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FROM CURRICULUM TO SYLLABUS DESIGN BY NÚÑEZ Y BODEGAS, Stage in designing …
FROM CURRICULUM TO SYLLABUS DESIGN BY NÚÑEZ Y BODEGAS
Organizing the course
Factors
Goals and objectives
Sequencing the units
Determine the content
Determining the organizing
principles ( themes, genres)
Identify the course
Organize the unit content
Needs, beliefs and
understandings
Students
Content and experience
Language Testing
Development
of tests
Drive a programme
Norm-referenced
Compare the relative performance
Criterion-referenced
Measure the amount
of course material
that each student
has learned
Scrivener
(1967, quoted by
Beretta, 1992)
Summative
Determine the effects of a programme
that has come to an end.
Williams and Burden (1994)
Select teachers and students
To apply a test to determine
if the innovation produced changes.
Formative
To improve a programme
Beretta
Purposes of evaluation
Effect of a programme
Justify future actions
Achieve the desired effect
Ongoing programme
Stage in designing
a course
Brown (1995)
Mckay (1978)
-
Present three syllabuses
-
Explanations of four
types of syllabuses
Skills
Innate skills
Ex. listening, scanning
and reading
Functional
Grammatical functions
Ex. Correct a mistake.
Task
Drawing maps
Following directions
Following instruction
Topical
Themes
Ex. Health, food, clothing
Situational
Real life events
Ex. At the bank
Structural
structures
Grammatical
Phonological
Notional
Conceptual categories
Ex. Quantity, location.
Shape
Selecting the Syllabus
Cyclical
Work on the same topic
more than once
Story-line
Narration
Linear
-
Grammatical structures
-
Important: sequencing
and grading.
Matrix
Flexibility according
to situational content
Modular
Contents: Thematic
or situational
Theory of language
Materials
People from the environment
and know the reality.
Techniques
Exercises
Syllabuses
Related to each
other
Tests
Teaching
Objectives
Program evaluation
Students’ needs
