BY: Jose Caballero

Principles

Evaluation

Content Format and

and presentation
sequencing
Goals

Monitoring and
assessing
Needs
Environment
 Considering the environment
 The factors of the situation.
 A listof questions (learners, teachers and teaching
situation).

Teachers Learning
Learners situation

Is there a
How old Are they
suitable
are they? trained? classroom?
Choose three factors which will have the
strongest effect on the design of your
course.
 For example:

 One teacher decided that the learners’ lack of interest

in learning English should be the major factor
influencing curriculum design. The learners were
obliged to do an English course as part of their
degree.
 Other factors that teachers consider
most important

 The small amount of time available for the course.

 The large size of the classes.
 The immediate survival needs of the learners.
 The lack of appropriate reading materials.
 The teachers’ lack of experience and training.
 Discovering needs

 Necessities  means:
 Lacks by testing, by questioning,
by consulting employers,
 Wants
teachers and others
involved, and by
investigating the
situations.
 Following Principles

 Principles on the
 Research on importance of repetition, on
language the importance of taking
teaching and account of individual
learning. differences and learning
style, and on learner
attitudes and motivation.
 Goals
 The aim of communicative teaching is
to encourage students to exploit all
the elements of the language that
they know in order to make their
 For example: meanings clear.

(Orbit, Harrison and Menzies, 1986)

 Content and Sequencing

Goal

strategies
skills
ideas
language
items
Checking To
the develop
content their own
lists

Need Background
analysis factors,
needs.
 Finding a Format and Presenting
Material
Advantages to having a set format for lessons:

 easier to make
 the course easier to monitor
 lessons easier to learn
 Monitoring and Assessing

 useful goals
 achieves its goals
 satisfies its users
Aims of
curriculum design

 efficient way.
 The use of tests

 Proficiency tests  what a learner knows

 what has been learned

 Achievement tests
 Other ways
 Observing.
 Monitoring using checklists.
 Getting learners to keep diaries.
 Gettinglearners to collect samples of
their work in folders.
 Gettinglearners to talk about their
learning.
 Evaluating a Course

A “good” course could be one that:

 Attracts a lot of students.

 Makes a lot of money.
 Satisfies the learners.
 Satisfies the teachers.
 Satisfies the sponsors.
 Helps learners gain high scores in an external test.
 Results in a lot of learning.
 Conclusion

 The curriculum design is not a linear process

because it can be necessary to change the
content or sequencing as a result of the
consideration of each part of the curriculum
design. Besides, it is important to make sure that
the learning goals are met.