curriculum

1. COURSE PLANNING AND
SYLLABUS DESIGN
Group 3
Nopriko Nanda Putra
Iin Widya Lestari
Anisha Djuli Adha

2. WHAT WE ARE GOING TO DISCUSS??
Developing a
course rationale
Preparing the scope
and sequence plan
Planning the
course content
Sequencing course
content
Choosing course
content
Describing entry and
exit levels

3. THE COURSE RATIONALE
There are some questions should be answered to
seek course rationale:
Who is this course for?
What is the course about?
What kind of teaching and learning
will take place in the course?

4. Course Rationale
questions
Describing the beliefs,
values and goals that
underlie the course.
The purpose of developing
rationale :
Guiding planning of the various
component s of the course
Emphasizing the kinds of teaching
and learning the course should
exemplify
Providing a check on the
consistency of the various
components in terms of the
course values and goals.

5. EXAMPLE OF A COURSE RATIONALE
This course is designed for working adults who wish
to improve their communication skills in English in
order to improve their employment prospects . It
teaches the basic communication skills needed to
communicate in a variety of different work
settings. The course seeks to enable participants to
recognize their strengths and needs in language
learning them the confidence give them confidence to
use English more effectively to achieve their own
goals. It also seeks to develop the participants'
skills in independent learning outside of the
classroom.

6. Course Planners should consider
some aspects such as :
 Goal of the course
 The kind of teaching and learning they want the
course to exemplify
 The role of teachers and learners in the course
 Beliefs and principles the course will reflect

7. DESCRIBING THE ENTRY AND EXIT LEVEL
 Knowing students’ level is necessary before
designing course. For instance elementary,
intermediate and advanced level and etc.
 We also can determine the level of students’
language skills from special tests such as TOEFL or
IELTS.
 By knowing students’ proficiency and language
skills, of course it will be one of way to design
certain programs and objective based on the
student’s level.

8. CHOOSING COURSE CONTENT
 Course Content has to be appropriate with a set of
needs and to cover set of objectives.
 Planners need to decide appropriate course
contents to reflect about some aspects such as the
nature of language, language use, language
learning and etc.
 For instance: in writing course content, planners
perhaps can plan some contents such as :
grammar, functions. Topics, skills and etc.
 Besides choosing course content, planners also
need to choose particular approach to the content
selection based on subject matter knowledge,
learner’s proficiency level and etc.

9. CHOOSING COURSE CONTENT
 Additional Ideas/Sources of Content Selection from:
Available literature on the topic
Published material on the topic
Review of similar course
Review test/exam in the area
Analysis of students’ problems
Consultation with teachers and specialists

10. STEPS IN DESIGNING INTEGRATED COURSE
DESIGN

11. DETERMINING THE SCOPE AND SEQUENCE
Scope
Sequenc
e

12. PURPOSE OF THE SCOPE AND SEQUENCE
To serve as a guideline for teachers who want
to integrate learning strategies instruction into
their language and content curriculum

13. CRITERIA OF SEQUENCING:
Simple to complex
Chronology
Need
Prerequisite learning
Whole to part or part to
whole
Spiral sequencing

14. WHAT IS SYLLABUS DESIGN?
 Syllabus design refers selection and organization of
instructional content including suggested strategy for
presenting content and evaluation (Brown, 1995)
 Whereas, Curriculum is a broad description of
general goals by indicating an overall educational-
cultural philosophy which applies across subjects
together with a theoretical orientation to language and
language learning.
 Syllabus is a detailed and operational statement of
teaching and learning elements which translates the
philosophy of the curriculum into a series of planned
steps leading towards more narrowly defined objectives
at each level.(quoted from W.Sundyana)

15. SYLLABUS COMPONENT
 In general, the components of syllabus consist of :
1. Objectives
2. Instructional contents
3. Learning experiences
4. Evaluation

16. PLANNING THE OURSE STRUCTURE
Selecting a
syllsbus
framework
Developing
instructional
blocks

17. In choosing a paricular syllabus framework for a
course, planner are influenced by some factors
Knowledge and beliefs
Research and theory
Common practice
trenda
SELECTING A SYLLABUS FRAME WORK

18. The syllabus planner seeks to solve the following
problems
 To select sufficient patterns to support the amout of
teaching time available
 To arrange items into a sequence that facilitates
learning
 To identify a productive range of grammatical items
that will allow for the development of basic
communicative skills
GRAMMATICAL (OR STRUCTURAL ) SYLLABUS

19. Critiziedskills
 They represent only a partial dimension of language
proficiency
 They do not reflect the aquisition sequences seen in
naturalistic second language aquisition
 They focus on the sentence rather than longer unit of
discourse
 The focus on form rather than meaning
 They do not address communicative

20. Typical vocabulary targets for general English
course
 Elementary level: 1000 words
 Intermediate level: an additional 2000 words
 Upper intermediate level: an additional 2000 words
 Advanced level: an additional 2000+ words
LEXICAL SYLLABUS

21. 126 functions grouped into some categories
 Imparting and seeking factual information
 Expressing and finding out attitudes
 Deciding on course of action
 Socializing
 Structuring discourse
 Communication repair
FUCTIONAL SYLLABUS

22. Critized
 There are no clear criteria for selecting or grading functions
 They represent a simplistic view of communicative
competence and fail to address the process of communication
 They represent an atomistic approach to language, that is, one
that assumes that language ability can be broken down into
dicrete components that can be taught separately
 The often lead to a phrase-book approach to teaching that
concentartes on teaching expressions and idioms used for
different functions
 Student learning from a fucntional course may have
considerable gaps in their grammatical competence because
some important grammatical structure may not be elicited by
the function that are taight in the syllabus

23. A situation is a setting in which
particular communicative acts
typically occur
SITUATIONAL SYLLABUS

24. Criticized
 Little is known about the language used in different
situation, so selection of teaching items is typically based
on intuition
 Language used in specific situations may not transfer to
other situations
 Situational syllabus often lead to a phrase-book approach
 Grammer is dealt with incidentally, so a situtional syllabus
may result in gaps in student’s grammatical knowledge

25. advantages
 They facilitates comprehension
 Content make linguistic form more meaningful
 Content serves as the best basis for teaching the
skill areas
 They address students’ needs
 They motivate learners
 They allow for integration of the four skills
 They allow for use of authentic materials
TOPICAL OR CONTENT-BASED SYLLABUS

26. Based on a specification of the competencies learners
are expected to master in relation to specific situation
and activities
COMPETENCY-BASED SYLLABUS

27. Organized around the different underlying abilities that
are involved in using a language for purposes such
reading, writing, listening or speaking
SKILLS SYLLABUS
Claims made in support of skills-based syllabuses
•They focus on behaviour or performance
•They teach skills that can transfer to many other
situation
•They identify teachable and learnable units

28. Claims made for a task-based syllabus
 Tasks are activities that drive the second language
acquisition process
 Grammar teaching is not central with this approach
because learners will acquire grammar as a by-
product of carrying;out tasks
 Tasks are motivating for learners and engage them
in meaningful communication
TASK-BASED SYLLABUS

29. In teaching from text-based syllabus a five-part
cycle is proposed that involves
 Bulding context for the text
 Modeling and deconstructing the text
 Joint construction of the text
 Independent construction of the text
 Linking related text
TEXT-BASED SYLLABUS

30. Decisions about a suitable syllabus framework for a
course reflect different priorities in teaching rather that
absolute choices
AN INTEGRATED SYLLABUS

31. DEVELOPING INSTRUCTIONAL BLOCKS
module
s
units
•Length
•Development
•Coherence
•Pacing
•outcomes