Wheeler’s cyclic model of curriculum development is fundamentally a dynamic and continuous process, emphasizing ongoing review and improvement rather than a rigid, linear progression. It highlights the interconnectedness of various stages, such as aims, objectives, content, learning experiences, and evaluation, which constantly feed back into each other.
Option B is correct because it accurately describes this model as cyclical with no fixed starting point. This means the process is iterative, allowing for adjustments and refinements at any stage based on feedback, and it doesn't necessarily begin at a singular, predetermined step. For instance, evaluation might lead to a re-examination of aims.
Option A is incorrect because it states the process is linear and ends with evaluation, which contradicts the continuous, non-ending nature of a cyclical model. Option C is incorrect as curriculum development involves input from various stakeholders, not solely teachers. Option D is incorrect because curriculum encompasses far more than just textbooks; it includes objectives, content, methods, and assessment.