CUS3701
ASSIGNMENT 2 2026
UNIQUE NO.
DUE DATE: 2026
, QUESTION 1: THEORETICAL FRAMING OF
CURRICULUM DEVELOPMENT
Ralph Tyler’s Objectives Approach vs Lawrence Stenhouse’s Process Approach
Ralph Tyler and Lawrence Stenhouse present two contrasting perspectives on curriculum
development. Tyler’s objectives approach is based on the idea that curriculum design should
begin with clearly defined learning objectives that guide all aspects of teaching, learning, and
assessment. In contrast, Stenhouse’s process approach views curriculum as an ongoing, dynamic
process that develops through interaction between teachers, learners, and knowledge within the
classroom context.
Teacher’s Role
In Tyler’s objectives model, the teacher plays a structured and directive role. The teacher is
mainly responsible for implementing pre-planned objectives and ensuring that learners achieve
the expected learning outcomes. Teaching is guided by a fixed curriculum plan, and the focus is
on delivering content in an organised and efficient manner to meet set goals.
In Stenhouse’s process model, the teacher takes on a more flexible and reflective role. The
teacher acts as a facilitator of learning, a researcher of classroom practice, and a reflective
practitioner who continuously evaluates and adapts teaching strategies. Instead of strictly
following a fixed plan, the teacher responds to learners’ needs, interests, and classroom realities
in order to enhance learning.
ASSIGNMENT 2 2026
UNIQUE NO.
DUE DATE: 2026
, QUESTION 1: THEORETICAL FRAMING OF
CURRICULUM DEVELOPMENT
Ralph Tyler’s Objectives Approach vs Lawrence Stenhouse’s Process Approach
Ralph Tyler and Lawrence Stenhouse present two contrasting perspectives on curriculum
development. Tyler’s objectives approach is based on the idea that curriculum design should
begin with clearly defined learning objectives that guide all aspects of teaching, learning, and
assessment. In contrast, Stenhouse’s process approach views curriculum as an ongoing, dynamic
process that develops through interaction between teachers, learners, and knowledge within the
classroom context.
Teacher’s Role
In Tyler’s objectives model, the teacher plays a structured and directive role. The teacher is
mainly responsible for implementing pre-planned objectives and ensuring that learners achieve
the expected learning outcomes. Teaching is guided by a fixed curriculum plan, and the focus is
on delivering content in an organised and efficient manner to meet set goals.
In Stenhouse’s process model, the teacher takes on a more flexible and reflective role. The
teacher acts as a facilitator of learning, a researcher of classroom practice, and a reflective
practitioner who continuously evaluates and adapts teaching strategies. Instead of strictly
following a fixed plan, the teacher responds to learners’ needs, interests, and classroom realities
in order to enhance learning.
