Course Planning and Syllabus Design

1. by:
Alvy Mayrina Pribadi (S200160071)
Dina Kusumaningrum (S200160081)
Course Planning and
Syllabus Design
POSTGRADUATE PROGRAM OF LANGUAGE STUDIES
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2017

2. Questions:
1. Mention and explain the purposes of course
rational!
2. Mention and explain the factors selecting syllabus
framework!
3. What are the basic differences between module and
unit?

3. Course Planning and Syllabus Design
1.
Course Rationale
2.
Determining the
Scope and the
Sequence
3.
Planning the
Course Structure
4.
Preparing the
Scope and
Sequence Plan

4. Course rationale seeks to answer the following
questions:
1. Course Rationale
Who is this course for?
What is the course about?
What kind of teaching and learning
will take place in the course?

5. What is
course
rationale
?
Course rationale is a brief written
description of the reasons for the
course and the nature of it.
It describes the beliefs, values, and
goals that underlie the course.

6. Who is this course
for?
Example of Course Rationale
What is the course
about?
What kind of teaching
and learning will take
place in the course?

7. The Purposes of Course Rationale
1.
• Guiding the planning of the various component of
the course
2.
• Emphasizing the kinds of teaching and learning
the course should exemplify
3.
• Providing a check on the consistency of the various
course components in terms of the course values
and goals
(Posner and Rudnitsky, 1986)

8. Some Consideration in Developing Course
Rationale
1.
The goal of the course
2.
The kind of teaching
and learning they want
the course to exemplify
3.
The roles of the teachers
and learners in the
course
4.
The beliefs and
principles the course
will reflect

9. 2.
Determining
the Scope
and the
Sequence
• Scope is concerned with the
breadth and depth of coverage of
items in the course.
• What range of content will be covered?
• To what extent should each topic be
studied?
Scope
• Sequencing involves deciding
which content is needed early in the
course and which provides a basis
for things that will be learned later.
Sequence

10. Criteria of Sequencing
Simple to
Complex
Chronology Need
Prerequisite
Learning
Whole Part
to Part/
Part to
Whole
Spiral
Sequencing

11. 3. PLANNING THE COURSE STRUCTURE
The next stage in course development involves mapping
the course structure into a form and sequence that
provide a suitable basic for teaching. Some of the
preliminary involved will have occurred while ideas for
course content were being generated.
PROCESS
1. Selecting a syllabus
framework
2. Developing
instructional blocks

12. SELECTING A SYLLABUS FRAMEWORK
Describes the major elements that will be used in
planning a language course and provides the basis
for its instructional focus and content
The syllabus
could be
Situational
Topical
Task-based
Functional
Factors
Knowledge and beliefs
about the subject area
Research and theory
Trends
Common practice

13. Kinds of syllabus framework
Grammatical (or
structural) syllabus
Lexical syllabus
Situational syllabus
Functional syllabus
Topical or content-
based syllabus
Competency-based
syllabus
Skills syllabus
Task-based syllabus
An integrated syllabus
Text-based learning
(Richards, 2001)

14. DEVELOPING INSTRUCTIONAL BLOCKS
A course also needs to be mapped out in
terms of instructional blocks or section. An
instructional blocks is a self-contained
learning sequence that has its own goals and
objectives and that also reflects the overall
objectives for the course.
Modules
Two commonly used
instructional blocks:
Units
This is a self-contained and
independent learning
sequence with its own
objectives.
This teaching block is normally
longer than a single lesson but
shorter than a module and is
the commonest way of
organizing courses and
teaching materials.

15. 4. PREPARING THE SCOPE AND SEQUENCE PLAN
This might consist of how a listing of
the module or units and their contents
and an indication of how much teaching
time each block in the course will
require.

16. THANK YOU…