CURRICULUM AND MATERIAL CURRICULUM AND MATERIAL DESIGN DESIGN

General Statement :General Statement :

As English teachers you can be often called to fulfill course design tasks without having received the proper training to do so. One of the most crucial assignments for an English teacher can be the task and the implications for a curriculum design. Nevertheless, what is indeed more difficult is the challenge of doing it without a proper and strong background, as it is established in your course book introduction. As a matter of fact, “curriculum and material design ” enables teachers to expand their expertise so as to become course designers.”

Dubin and Olshtain (2000)Dubin and Olshtain (2000) Course Design-Cambridge University PressCourse Design-Cambridge University Press

How do you define the curriculumcurriculum?

Task 1: Individual and group discussion.You may consider a specific educational

setting: a school or a particular university.

The components of a curriculumcurriculumThe curriculum is mainly concerned with:

The components of a curriculumcurriculumAn education approach of the curriculum could focus on:

CURRICULUM PLANNING

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CURRICULUM COMPONENTSA Language-learning theory

THEORIES EVOLUTION

CURRICULUM COMPONENTSLanguage-learning Theory Involved in a

Curriculum

THEORIES EVOLUTION

CURRICULUM COMPONENTSLanguage-learning Theory Involved in a

Curriculum

THEORIES EVOLUTION

GENERAL CURRICULUM PLANNING

TASK 2: TASK 2: What does a general What does a general curriculum design curriculum design plan involve?plan involve?

What are the principles, beliefs, priorities and assumptions in

which the teaching practice underlies?

““Curriculum processes” implications according to (Taba, Curriculum processes” implications according to (Taba, 1962):1962):

o Diagnosis of needsDiagnosis of needso Formulation of objectivesFormulation of objectiveso Selection of contentSelection of contento Organization of contentOrganization of contento Selection of learning experiencesSelection of learning experienceso Organization of learning experiencesOrganization of learning experienceso Determination of what to evaluate, and the means to evaluateDetermination of what to evaluate, and the means to evaluate

Curriculum Development: Curriculum Development: theory and theory and practice (1962)-Syllabus practice (1962)-Syllabus Design 2007Design 2007

Nunan, DavidNunan, David

The fact-finding stage: assessing The fact-finding stage: assessing societal factorssocietal factors

Task 3: Write down a list of social components which you may Task 3: Write down a list of social components which you may consider when planning a curriculum design.consider when planning a curriculum design.

CURRICULUCURRICULUM DESIGNM DESIGN

CURRICULUCURRICULUM DESIGNM DESIGN

What for?What for?

What ?How further?

Scope and Sequence

When?

How?Which resources, methodologies…?

CURRICULUM DESIGN AND CURRICULUM DESIGN AND

SYLLABUS DESIGNSYLLABUS DESIGN

TASK 4: How would you draw a distinction TASK 4: How would you draw a distinction between between “curriculum” and “curriculum” and “syllabus”?“syllabus”?

How would you draw a distinction between How would you draw a distinction between “curriculum” and “syllabus”?“curriculum” and “syllabus”?

A A broad broad approach and a approach and a narrownarrow approach approach

“…Syllabus design has been seen as a subsidiary component of curriculum design. “Curriculum” is concerned with the planning, implementation, evaluation management , and administration of education programmes. “Syllabus”, on the other hand, focuses more narrowly on the selection and grading of content”

Nunan. D: 1988Nunan. D: 1988

The separate purposes The separate purposes of a curriculum and a syllabusof a curriculum and a syllabus

TASK 5: How do you define a GOAL and how do you define an TASK 5: How do you define a GOAL and how do you define an OBJECTIVE?OBJECTIVE?

General Goals General Goals Specific Specific objectivesobjectives

See content on pages 42&43-Text bookSee content on pages 42&43-Text book for providing examples and questions for discussion. for providing examples and questions for discussion.

The separate purposes The separate purposes of a curriculum and a syllabusof a curriculum and a syllabus

TASK 6: Establishing goals and objectivesTASK 6: Establishing goals and objectives

REFERENCE: REFERENCE: Teaching and Learning in the Language Teaching and Learning in the Language Classroom by Classroom by Tricia Hedge. Oxford Handbooks for Tricia Hedge. Oxford Handbooks for Language Language Teachers (2000)Teachers (2000)

General Goals General Goals Specific Specific objectivesobjectives

Task 7-See content on pages 42&43-Text book.Task 7-See content on pages 42&43-Text book.

TASK 7: Analyze different english texts and establish the TASK 7: Analyze different english texts and establish the corresponding corresponding shape for each syllabus:shape for each syllabus:

****See pages 51 to 63 in your course book.See pages 51 to 63 in your course book.

o Identify Identify functional-notional componentsfunctional-notional components, tasks, language , tasks, language components and language skills while analyzing texts for components and language skills while analyzing texts for specific courses.specific courses.

Some teachers consider the terms “function”“function” and “notion”notion” confusing. To establish a clear idea about these terms, functionsfunctions refer to the communicative purposes of using the language” while notionsnotions are the conceptual meanings, objects, relationships and so on, which are expressed through language.” Nunan (1988) Syllabus Design.Nunan (1988) Syllabus Design.

An idealized communicative curriculum

Communicative goals constitute a more Communicative goals constitute a more comprehensive view of the language comprehensive view of the language component. Besides content in the component. Besides content in the curriculum has been expanded to include curriculum has been expanded to include not only structures, situations, and not only structures, situations, and themes or topics, but also concepts themes or topics, but also concepts

(notions) and functions. (notions) and functions.

› Wilkins (1976) proposes conceptual and functional components into a learning/teaching syllabus. Thus questions to state when designing this type of syllabus have to do with “language use for communicative purposes”

› Beyond asking how, when and where, the main requirement for such communicative syllabus is to discuss about language in use for communicative purposes.

Key Questions to orientate a Communicative Syllabus Design

What kind of semantico-grammatical knowledge does a learner need to communicate effectively?

What kind of skills are needed for communication? What types of learning/ teaching activities will contribute

to the acquisition of the communicative skills?

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