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From curriculum to syllabus design: The different stages to design a…
From curriculum to syllabus design: The different stages to
design a programme
Curriculum
The definition of curriculum is complex because there are as many definitions as there are writes in the field. It can go anywhere along the range from a list of subjects for a course to the perception of the ultimate goal of education as a whole
Course
A course is an integrated series of teaching- learning experiences , whose ultimate aim is to lead the learners to a particular state of knowledge
Syllabulles
Syllabulles essentially is a statement of what should be taught, year by year trough language syllabuses often also contain points about the method of teaching and the time to be taken" Syllabulles are more localized and are based on accounts and records of what autually happens at the classroom level.
What are the possible approaches to course design
Classical approach
Humanism: students need to read the
classics
Grammar-trasnlation approach
Students need to learn with economy
of time and effort (1800-1900)
Direct-approach
The direct teaching method, which is sometimes called the natural method, and which is used often (but not exclusively) in foreign language teaching, refrains from using the students' mother tongue and uses only the target language.
Audio-lingual
The audiolingual or audio lingual method had its heyday during World War II. It is mainly based on the acquisition of a language through repetition, emphasizing oral expression and pronunciation.
Communicative approach
The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning.
Articulating your beliefs
Your view of language
anguage is rule governed, meaning-based, a means of self
expression, a means of getting things done
Your view of the social context of language
Sociolinguistic issues such as adapting language to fit the contex sociocultural issues such as cultural values and customs which way may be in harmony or in conflic t with those of the learners own culture
Your view of learning and learners
For example, learning is a deductive or inductive process; learning is the
acquisition of knowledge and skills
Your view of teaching
For example, teaching is knowledge transmmission, management of learning. The teacher is a decision maker, provider of learning structure, collaborator, and resource.
Needs analysis
Needs analysis a vital part of syllabus desing. It helps to inform decisions concerning the formulation of both process and product objectives, and these in turn, assist with the specification of syllabus content and procedures.
What stages are followed in designing a course? among them are.
Structural
Grammatical and phonological structures are the organizing principles-sequenced from easy to difficult or frequent to less frequent
Situational
Situations (such as at the bank, at the supermarket, at a
restaurant, and so forth) form the organizing principlesequenced by the likelihood students will en
Topical
Topics or themes (such as health, food, clothing, and so forth) form the organizing principle-sequenced by the likelihood that students
Funtional
Funtions (such as identifying, reporting, correcting, describing, and so forth) are the organizing principle-sequenced by some sense of chronology or usefulness of each function
Notional
Conceptual categories called notions (such as duration, quanty, location, and so forth) are the basis of organization-sequenced by some sense of chronology or usefulness of each notion.
Skills
Skills (such as listening for gist, listening for main ideas, listening for inferences, scanning a reading passage for specific information, and so forth) serve as the basis for organization sequenced by some sense of cronology.
Task
Task or activity-based categories (such as drawing maps, following directions, following instruction, and so forth) serve as the basis for organization-sequenced.
Selecting the Shape of the Syllabus
The Linear Format
The linear format is adopted for discrete element content, particularly grammar or
structures. Issues of sequencing and grading are of paramount importance
The Modular Format
The modular format is well suited to courses which integrate thematic or situational
contents. Academically oriented units are integrated.
The Cyclical Format
The cyclical format is an organizational principle which enables teachers and
learners to work with the same topic more than once, but each time a particular.
The Matrix Format
The matrix format gives users maximum flexibility to select topics from a table of
contents in a random order, the matrix is well suited to situational content.
The story-line format
The story-line format is basically a narrative. It is of a different type than the ones
mentioned and it could be used in conjunction with any of them
Organizing the course
Five Aspects of Organizing a Course
Sequencing the units
Determining unit content
Identifying the course units based
on the organizing principle(s)
Organizing unit content
Determining the organizing principle(s)
(e.g.., themes, genres, tasks)
It is said that the way you organize your course depends on a number of
factors which include:
Defining the Contex
After articulating your beliefs you may start defining your context. Some factors to consider in defining the context might be:
Nature of course and institutions: Type, purpose of course, mandatory,
relation to current/previous courses, required tests or not
Teaching resources: Materials available, text, develop own material.
Physical setting: Location of school, classroom size and furniture.
Time: How many hours, day of week, time of day
People: Students’ number, age, gender, purpose, education.
Language Testing
Based on the program’s goals and objectives the next step to follow is the
development of tests. He also says that the method he advocates for test development requires the use of two different types of tests: norm-referenced, the ones intended to compare the relative performance of students to each other.
Aims (UK) Goals (US) and Needs Analysis
Aims are rather imprecise, general statements or ‘signposts’ reflecting the underlying ideology of the curriculum. suggests that aims have 4 main purposes: 1) to provide a reason for the program 2) to provide guidelines for teachers and learners 3) to provide a focus for learning
Materials
The materials are very important for the development, decisions that you need to make, based on the learning process of the students and according to your goals and objectives and the focus of your curriculum.
Evaluation
The evaluation is to establish the academic progress of students' skills, demonstrating their ability and level of learning this helps to improve their knowledge in the learning process.
