CUS3701
ASSIGNMENT 2
DUE DATE: 15 JUNE 2026
, CUS3701 ASSIGNMENT 2 2026
DUE 15 JUNE 2026
QUESTION 1
Theoretical Framing of Curriculum Development Discuss the differences between
Ralph Tyler's objectives approach and Lawrence Stenhouse's process approach
to curriculum development (Chapter 1). Refer to the following in your answer: •
The teacher's role • The learner's role • Curriculum planning • Teaching methods •
Assessment
Aspect Tyler’s Objectives Approach Stenhouse’s Process Approach
Teacher’s The teacher is a technician who The teacher is a researcher and
role implements prescribed objectives, reflective practitioner who adapts the
follows a linear plan, and ensures curriculum during teaching, based
learners achieve measurable on learner needs and classroom
outcomes (Du Plessis et al., 2025, p. context (Du Plessis et al., 2025, p.
21). 23).
Learner’s The learner is a passive recipient of The learner is an active participant in
role knowledge, expected to demonstrate constructing knowledge, engaging in
predetermined behavioural inquiry, and developing
objectives (Du Plessis et al., 2025, p. understanding through interaction
20). (Du Plessis et al., 2025, p. 23).
Curriculum Planning is linear and ends-means Planning is flexible and descriptive,
planning driven: objectives are set first, then not prescriptive. Curriculum
content, methods, and assessment proposals are guidelines that evolve
are derived from them (Tyler, 1982, through practice (Stenhouse, 1975,
ASSIGNMENT 2
DUE DATE: 15 JUNE 2026
, CUS3701 ASSIGNMENT 2 2026
DUE 15 JUNE 2026
QUESTION 1
Theoretical Framing of Curriculum Development Discuss the differences between
Ralph Tyler's objectives approach and Lawrence Stenhouse's process approach
to curriculum development (Chapter 1). Refer to the following in your answer: •
The teacher's role • The learner's role • Curriculum planning • Teaching methods •
Assessment
Aspect Tyler’s Objectives Approach Stenhouse’s Process Approach
Teacher’s The teacher is a technician who The teacher is a researcher and
role implements prescribed objectives, reflective practitioner who adapts the
follows a linear plan, and ensures curriculum during teaching, based
learners achieve measurable on learner needs and classroom
outcomes (Du Plessis et al., 2025, p. context (Du Plessis et al., 2025, p.
21). 23).
Learner’s The learner is a passive recipient of The learner is an active participant in
role knowledge, expected to demonstrate constructing knowledge, engaging in
predetermined behavioural inquiry, and developing
objectives (Du Plessis et al., 2025, p. understanding through interaction
20). (Du Plessis et al., 2025, p. 23).
Curriculum Planning is linear and ends-means Planning is flexible and descriptive,
planning driven: objectives are set first, then not prescriptive. Curriculum
content, methods, and assessment proposals are guidelines that evolve
are derived from them (Tyler, 1982, through practice (Stenhouse, 1975,
