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= Usage = This article seeks to investigate the areas of comparison and contrast of two curriculum development approaches - Backward design model and the Deliberative (Naturalistic) approach, in the context of Caribbean curriculum development

Grant Wiggins
Born August 16, 1950, Grant Wiggins travelled often during his formative years due to his step-father's job. Before his death in 2015, due to a heart attack, Grant Wiggins left a solid mark on the educational industry with his creation of the Backword Design approach to curriculum, which he created with Jay McTighe. Together they co-wrote Understanding by Design (UbD) which spoke of this concept. The thought process for this concept started for Wiggins during his time at St. John College where he received his degree in 1972. Years later he completed his Phd. at Harvard University.

Wiggins is also the founder of Authentic Education - a professional development and consultancy organization that focusses on curriculum design, curriculum approach, teacher training, and development of school structure.

A teacher of English and philosophy, Wiggins has published many articles regarding education, he is co-author for many text books that uses the UbD design, and is known for his work in educational reform - all of which were informed by his teaching career.



Jay McTighe
Jay McTighe is an American educator with an extensive background in professional development. He received his tertiary education from the College of William and Mary, the University of Maryland and his Phd. from The John Hopkins University. He has co-authored 17 books and published more than 50 articles in various established journals. He is widely known as co-author of Understanding by Design. McTighe operates on the principle that education is a “learning” profession and as such, educators (should be) continually focused on their professional development and expanding their knowledge and skill base for the benefit of their students. He has used this principle, in addition to the concept of backward planning, to develop many performance-based assessments. Jay McTighe has worked throughout the educational field in various capacities including, classroom teacher, curriculum developer, resource specialist and programme co-ordinator.



Decker Walker
Decker Fannin Walker was born on January 14, 1942 in Catlettsburg, Kentucky, United States to parents Robert Walker and Ruby Stotts. He is an American Educator who made valuable contributions in curriculum development and policy making. Walker gained his tertiary credentials at the Carnegie-Mellon University in Physics and Natural Science and a Doctor of Philosophy at the Stanford University. His professional journey in education started as a Science Teacher, later progressed to Assistant Professor at the Stanford University and subsequently associate professor at the University of Illinois. He eventually ended his career at the National Science Foundation as a program office in 1989.

Primarily known for ‘Walker’s Model of Curriculum Development’ Walker emphasized that curriculum development process is a descriptive approach that focuses on the subjective views of the curriculum designers, learners and other stakeholders. He educated teachers and educational leaders through his book ‘Fundamentals of Curriculum: Passion and Professionalism’, and ‘Curriculum and Aims’ which he co-authored. Throughout his career, Walker joined the American Educational Research Association and the Association for Supervision and Curriculum Development, Computer using Educators and was awarded the Young Scholar Award Spencer Foundation for his contributions to educational curriculum.

Understanding by Design (UbD or Backward) Model


This three part model takes a bottom up approach to curriculum. Its focus is on the  teacher as guide  - they have to understand what they wish to accomplish at the end of the process, how they will note that their goals have been met and the way in which they will go about accomplishing these goals. The aim of this process is to assist students in developing critical thinking skills and transfer of knowledge. Students are not to just regurgitate the information presented but learn to connect that information to the world at large.

Teachers and students are both seen as continuous learners.

Deliberative (Naturalistic) Design Model


Communication in the Deliberative design model is of highest importance! All stakeholders are invited to contribute in the designing of the curriculum from beginning to end. The foundation is built from the ideas of all it will impact in the hope that all involved appreciates the finished product more. Consensus must be achieved at each stage.

Comparison of noted approaches
The two approaches to curriculum development being compared and contrasted with respect to selected Caribbean models are; Mctighe and Wiggins - Understanding by Design framework(UbD) and  Decker Walker’s Deliberative (Naturalistic) approach .The two approaches are based on a three (3) step process to curriculum development and it is by an examination of these steps that the approaches can be analysed.

Visibility of Models in the Caribbean Context
The Caribbean Vocational Qualification(CVQ) which is awarded by CXC and TVET in many vocational disciplines is supported by the Caribbean Association of National Training (CANTA) which was established in November 2003 by the Caribbean Community (CARICOM). This body brought together all TVET agencies through CARICOM to establish regional standards for CARICOM tradesmen and Vocational discipline. Its mandate is:


 * to promote the development of a competitive regional workforce
 * facilitate free movement of certified skilled workers within the Caribbean Single Market Economy.
 * To promote the uniformed provision of standards driven competency based training, assessment and certification within the caribbean community.

The formation of these bodies and development of the standards at the regional level was most likely facilitated by the Walker’s  Deliberative model. CANTA and the regional standards it devised could be achieved by employing the 3 steps of the platform. Deliberation and design seen in Walker’s model.

An examination of the CVQ Crop Production Level 1 Operational Standards shows evidence of a backward design model such as  UbD. The units  first outline the elements of competence and performance criteria. The various performance criteria can be combined to construct a performance task to assess competency of students. Units also contain range statements and  evidence guides which tells the assessor what evidence must be collected to certify a candidate as competent.There is also the underpinning knowledge and skills the students must possess. The standards outline the method and context of assessments for standardisation. As stated in the UbD model, in designing the curriculum you must begin with the “end in mind” to achieve the 3 goals of UbD; transfer, means making and acquisition of knowledge. This is the framework of which the CVQs are built upon.

Chisholm, from the University of the West Indies Mona Campus in his investigation and research into continuous curriculum development in the Caribbean utilised curriculum models which had three stages. These stages were intent, delivery and outcome. Of the four models chosen which were in harmony with this theoretical framework was the McTighe and Wiggins (1998, 2005) "backward design” model of curriculum development as described in the UbD curriculum process. This model has a great impact on education in the Caribbean as educators pursue student centred curriculum, supported by content standards to achieve 21st century tenets such as deep learning, authentic problem solving skills, transferable learning and the 4Cs; creativity, collaboration, communication and critical thinking.