Course Planning Presentation

COURSE PLANNING
SYLLABUS DESIGN
ECD
(CONCEPTUALIZING CONTENT
& ORGANIZING THE COURSE)
BY MIKOKIT -[ F I L ]- SLIDE 1
1. Machsuna Indriastuti (17202244028)
2. Nur Laila Rahmawati (17202244029)
3. Clara Sekar Pinayungan Maha Fira (17202244034)
4. Nanda Dwiana Pangestuti (17202244040)
MEMBERS
SET OF INSTRUCTIONAL
MATERIALS
Developing a course rationale
Describing entry and exit levels
Choosing course content
Sequencing course content
Planning the course content (syllabus & instructional blocks)
Preparing the scope and sequence plan
The Course Rationale
Who What What kind

Is this Is the course Of teaching
course for? about? and learning
will take place
in the course?
The course rationale answers these questions by describing the

beliefs, values, and goals that underlie the course.
Rationale provides a succinct
statement of the course philosophy for teachers
anyone who may need such
information, including
students Potential
clients who
will use the
curicullum
Developing a rationale also helps provide focus and direction to some of the deliberations.
Guiding the
planning,
The rationale Emphasizing

serves the the kinds of
teaching &
purposes of learning,
Providing a
check on the
consistency.
(Posner and Rudnitsky 1986)
Describing The Entry
and Exit Level
Language programs and commercial materials tipically distinguish
between:
elementary intermediate advanced

level level level
This can be identified by the result on international proficiency

tests such as TOEFL or IELTS. An approach of language program
planning is to identify different levels of performance/proficiency.
Choosing Course Content
Decisions about course content
reflect the planners’ assumptions
about
Writing course
grammar
functions
topics
skills
processes
texts
Choosing Course
Content
The planning
of course
content is
Available literature on the topic constructed
Published materials on the topic based on:
Review of similar courses offered elsewhere
Review of tests or exams in the area
Analysis of students’ problems

Consultation with teachers familiar with the
topic
Consultation with specialists in the area
Cont.
The selected topics should be

clarified based on:
Scope is concerned with the breadth and depth of coverage of items in the
course, that is with the following questions:
Determining
What range of content will be
The Scope covered?
and To what extent should each topic be
Sequence studied?
Sequencing of content in the course involves deciding which content is needed early
in the course and which provides a basis for things that will be learnt later.
Criteria for
sequencing
Simple to Chronolo Need Prerequis Whole to Spiral
6
complex gy ite part or sequenci
learning part to ng
whole
Simple to Acc. To the Based on the Start with Begin with Repeate
1
6
order in cont. That the overall
harder which learners are core/found structure or
d
content. most likely to content.
events need. ation vice versa.
occur content.
The course
strucure
mapping
into
A form
and
Planning The
Sequence
Course
Structure
Planning The
Course
Structure
Selecting a
syllabus
framework
Developing
inatructional
blocks
Two aspects of this process, however, require more detailed planning: selecting a syllabus framework
and developing instructional blocks.
Selecting A Syllabus
Framework
A syllabus describes the major elements that will be used in planning language course and provides the
basis for its instructional focus and content.
The syllabus could be:
situational topical functional task-based
• Organized • Organized • Organized • Organized

around around around the around
different different functions different
situation. topic. most tasks and
commonly activities.
needed in a
certain
course.
In choosing a particular syllabus framework for a course, planners are influenced by the following factors:
Knowledge and
beliefs about the Trends
subject area.
Research and Common

theory. practice.
Approaches to
Syllabus Design
Grammatical (or structural) syllabus
• Organized around grammatical items.
Lexical syllabus
• One that identifies a target vocabulary to be taught normally arranged
acc. To levels such as the first 500, 1,000 (Elementary lv), 1,500, 2,000
(Intermediate lv) words.
Functional syllabus
• Organized around communicative functions such as requesting,
emplaining, suggesting, agreeing.
Situational syllabus
• Organized around the language needed for different situations such
as in the airport or a hotel.
Topical or content-based syllabus
• Organized around themes, topisc, or other units of content.
Competency-based syllabus
• Based on a spesification of the competencies learners are expected to
master in relation too specific situations and activities.
Skills syllabus
• Organized around the different underlying abilities that are involved in
using a language for puposes such as reading, writing, listening, or
speaking.
Developing
Instructional Blocks
An instructional block is a self-contained

learning sequence that has its own goals
and objectives and that also reflects the
overall objectives for the course.
In organizing a course into teaching blocks one seeks to achive the following:
To make the To create overall

To provide a
course more coherence and
progression in
teachable and structure for the
level of difficulty.
learnable. course.
Two commonly used instructional blocks are planning by modules and by units.
Modules
A self-contained and independent learning
sequence with its own objectives.
Units
A group of lessons that is planned around a
single instructional focus. A unit seeks to
provide a structured sequence of activities
that lead towrd a learning outcome..
Factors that account for a successful
unit, include:
length development coherence pacing outcome
Preparing
The Scope
and
Sequence This might consist of a
listing of the module or
Plan units and their contents
and an indication of how
much teaching time each
block in the course will
require.
Richard, Jack C. 2001. Curriculum Development in
Language Teaching. Cambridge: Cambridge University
References Press.
Nation, Paul and John Macalister. 1997. Language
Curriculum Design. New York:
Nunan, D. 1988. Syllabus Design. Oxford: Oxford
University Press.
Thank you....

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COURSE PLANNING

Describing entry and exit levels

Choosing course content

Sequencing course content

Planning the course content (syllabus & instructional blocks)

Preparing the scope and sequence plan

Who What What kind

The course rationale answers these questions by describing the

The rationale Emphasizing

elementary intermediate advanced

This can be identified by the result on international proficiency

Review of similar courses offered elsewhere

Review of tests or exams in the area

Analysis of students’ problems

The selected topics should be

The syllabus could be:

situational topical functional task-based

• Organized • Organized • Organized • Organized

Research and Common

An instructional block is a self-contained

To make the To create overall

length development coherence pacing outcome

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