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Like Hilda Taba's Model, Tyler's Objective model is also based on Classical humanism and the underpinning educational philosophy is behaviorism. The naming itself point to its particular that the curriculum starts with clearly drawn behavioral objectives. The underlying belief about the nature of language is also the same as Taba's model i.e - language can be divided into bits and pieces and and can be taught and learnt the same way.

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Burner's Spiral curriculum: Burner believes when learners discover it by themselves, it increases the responsibility on their own and motivation to learn more.

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Taba's Curriculum Design and Development Model

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This Model is based on the educational value system called 'Classical Humanism',  of which Mathew Arnold and T.S. Eliot are proponents and has its history lies long back in the thoughts of Plato and Aristotle. Transferring content knowledge is the key in this value system. The belief about language and its teaching learning is that a language can be divided into bits and pieces like vocabulary and grammatical rules and so can be taught and learnt. The underlying value system is expressed in Grammar-Translation method. This curriculum model is  called the Content Model/ Means-Ends Model/Rational Planning Model.

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The key difference between Tyler model and Taba model is that Tyler model of curriculum is a linear model that contains four concepts, whereas Taba model of the curriculum contains a long process of curriculum development, including seven steps. Both models are used in curriculum development.

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Wheeler model of curriculum development is a type of model that indicates curriculum development is a continuous cycle. According to this model, curriculum development should be responsive to changes in the education sector and make appropriate modifications to account for these changes. Moreover, this model targets situational evaluation; this is because the context within which the curriculum decisions are taken is considered important. This practice can help make the most effective decisions. Once this cycle is complete, it starts again from the first step and goes onward, continuingly improving the curriculum. Wheeler model has both advantages and disadvantages.

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Kerr proposed that an attempt should first be made at a synthesis of a model in brief outline dealing with objectives, knowledge, learning experiences and evaluation. This is then followed by a consideration of the implications of the model for educational practice. Kerr, therefore, went beyond the basic model to develop a more complicated model in specific operational terms. Kerr divided the domain of curriculum into four areas: objectives, knowledge, school learning experiences and evaluation. A simplified version of Kerr’s model of curriculum design is shown below.

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The Eisner's Model
Eisner’s model for educational evaluation of Connoisseurship and Criticism is essentially a pairing of two sensibilities drawn from the arts. He draws from the arts intentionally because he believes that “the features of classroom life are not likely to be explained or controlled by behavioral laws.”

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The Saylor and Alexander Model • Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four steps. According to them, curriculum is “a plan for providing sets of learning opportunities to achieve broad educational goals and related specific objectives for an identifiable population served by a single school centre”  The model indicates that curriculum planners begin by specifying the major educational goals and specific objectives they wish to accomplish.

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Lawrence Stenhouse -The Process of  Model Curriculum
L. Stenhouse says that curriculum is an attempt to communicate the essential principles and educational proposals in such a form that is open to critical scrutiny and capable of effective translation into practice.

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Munby's English language learning and Teaching: Curriculum Design and Renewal

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Munby's Curriculum model marks a shift in curriculum thoughts from the grammar focused curriculum to a communication skills focused curriculum. Learner's needs analysis becomes strong in his thoughts of curriculum planning. His thoughts were primarily concerned with ESP curriculum development.

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Audrey and Howard Nicholls, his book "Developing a Curriculum : A Practical Guide"(1978)devised a straight forward cyclical approach that covered the elements of curriculum briefly but succinctly.

This model is like a map for particular teaching and learning process.

It is a cyclical model (rational Model and Dynamic model in middle of it this model stands.

It is logical sequential model

elements of curriculum are interdependent in this model

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Goodlad describes that curriculum should be created based on the needs of students and society. Calls for constant need for reflection and improvement. Emphasizes the importance of learning and critical thinking.

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Oliva Model.

In this Model, Oliva pointed out that it is important to determine whether the curriculum goals and objectives are being successfully carried out or not. The Model combines a scheme for curriculum development .

Source publication

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Skilbeck Model of Curriculum Development

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Skilbeck's Model, as it grounds the curriculum on the learning environment - analyzing its advantages and disadvantage, is called situational Model. This model is based on neither reconstruionism nor progressivism, it is rather based on a renewal concept.

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The proportional syllabus according to Yalden basically attempts develop an overall competence. The focus shifts from linguistic form to communicative function as the programme progresses. In addition, Proportional Syllabus allows for classroom content to be dependent upon their length of time that learners have been studying, or upon their special needs.

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Nunan's Model- In order for the curriculum to be truly learner centered for Nunan, there is a need for documentation not only of what learners want from language course, but also what they are capable of doing. The learner is not considered passive individual but one who learns by doing, interacting and participating with the teacher in the planning, implementation and evaluation of language course.

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Murdoch's Model of Curriculum Design
Murdoch’s model that published in 1989. This model included resource limitations that affect classroom activity, sociocultural factors and learning habits of relevance to English teaching, learners’ age group, present lifestyle and interests, aspects of target culture that will interest learners and can be exploited in materials, learners’ present level of competence, reasons for studying English and long-term learning aims course objectives, language and procedures to be covered by the course emphasis on particular skills, themes for course materials and texts: choice of suitable textbooks, and methodology to be used: type and sequencing of activities.

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Tessmer and Wedman's -A Layers of Necessity model

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The level of necessity has been chosen, it is best to cover all the steps at that level with some degree of thoroughness. At any level, all the major parts of curriculum design process should be touched. The same piece of curriculum design can be done choosing more detailed layer at a layer.

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Tessmer And Wedman's- Waterfall Model

The waterfall model is most likely to be applied in the design of the commercial course book, or in a well funded curriculum design project. Both of these situations provide time and resources for systematic curriculum design, so that designers can do needs analysis, consider the environment and principles, and prepare a syllabus and lessons in advance of the actual teaching.

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Brown's: Model of Curriculum Design
Brown's approach to designing and maintaining language curricula consists of six processes: needs analysis, objectives, testing, materials, teaching, and evaluation. This flexible approach was adapted for use in a program involving learners with a variety of needs and with various proficiencies.

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Kathleen Graves': A Framework of Course Development Process
The focus of planning educational programme:
who will be taught?
What will be taught?
How it will be taught?
How what is learned will be evaluated?

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Richard's Model of Curriculum Design
Richards is of the opinion that curriculum development in language teaching can be done through seven systematic stages i.e. needs analysis, situational analysis, planning learning outcomes, course organization, selecting and preparing teaching materials, providing for effective teaching, and evaluation.

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D. Finney's Models of Curriculum Planning
Curriculum is a dynamic process involving many different people and procedures. Development connotes changes which is systematic. A change for better means , alteration, modification or improvement o f existing condition.

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Nation and Macalister's - Model of curriculum Design
Nation and Macalister (2010) believe that curriculum design can be seen as a kind of writing activity and as such it can usefully be studied as a process. The typical sub-processes of the writing process (gathering ideas, ordering ideas, ideas to text, reviewing, editing) can be applied to curriculum design, but it makes it easier to draw on current curriculum design theory and practice if a different set of parts is used. Also, they have introduced the curriculum design model (see figure 1), which consists of three outside circles and a subdivided inner circle.