Planning Goals and

Learning Outcomes
According to early planners of English language courses the
purpose of language teaching was seen as self evident and it
was sufficient to state that the goal of a course was to teach
English, but ESP movement argued that in order to teach
English finding the answers of these questions is necessary:
1. What kind of English?
2. At what level of proficiency?
3. And for what purpose?
 :

So,
- Needs analysis seeks to provide answers to these questions and
- Situation analysis seeks to identify the role of contextual - factors in
implementing curriculum change. and now we discuss about another
dimension of decision making in curriculum planning:
Determining the goals and outcomes of a program.
Key assumptions about goals:
- People are generally motivated to pursue specific goals.-
The use of goals in teaching improves the effectiveness of
teaching and learning.
- A program will be effective to the extent that its goals are▸
sound and clear described.
THE IDEOLOGY OF THE
CURRICULUM
Five Curriculum Ideologies: Eisner, 1992
1. Academic rationalism
2. Social and economic efficiency
3. Learner-centeredness
4. Social reconstructionism
5. Cultural pluralism
 1. Academic Rationalism
• Curriculum stresses the intrinsic value of
the subject matter and its role in
developing the learner's intellect,
humanistic values, and rationality.
• Academic rationalism is sometimes used to
justify certain foreign language in school
curriculum where they are taught as social
studies.
2. Social and Economic
Efficiency
• Emphasizes the practical needs of learners and
society and the role of an educational program in
producing learners who are economically
productive.
 3. Learner-centeredness 4. Social Reconstructionism
• Stresses the individual needs of learners
• Emphasizes the roles schools and learners can
• Reconceptualists
and should play in addressing social injustices and
• Constructivists
inequality.
• Progressivisms
 5. Cultural Pluralism
• This philosophy argues that schools should prepare students
to participate in several different cultures and not merely the
culture of the dominant social and economic group.
• Cultural pluralism seeks to redress racism, to raise the self
esteem of minority groups, and to help children appreciate the
viewpoints of other cultures and religions.
STATING CURRICULUM
OUTCOMES
~ Aims
In curriculum discussions, the terms goal and aim are used interchangeably to refer to a
description of the general purposes of a curriculum and objective to refer to a more specific and
concrete description of purposes. We will use the terms aim and objective here. An aim refers to
a statement of a gen eral change that a program seeks to bring about in learners.
The purposes
of aim statements are:
-To provide a clear definition of the purposes of a program
-To provide guidelines for teachers, leamers, and materials writers
-To help provide a focus for instruction
-To describe important and realizable changes in learning.
Aim statements reflect the ideology of the curriculum and show how the curriculum will seek to
realize it.
Aims statements are generally derived from information gathered during a needs analysis.
In developing course aims and objectives from this information, each area of difficulty will have
to be examined and researched in order to understand.

In developing aim statements, it is important to describe more than simply the activities that
students will take part in.
The following, for example, are not aims:
-Students will learn about business letter writing in english.
For these to become aims, they need to focus on the changes in the learners that will result.
For example:
Students will learn how to write effective business letters for use in the hotel and tourism
industries.
~ objective
Aims are very general statements of the goals of a program. They can be
in terpreted in many different ways.
For example, consider the following aim statement:
Students will learn how to write effective business letters for use in the
hotel and tourism industries.
Objectives generally have the following characteristics:
-They describe what the aim seeks to achieve in terms of smaller units of learning.
- They provide a basis for the organization of teaching activities.
- They describe learning in terms of observable behavior or performance.

The advantages of describing the aims of a course in terms of objectives are:

-They facilitate planning: once objectives have been agreed on, course, planning,
materials preparation, textbook selection, and related processes, can begin
-They provide measurable outcomes and thus provide accountability given a set of
objectives, the success or failure of a program to teach the objectives can be measured.
- They are prescriptive; they describe how planning should proceed and do away with
subjective interpretations and personal opinions.
Statements of objectives have the following characteristics:
Objectives describe a learning outcome. In writing objectives, expressions
like will study, will learn about, will prepare students for are avoided be cause
they do not describe the result of learning but rather what students will do
during a course. Objectives can be described with phrases like will have, will
learn how to will be able to. (For exceptions, see the next section.
"Nonlanguage outcomes and process objectives" on page 133.)
Objectives should be consistent with the curriculum aim. Only objectives that
clearly serve to realize an aim should be included.

The important thing:

*Objectives should be precise. Objectives that are vague
and ambiguous are not useful.
*Objectives should be feasible. Objectives should
describe outcomes that are attainable in the time
available during a course.
NON LANGUAGE OUTCOMES
AND PROCESS OBJECTIVE
Because such outcomes go beyond the content of a linguistically oriented syllabus,
they are sometimes referred to as nonlanguage outcomes. Those that describe learning
experiences rather than learning outcomes are also known as process objectives.
Eight broad categories of nonlanguage outcomes in teaching:
- Social, psychological, and emotional support in the new living environment.
-Confidence
-Motivation
- Cultural understanding
-Knowledge of the Australian community context
- Learning about learning
- Clarification of goals -Access and entry into employment, further study, and
community life
 Consclusion
Teaching English Language have some purposes that based on level of learners or
other word based on learners' need. Therefore the curriculum planners should collect
the information about it.
In designing of curriculum, the planner also state the goals of program and learning
outcomes. The terms of goal in curriculum encompasses aims and objectives. Aims
.
are very general statements of the goals of a program. It refers to a statement of a
general change that a program seeks to bring about in learners. Aims reflect the
ideology of curriculum and show how curriculum will seek to realize it. Aims
statement are generally derived from information gathered during a need analysis.
Thank you