Current curriculum models can be broken down into two broad categories, the product model

and the process model. The product model is results-oriented. Grades are the prime objective,
with the focus lying more on the finished product rather than on the learning process. The
process model, however, is more open-ended, and focuses on how learning develops over a
period of time. These two models need to be taken into account when developing curriculum.
Before determining what goes into the guide, it is necessary to determine what type of
curriculum guide to use. A curriculum guide can have several different formats, or models. A
curriculum model, then, is the tool that helps those who write and develop curriculum guides.
They provide a reason for the choices made in teaching. However, in this essay an attempt
has been made to compare and contrast the objective model and cyclical model of curriculum
process.

A model is a simplified representation of complex reality, which enables he/she understand

The objective model is also known as the rational/classical or academic model. It was
proposed by Ralph Tyler in 1949. The objective model follows a fixed, sequential pattern,
that is, from objectives to content, method and lastly evaluation. In coming up with this
model, Tyler pointed out that curriculum development needed to be treated logically and
systematically (Pratt, 1994: 6).

The objective model states that to develop any curriculum, four questions, which he
considered to be fundamental, had to be posed: (i). What educational purpose should the
school seek to attain. For instance, what educational purpose do variety shows in schools seek
to attain? Curriculum developers, wants to know whether learners would benefit anything
from such activities. Once this is understood, curriculum developers would then decide
whether such co-curricular activities should be included in the curriculum. (ii). What
educational experiences are likely to attain these objectives? This question refers to the
selection of learning experiences, which are appropriate to attain the objectives in the first
question (iii). How can these educational experiences be organised effectively? This refers to
the organisation of learning experiences. (iv). How can we determine whether these purposes

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are being attained? Here the evaluation procedures are taken into consideration (Urevbu,
1985).

Tyler advocated for a logical and systematic curriculum. The objectives model is linear. It
starts with objectives, followed by the selection of learning experiences, then the organisation
of learning experiences and finally evaluation. This structure shows that objectives have been
determined, appropriate learning experiences can be selected which in turn would require
effective organisation; lastly, the determination of whether objectives have been determined
or not, which is the evaluation stage.

According to Tyler (1949). Hilda Taba’s model is a modified version of tyler’s objective. She
modified Tyler’s model and called for a logical organisation of the curriculum and the
individual learner. She argued for a rational, sequential approach to the development of the
curriculum. The objectives model is rational and scientific in approach. The decisions on the
fundamental elements should be made according to valid criteria, meaning that the
curriculum should reflect the needs of the society and the learner. Taba further stated that it
should be flexible and systematic. She advocated for an orderly way of developing curricula
by following seven sequential steps in her model.

Cyclical models on the other hand are an extension of the objective model as tyler lays a
foundation for most curriculum models. They are logical and sequential in approach. They
present the curriculum process as a continuing activity, which is constantly in a state of
change as new information or practices become available. In other words, the content,
methods of learning activities and evaluation are liable to change once new information or
practices become available (Blank, 1993: 40).

The Cyclical model is responsive to needs, which are on-going, necessitating constant
updating of the curriculum process. They are flexible. These models view elements of the
curriculum as interrelated and interdependent. They accept a degree of interaction between
the various curriculum elements. The Cyclical models involve Situational Analysis, which
involves the analysis of those factors, which exist in the environment where the curriculum is
going to be introduced ( Tyler, 1949).

In cyclical model, D. K. Wheeler, who developed and extended the ideas forwarded by Tyler
(Wheeler,1967). In line with this, Wheeler suggested five interrelated phases that should
developed logically as it is demonstrated in his diagram. Audrey Nicholls and Howard
Nicholls also had to put in their input into the cyclical model. The Nicholls model emphasises

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the logical approach to curriculum development, particularly where the need for new
curricula emerges from changed situations. The cyclical models can be further described in
terms of the structure that they follow generally and its flexibility ( Hansen, 1995: 32).

The Differences between Objectives and Cyclical model should not be under estimated. One
difference is that Cyclical models are flexible while the objectives models are rigid.
Whenever there is new information, which needs to be incorporated in the curriculum, the
cyclical models readily incorporate it while it will be very hard for it to be included in the
objective model.

Secondly, Cyclical models view curriculum elements as interrelated and interdependent while
in the objective’s models, the elements are linear, where one leads to another( Tyler, 1949).

The third is that Cyclical models present the curriculum process as a continuing activity,
which is constantly in a state of change as new information, and practices become available.
Cyclical models accommodate change over the years while in the objective model it’s not
clear whether this could happen or not (Hansen, 1995: 32).

Cyclical models emphasise the importance of Situational Analysis, so that the subsequent
curriculum will accurately reflect the needs of the learners for whom it is intended (Twersky ,
2012).

In conclusion, we can say curriculum design is a complex but systematic process. That is the
reason why it is important to know a variety of models of curriculum design, so that we make
this complex activity that is curriculum design or development understandable and
manageable. It is also important for us as teachers to understand how the curricula we are
using in our schools are designed.

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 REFFERENCES

Blank, R. (1993). Developing a System of Education Indicators: Selecting, Implementing,

Hansen, R. E. (1995). Five principles for guiding curriculum development practice: The case
of technological teacher education. Journal of Industrial Teacher Education,
32(2), 30-50.

Pratt, D. (1994). Curriculum planning: A handbook for professionals. Toronto, ON: Harcourt
Brace.

Twersky F, (2012).Evaluation Principles and Practices: An internal working paper: The

Norton, J.K., & Norton, M.A. (1976). Foundations of Curriculum Building. Boston: Ginn.

Tyler, R.W (1949). Basic Principles of curriculum and Instruction. Chicago: University of
Chicago Press.

Urevbu, A. O. (1985). Curriculum studies. Ikeja: Longman.

Wheeler, D.K (1967). Curriculum Process. London: University of London Press.

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