Please enable JavaScript.

Coggle requires JavaScript to display documents.

From curriculum to syllabus design: The different stages to design a…

- - - - Aims
        
        1) to provide a reason for the program
        
        2) to provide guidelines for teachers and learners
        
        3) to provide a focus for learning
        
        4) to describe important and realizable changes in learning
      - Objectives
        
        Richards (2001) suggests they should be:
        
        a) consistent with the curriculum aim.
        
        b) precise (not vague or ambiguous)
        
        c) feasible, be capable of achieve at specified time).
      - Need Analysis
        
        Should realize the learners’ needs, and provide the basis
        for decision making in the programme
        
        Target level
        
        Communicative event
        
        Interaction
        
        Instrumentality
        
        Participant
        
        Purposive domain
        
        Setting
        
        Dialect
        
        Communicative key
      - According to Hutchinson & Waters (1996), information on target needs can be collected in a variety of ways like questionnaires, interviews, data collection. Some questions suggested:
        
        Why are the learners taking the course?
        
        How will the language be used?
        
        What will be the content areas?
        
        Who will the learners use the language with?
        
        Where will the language be used?
        
        When will the language be used?
- - - - Skills
      - Task
  - - - Sequencing the units
        
        Determining unit content
        
        Organizing unit content