ellis, 2004). Another term that could be used to define the
descriptive curriculum is experience. The experienced curriculum provides “glimpses”
of the curriculum in action.

Two Models of Curriculum Development & Concepts

1. Ralph Tyler Model: Tyler’s Rationale Four Basic Principles.

What educational purposes should the school seek to attain?
What educational experiences can be provided that is likely to attain
these purposes?
How can these educational experiences be effectively organized?
How can we determine whether these purposes are being attained or
not?
Tyler’s model shows that in curriculum development, the following consideration should
be made:
 Purposes of the school
 Educational experiences related to the purposes
 Organization of the experiences, and
 Evaluation of the experiences

2. Hilda Taba Model: Grassroots Approach

She improved Tyler’s Rationale by making a linear model. She believed
that teachers who teach or implement the curriculum should participate in
developing it. Her advocacy was commonly called the grassroots approach. The
following are the seven major steps which she presented where teachers could have
a major input.
 Diagnosis of learners needs and expectations of the larger society
 Formulation of learning objectives
 Selection of learning content
 Organization of Learning content
 Selection of learning experiences
 Organization of learning activities
 Determinations of what to evaluate and the means of doing it.