There are two main categories of curriculum approaches - technical-scientific and non-technical/non-scientific. The behavioral-rational and systems/managerial approaches fall under the technical-scientific category as they focus on logical problem-solving and outcomes. The humanistic and re-conceptualistic approaches are non-technical/non-scientific as they emphasize personal relevance for learners and exploring social issues. Different approaches impact curriculum design, implementation, and evaluation in different ways based on their underlying philosophies and views of education.

1. CURRICULUM
APPROACHES
SIVA VANI

2. Each Approach
Expresses a
Perspective About
Curriculum
DevelopmentWhich
Impact
The design of the curriculum
The role of schools,
administrators, teachers,
learners, curriculum specialist
Requirements for evaluation
and implementation

3. Philosophy
View of Reality
History
Psychology
Social Issue
Domains of Knowledge

4. TECHNICAL-
SCIENTIFIC
NON-TECHNICAL
NON-SCIENTIFIC

5. CurriculumApproachesareDividedintwoCategories
Technical-Scientific Category Non-Technical/Non-ScientificCategory
 Reflect a traditional orientation about
education and formal methods of
schooling
 Involves a logical step-by-step procedure
of problem solving.
 Focus on the end product & performance
of the student.
 Subject centered design. Backward
design aligns under the technical
category.
 Challenge traditional theories
and practices and reflect the
more progressive views about
education.
 Focus on the process and
personal relevance for the
student.
 Learner centered & problem
centered design.

6. Behavioral-RationalApproach
BytheTabaandTylerModels,1969
Most RecognizedTechnical
Scientific Models
1. The RalphTyler Model: Four
Basic Principles
2. The HildaTaba Model: Grass-
roots Rationale
3. The Francis Hunkins Decision-
Making Model
It is the oldest and still
more preferred
approach by many
educators
It clearly defines the
objectives (why), content
(what), method (how)
sequence (when), scope (how
much) of a curriculum

7. SystemsorManagerialApproach
This approach considers the major connectedness of inputs,
throughputs and outputs that comprise the educational
system.
This approach emphasizes the managerial/leadership and
supervisory aspects of curriculum especially in the
implementation and organization process.
Curriculum is viewed as the major system and the other
processes related to it such as supervision (motivation,
leadership styles, communication and systems (decision
making), instruction and evaluation subsystems.

8. The managerial approach
The managerial approach became a dominant
curriculum approach in the 1950's and 1960's.
The principal is the curriculum leader and at the same
time instructional leader who is supposed to be the
general manager.

9. The managerial approach
General Manager is sets the policies and
priorities, establishes the direction of change
and innovation and planning and organizing
curriculum and instruction.

10. The managerial approach
Curriculum managers look at the curriculum changes and
innovations as they administer the resources and restructure the
schools.
Roles of the Curriculum Supervisors (Ornstein and Hunkins, 2004);
1. Plan curriculum with students, parents, teachers and other
stakeholders.
2. Help develop the school’s educational goals.

11. The managerial approach
3.Design programs of study by grade levels.
4.Plan or schedule classes or school calendar.
5.Prepare curriculum guides or teacher guides by grade level
or subject area.
6.Help in the evaluation and selection of textbooks.

12. The managerial approach
7.Observe teachers.
8.Assist teachers in the implementation of the curriculum.
9. Encourage curriculum innovation and change.
10.Develop standards for curriculum and instructional
evaluation.

13. System Approach
• The systems approach to designing curriculum,
is also called instructional systems design (ISD).
• The system approach to curriculum was
influenced by system theory.

14. The systems approach
Ornstein & Hunkins (1993) states that
the main feature of the systems approach is the
interconnectedness of different programs and
content areas included in curriculum, while
serving as an index of how the school is
restructuring and reculturing.

15. The systems approach
The systems approach involves curriculum
integration, relevancy character to participants,
monitoring mechanisms, evaluating procedures
and practices forming part of curriculum
implementation (e.g. systematic evaluation).

16. The systems approach
In accordance with Clark (1989:3), the system approach or
instructional design may be understood as: ―a systematic model used
to plan, design, develop, and evaluation training, which includes the
following components: (1) a needs analysis; (2) a task analysis; (3) a
definition of learning objectives; (4) the development of an assessment
plan; (5) the development of learning material; (6) a plan to try out with
revision (pilot) and (7) the implementation of the final product.

17. The systems approach
Critics of ISD approach complain that it lacks
flexibility in the sense that it presupposes a closed
and predictable system.
Another objection to the ISD approach is that
the process from inception to implementation
takes too long, given the pressure of occupational
demands that teachers have to meet.

18. The academic approach
The academic approach attempts to analyze and
synthesize major positions, trends, and concepts of
curriculum.‖(Ornstein & Hunkins1993)
This approach is concerned with comprehensive
domains of schooling, including the study of education.

19. The academic approach
It is usually scholastic and theoretical, hence, also
referred to as ―traditional, encyclopedic, intellectual, or
knowledge-oriented approach‖
Hewitt (2006:162) suggests that the academic
approach curriculum included the traditional study of
English, reading and writing, with attention to
grammatical construction, pronunciation, writing style,
and correct speech.

20. The humanistic approach
This approach is rooted in the progressive philosophy and child-
centered movement.
According to Ornstein & Hunkins (1993), the humanistic approach
is underpinned by child psychology with a view to coping with the
needs and interests of children and by humanistic psychology with
emphasis on valuing, ego identity, psychological health, freedom to
learn, and personal fulfilment.

21. The humanistic approach
The teacher therefore serves as facilitator and
resource person for students. The curriculum mainly
focuses on active interaction among students and
teachers, on problem solving, and on inquiry. These
procedures are included in the framework of the new
curriculum.

22. The humanistic approach
It considers the whole child and believes
that in curriculum the total development of the
individual is the prime consideration. The learner
is at the centre of the curriculum.

23. Re-conceptualistic approach
Reconceptualise approach is more concerned with
change and reform. It stretches its curriculum to include
ideological issues while investigating and influencing social,
economic, and political issues. Theory is more important
than practical applications. School is considered an
extension of society and should be capable of changing
society's future.

24. Re-conceptualistic approach
A basic premise of reconceptualism is rooted
in the principle that the more students understand
themselves, the more they will understand their
world. Thus, curriculum development is politically
connected with the historical, economic and
contemporary social frame of reference in a
national and international context.