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TOPIC 4 Set 1 For Students
TOPIC 4 Set 1 For Students
DESIGNING A
CURRICULUM
TSLB 3163 CURRICULUM STUDIES
Learning Objective(s)
1) Needs analysis
2) Target group
3) Aims and Objectives
4) Content
5) Learning theories, approaches and methods
6) Personnel
7) Material selection
8) Monitoring and support
9) Assessment and evaluation
10) Constraints
Components of curriculum design
• C : SUBJECT MATTER
• D : EVALUATION
Components of a curriculum design
DIMENSION DESCRIPTION
SEQUENCE When considering sequence, curriculum planners seek a
curriculum that fosters cumulative and continuous learning.
• Simple to complex : indicates that content is optimally
organized in a sequence proceeding from simple subordinate
components to complex components. Individuals are presented
with easy content (concrete) and then with more difficult
(abstract)
• Prerequisite : similar to part-to-whole-learning. It works on the
assumption that bits of information must be grasped before other
bits can be comprehended
• Whole –to- part- learning : receives support from cognitive
psychologist. The argument is that the curriculum should be
arranged so that the content is first presented in an overview
that provides students with a general idea.
• Chronological learning : refers to content whose sequence
reflects the times of real-world occurrences
Design dimension considerations
DIMENSION DESCRIPTION
CONTINUITY Continuity is vertical repetition of curriculum components. For
example ; if reading skills are an important objective then there
has to be recurring and continuing opportunity for these skills to be
practiced and developed
DIMENSION DESCRIPTION
BALANCE When designing a curriculum, educators strive to give
appropriate weight to each aspect of the design. In a
balanced curriculum, students can acquire and use the
knowledge in ways that advance their personal, social and
intellectual goals.
CONSIDERATIONS : REMEMBER!
• According to Iwai et al. (1999), the term needs analysis generally refers to the
activities that are involved in collecting information that will serve as the basis for
developing a curriculum that will meet the needs of a particular group of students.
• The curriculum designers must be aware of the learners’ strengths and weaknesses.
• It examines what learners already know and what they need to know (Nation &
Macalister, 2010).
• Many scholars indicate that knowing about learners’ needs such as “their
learning objectives, language attitudes, expectations from the course” are
necessary in order to design an efficient curriculum (Brindley, 1984; Nunan,
1988, Xenodohids, 2002, et Kayi, 2008).
1. NEEDS ANALYSIS
also known as needs assessment - has a vital role in the process of designing and
carrying a curriculum.
Need refers to the activities that are involved in collecting information that will serve as
the basis for developing a curriculum that will meet the needs of a particular group of
students. (Iwai et al.,1999)
curriculum designers must be aware of the learners’ strengths and weaknesses.
By gathering such information, therefore, the needs analysis can guarantee that the
course will contain the relevant and useful things for students to learn.
1. NEEDS ANALYSIS
2. Select audience: Who is the target audience? Whose needs are you
measuring, and to whom will you give the required information?
3. Collect data: How will you collect data that will tell you what you need to
know? Will you collect data directly from the target audience or indirectly?
4. Select audience sample: How will you select a sample of respondents who
represent the target audience?
1. NEEDS ANALYSIS
• The findings of the needs analysis will serve as the basis for developing
tests, materials, teaching activities, evaluation strategies. For example,
students are weak in grammar, so the teacher needs to prepare more
materials and suitable tasks to address the problem identified.
1. NEEDS ANALYSIS
Various
Learning
Individual Abilities Interests Potentials Multiple Styles or
Needs Intelligences
Learning
Modes
2. TARGET GROUP
What are the available delivery options and methods for transferring the new skills to
the workplace?
What is the instructional setting; e.g. lectures, tutorials, on-the-job, self study, etc?
How do these skills connect to the intended audience?
What is the timeline for programme completion?
2. TARGET GROUP
The stated aims of a curriculum tell students what are the results of studying it is likely
to be. (what would they gain by learning from it).
Aims are not the same as desired learning outcomes.
a) aims should relate to the combined impact of the curriculum, the pedagogy and the
assessment of the various elements.
b) desired learning outcomes need to be student oriented, and should point to the
knowledge, skills, competencies and attitudes of those students who successfully
complete the course.
AIM
Develop the knowledge and skills of
teachers in line with the National
Philosophy of Education and the
National Education Policy towards the
realisation of Education Blueprint.
4. CONTENT
Valid Feasibility
4. CONTENT
3) it should be up-to-date.
The students should be aware of what’s happening around them and
the world.
The content should be constantly updated.
Most curriculum designs can be grouped into the following three basic
designs; namely, subject-centred designs, learner-centred designs and
problem-centred designs.
• life-situation designs
Problem-centered • Core designs
Designs • Social problem designs
6. PERSONNEL
• Curriculum planners
• Teachers
• Technical staff
• Administrative staff
7. MATERIAL SELECTION
Teaching rooms, office space, social and study space – there should be
adequate provision to accommodate learners at all stages of the course as
well as social and study space for students to spend time outside the
classroom.
There should also be sufficient space for teachers to prepare teaching
and meet with students.
Requirements for supervision and delivery of practical teaching (practicum) –
availability of schools, mentors, supervisors - it is important to ensure that
such staff are supported and trained to deliver the course.
Other requirements which need to be considered include travel and
accommodation arrangements for learners and teachers.
8. MONITORING AND SUPPORT
Assessment
Are the assessments appropriate in terms of level, reliability and validity and do they
discriminate between assessing skills, knowledge and attitudes?
Are the regulations and procedures appropriate and are they being followed?
Learning resources
Are the recommended books and journals and other teaching materials available?
Is access to the library and other resources adequate?
Performance standards
Are the minimum performance standards being reflected and achieved?
9. ASSESSMENT AND EVALUATION
• Assessments must check that students have achieved the learning outcomes in
various contexts and thus that the content has been covered.
Who is going to provide the cost of the training? Allowances, other payments and
others
CONCLUSION
Curriculum design:
a complex activity both conceptually and its implementation.
• Without an effective curriculum, students would not be able to understand or meet the
challenges of society.
Task 1: Describe how needs analysis of target group influences the aims and objectives set
for the current curriculum. Give one example of how content is selected based on the aims
and objectives.
Task 2: Conduct a background research on the current Malaysian curriculum and English
Language syllabus. Based on your research, discuss the influencing factors that shaped the
curriculum.