Professional Documents
Culture Documents
Course Planning and Syllabus Design
Course Planning and Syllabus Design
DESIGN
THE COURSE RATIONALE
It normally describes the beliefs, values and goals that underline the course. It
would be a two-or three paragraph statement in providing teaching and
learning that will take place in course.
The rationale thus serves the purposes of:
1. Guiding the planning of the various components of the course
2. Emphasizing the kinds of teaching and learning the course should exemplify.
3. Providing check on the consistency of the various course components in
terms of the course values and goals. (Posner and Rudnitsky 1986)
Curriculum : A Definition
The term of curriculum is the nearest with the syllabus. A.V.Kelly makes a
strong case for understanding curriculum as ‘the overal rationale for the
educational programme of an institution’, and he defines curriculum must
include the following:
“the intention of the planners, the procedures adopted for the implementation
of those intentions, the actual experiences of the pupils resulting from the
teacher’s direct attempts to carry out their or the planner’s intentions, and the
“hidden learning” that occurs as a by-product of the organization of the
curriculum , and, indeed, of the school (Kelly, 1989, p.14)
RICHARDS, PLATT AND PLATT IN LONGMAN
DICTIONARY OF APPLIED LINGUISTICS (1992, P.94)
STATE THAT CURRICULUM IS AN EDUCATIONAL
PROGRAMME WHICH STATES:
In the opinion of Dubi and Olshtain (1986, p.68), three areas are central to the
concept of a communicative curriculum “ a view of the nature of language as
seen by the field of…sociolinguistics: a cognitively based view of language
learning; and a humanistic approach in education”
1. Curriculum Policy
It has the role in a curriculum design document that is for a juggler, keeping aloft
the “balls” representing the needs of the learners, the needs of institution or
planning committee, the needs, possibly, the society, or at least specific interest
groups within society, and also the neeeds of the teachers nd administrators, the
implementers of the curriculum.
2. NEED ANALYSIS
Need analysis is now seen as the logical strating point for the
development of a language program which is responsive to the
learner ad learning needs.
There are two orientations as suggested by Brindley (1989, p.64):
II. Curriculum development in ELT is that there is a need for flexibility and openness
to change and influences from the broader prespectives of general educational
theory.
III. Richard’s (1984, p.25) concludes that: “ The language teaching profession has yet
to embrace curriculum development as an overall approaach to the planning of
teaching and learning. Our profession has evolved a considerable body of
educational techniques, but little in the way of an integrated and systematic
approach to language curriculum process. Such an approach may be crucial,
however, of we are to develop a more rigorous basis for our educational
practices”.