UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Education
⋄
CURRICULUM STUDIES
Assessment 2 – Year Module – 2026
⋄
Module Code: CUS3701
Module Name: Curriculum Studies
Assignment No.: Assignment 2
Due Date: 15 June 2026
Semester: Year Module – 2026
Submitted in partial fulfilment of the requirements for Curriculum Studies (CUS3701)
at the University of South Africa.
,UNISA | CUS3701 Curriculum Studies – Assignment 2
Question 1: Tyler’s Objectives Approach Versus Stenhouse’s Process Approach
Curriculum development has been shaped by contrasting theoretical frameworks, and two of
the most influential are Ralph Tyler’s objectives approach and Lawrence Stenhouse’s process
approach (UNISA, 2026). Understanding the differences between these two models is central
to making informed decisions about how curricula are planned, taught and assessed.
1.1 Tyler’s Objectives Approach
Tyler’s approach to curriculum, rooted in his landmark 1949 work Basic Principles of Cur-
riculum and Instruction, is essentially a product-oriented model. The curriculum is seen as
a means to an end: a set of predetermined, measurable outcomes that learners must achieve
(Tyler, 1949). This approach follows a four-step rational process: defining educational objec-
tives, selecting appropriate learning experiences, organising those experiences, and evaluating
whether the objectives have been met (UNISA, 2026).
Teacher’s role: Under Tyler’s model, the teacher functions primarily as an instructor who
delivers content in accordance with the prescribed curriculum. The teacher is guided by ex-
ternally set objectives and follows a structured sequence of content (Tyler, 1949). Teacher
autonomy is therefore limited; the teacher is expected to execute the curriculum as designed
rather than adapt it.
Learner’s role: The learner is a passive recipient of knowledge. Learning success is measured
by the degree to which the learner achieves the stated behavioural objectives. The learner is
expected to receive content, practice it and demonstrate mastery through assessment.
Curriculum planning: Planning begins with clearly specified learning objectives derived
from an analysis of societal needs, learner needs and subject matter. Only after objectives are
defined does the planner select content and learning experiences. The process is linear and
top-down.
Teaching methods: Methods are selected to serve the objectives. Teacher-centred, direct
instruction is common, with structured activities designed to lead learners toward predeter-
mined outcomes.
Assessment: Assessment is summative and product-focused, measuring whether learners
have achieved the stated objectives. Standardised tests and formal examinations are character-
istic of this approach.
Page 1 of 17
, UNISA | CUS3701 Curriculum Studies – Assignment 2
1.2 Stenhouse’s Process Approach
Lawrence Stenhouse proposed a fundamentally different view of curriculum in his 1975 work
An Introduction to Curriculum Research and Development. For Stenhouse, a curriculum is not
a blueprint for producing outcomes but rather a framework for the ongoing process of teach-
ing, learning and inquiry (Stenhouse, 1975). As Stenhouse himself noted, a curriculum is “an
attempt to communicate the essential principles and features of an educational proposal in
such a form that it is open to critical scrutiny and capable of effective translation into prac-
tice” (Stenhouse, 1975:4).
Teacher’s role: The teacher is positioned as a reflective professional and a researcher. Teach-
ers do not simply deliver content; they critically engage with the curriculum, adapt it to their
learners and their context, and continuously refine their practice. This view grants teachers
significant professional agency (Stenhouse, 1975; UNISA, 2026).
Learner’s role: Learners are active participants in the construction of knowledge. They are
encouraged to inquire, discuss, question and contribute to the direction of learning. Their
needs and responses actively shape the curriculum as it unfolds.
Curriculum planning: Planning under the process approach is flexible and iterative. Objec-
tives are not fixed at the outset; instead, they emerge and evolve during the teaching process
based on classroom interactions and learner responses (Stenhouse, 1975).
Teaching methods: Inquiry-based, discussion-oriented and learner-centred methods are
favoured. The classroom is conceived as a space for exploration rather than the delivery of
predetermined content.
Assessment: Assessment is ongoing, formative and integrated into the process of learning. It
focuses on the quality of the learning process and learner engagement rather than solely on
measurable end products.
1.3 Comparative Summary
The table below summarises the key differences between the two approaches.
Page 2 of 17
College of Education
⋄
CURRICULUM STUDIES
Assessment 2 – Year Module – 2026
⋄
Module Code: CUS3701
Module Name: Curriculum Studies
Assignment No.: Assignment 2
Due Date: 15 June 2026
Semester: Year Module – 2026
Submitted in partial fulfilment of the requirements for Curriculum Studies (CUS3701)
at the University of South Africa.
,UNISA | CUS3701 Curriculum Studies – Assignment 2
Question 1: Tyler’s Objectives Approach Versus Stenhouse’s Process Approach
Curriculum development has been shaped by contrasting theoretical frameworks, and two of
the most influential are Ralph Tyler’s objectives approach and Lawrence Stenhouse’s process
approach (UNISA, 2026). Understanding the differences between these two models is central
to making informed decisions about how curricula are planned, taught and assessed.
1.1 Tyler’s Objectives Approach
Tyler’s approach to curriculum, rooted in his landmark 1949 work Basic Principles of Cur-
riculum and Instruction, is essentially a product-oriented model. The curriculum is seen as
a means to an end: a set of predetermined, measurable outcomes that learners must achieve
(Tyler, 1949). This approach follows a four-step rational process: defining educational objec-
tives, selecting appropriate learning experiences, organising those experiences, and evaluating
whether the objectives have been met (UNISA, 2026).
Teacher’s role: Under Tyler’s model, the teacher functions primarily as an instructor who
delivers content in accordance with the prescribed curriculum. The teacher is guided by ex-
ternally set objectives and follows a structured sequence of content (Tyler, 1949). Teacher
autonomy is therefore limited; the teacher is expected to execute the curriculum as designed
rather than adapt it.
Learner’s role: The learner is a passive recipient of knowledge. Learning success is measured
by the degree to which the learner achieves the stated behavioural objectives. The learner is
expected to receive content, practice it and demonstrate mastery through assessment.
Curriculum planning: Planning begins with clearly specified learning objectives derived
from an analysis of societal needs, learner needs and subject matter. Only after objectives are
defined does the planner select content and learning experiences. The process is linear and
top-down.
Teaching methods: Methods are selected to serve the objectives. Teacher-centred, direct
instruction is common, with structured activities designed to lead learners toward predeter-
mined outcomes.
Assessment: Assessment is summative and product-focused, measuring whether learners
have achieved the stated objectives. Standardised tests and formal examinations are character-
istic of this approach.
Page 1 of 17
, UNISA | CUS3701 Curriculum Studies – Assignment 2
1.2 Stenhouse’s Process Approach
Lawrence Stenhouse proposed a fundamentally different view of curriculum in his 1975 work
An Introduction to Curriculum Research and Development. For Stenhouse, a curriculum is not
a blueprint for producing outcomes but rather a framework for the ongoing process of teach-
ing, learning and inquiry (Stenhouse, 1975). As Stenhouse himself noted, a curriculum is “an
attempt to communicate the essential principles and features of an educational proposal in
such a form that it is open to critical scrutiny and capable of effective translation into prac-
tice” (Stenhouse, 1975:4).
Teacher’s role: The teacher is positioned as a reflective professional and a researcher. Teach-
ers do not simply deliver content; they critically engage with the curriculum, adapt it to their
learners and their context, and continuously refine their practice. This view grants teachers
significant professional agency (Stenhouse, 1975; UNISA, 2026).
Learner’s role: Learners are active participants in the construction of knowledge. They are
encouraged to inquire, discuss, question and contribute to the direction of learning. Their
needs and responses actively shape the curriculum as it unfolds.
Curriculum planning: Planning under the process approach is flexible and iterative. Objec-
tives are not fixed at the outset; instead, they emerge and evolve during the teaching process
based on classroom interactions and learner responses (Stenhouse, 1975).
Teaching methods: Inquiry-based, discussion-oriented and learner-centred methods are
favoured. The classroom is conceived as a space for exploration rather than the delivery of
predetermined content.
Assessment: Assessment is ongoing, formative and integrated into the process of learning. It
focuses on the quality of the learning process and learner engagement rather than solely on
measurable end products.
1.3 Comparative Summary
The table below summarises the key differences between the two approaches.
Page 2 of 17
