curriculum design

PAPER
CURRICULUM DESIGN

1. Element in Curriculum Design
Curriculum has many meaning like ‘communicative’, ‘authentic’, and many others in teaching that are used in a confusing variety of sense. It is used in a broad and a narrower sense. The broad sense refers to all the learning experiences felt by people at school. It is possible to talk about the place of ‘English in the curriculum’. The narrower sense refers to a person’s experiences in one specific subject on the school timetable, for example, the foreign language curriculum or the science curriculum. In this sense, we can talk about the ‘English curriculum’. It is including how do we plan, manage and evaluate a child’s experience of learning English.
a. Broad Definition
Richards et al (1985) describes a curriculum as follows (the emphasis in this and the following quotations is mine):
An educational programme which states:
a. The educational purposes of the programme ( the ENDS)
b. The content, teaching procedures and learning experiences which will be necessary to achieve this purpose ( the MEANS)
c. Some means for assessing whether or not the educational ends have been achieved.
Robertson (1971, quoted in Yalden 1987) also defines that the curriculum includes the goals, objectives, contents, processes, resources and means of evaluation of all the learning experiences planed for pupils both in and out of school.
We see that discussion about the curriculum can include discussions about:
Why do we learn and teach? ( aims, objective)
What do we learn and teach? (content)
How do we learn and teach? (methods, learning activities)
With what resources do we learn and teach? (books, materials)
How well do we learn and teach? (assessment, evaluation)

b. Narrower Definition
Richard et al. (1985) gives a definition of curriculum development which contains a similar range of elements:
In language teaching, curriculum development includes:
a. The study of the purpose for which a learner needs a language (‘needs analysis)
b. The setting of the objectives and the development of a syllabus, teaching methods and materials.
c. The evaluation of the effects of these teaching procedures on the learner’s language ability.

Allen (1984) covers six levels of curriculum design. They are:
a. Concept formation (general principles of language learning);
b. Administrative decision making (which includes the formulation of general aims);
c. Syllabus planning (the stage at which specific objectives are defined);
d. Materials design (including texts, exercises and so on);
e. Classroom activity (where materials are adapted by individual teachers to their own situation);
f. Evaluation (which tests the validity of the.

From the various definition of curriculum, we can extract the following profile of the various elements that should be considered in ELT curriculum design:
• Purpose of education
The starting point in discussing the curriculum of any subject must be a conception of what purposes education should serve.
• Goals of foreign language learning
Language teaching is one of sub-activity within education and its goals must be justifiable within this more general educational framework.
• Concept of language and learning
The conceptions about the nature of language and learning will permeate all decisions about how language should be taught and learnt. If goals dictate what our teaching aims to achieve and ‘concepts of language and learning’ enable us to see possible routes towards achieving it.
• Information about specific groups of learners
It determines which of these routes is suitable in a particular teaching/learning situation. Included here are factors such as the age of the learners, their specific reason for learning, whether they are learning voluntarily or reluctantly, and so on. For example if the learners are present in the class against their will, their motivation will need to be carefully nurtured through classroom activities which are intrinsically pleasurable.
• Objectives, Materials, Syllabus and Classroom activities
One of the tasks of curriculum design is to make these elements consistent with:
a. The goals of learning
b. Our beliefs about language and learning
c. What is known about the learners
• Evaluation of result
It enables us to see to what extent the route we have planned has actually led to the goals we have aimed for.

2. The Purpose of Education
Skilbeck state that there are three traditions in analysis of the purpose of education:
a. Classical humanism
The main purpose of education is to transmit valued knowledge and culture to an elite section of the next generation, and to develop their general intellectual abilities.
b. Reconstructionism
The main purpose is to bring about desired social change. It dominates many school syllabuses.
c. Progressivism
The main purpose is to enable each individual to develop towards self-fulfilment.
Each tradition reflects an important aspect of reality, so there is a valued cultural heritage to be passed on, society does depend on people having useable skill, and individuals do aspire to self-fulfilment.

3. The Goals of Foreign Language Learning
Foreign language teaching is an activity located within education, its goals must be justifiable in terms of broader educational purpose (cf. Van Ek, 1986). Therefore we should be able to relate foreign language learning to the three educational value systems in the previous section.
a. As a contribution to the transmission of valued knowledge of skills.
b. As a contribution to the individual’s preparation for life as a member of society.
c. As a contribution to the development of the individual.

4. Goals and The Curriculum
The dominant features of three approaches to the curriculum are:
a. The grammar (system)-based curriculum
The basis for various kinds of grammar-based curriculum in which:
1. The main goal of language teaching is to enable learners to master the grammar and vocabulary of the language. The secondary goal maybe to pass on knowledge of the country and its culture.
2. The objectives are mainly defined with reference to individual structures or items of vocabulary.
3. The syllabus attempts to select and sequence the structures and vocabulary, using criteria such as complexity, importance, teachability and so on(cf. Howatt, 1974)
4. The materials provide learners with examples of language structures and vocabulary in text devised specially for the purpose.
5. The classroom activities provide learners with opportunities to understand and use the language forms as accurately as possible.
The grammar-translation approach is most obviously structured around grammar as ‘knowledge to be transmitted’.
b. The function-based curriculum
The goal of this curriculum is to prepare the learners take part in society to perform in communication.
1. The main aim is to equip learners to fulfill their communicative needs in an appropriate range of situation.
2. The objectives are defined mainly in behavioral terms.
3. The syllabus selects and sequences these function and skills according to criteria.
4. The materials provide examples of language being used for variety of communicative purposes.
5. The classroom activities provide learners with opportunities to practice conveying and understanding meanings.
c. The process-based curriculum
This curriculum reflects the conception that education should aim to facilitate natural development. In this approach:
1. The main aim is to create context which will stimulate the potential for natural language growth.
2. The objectives are not defined in terms of detailed behavior .
3. The syllabus provides a sequence of context for learning.
4. The materials provide a focus for using language in order to exchange meanings about these topics or tasks.
5. The learning activities consist mainly of the use of language for the purposes of communication.

The Natural Approach described by Kreshen and Terrell (1983) uses of variety of techniques( including visuals, role-places and class discussion) to create contexts where the learners focus on meanings and are able to obtain enough ‘comprehensible input’ of the language for natural acquisition to occur. ‘Communicational language teaching’ (Prabhu, 1987) consist of problem-solving tasks involving the language. These are carried out first as ‘pre-tasks’ by the whole class with the teacher by individual learner. ‘Immersion classes’ in Canada, language learning take place as by-product of learning about other school subjects.
To balancing the different aims and aspects of language learning, Allen (1983) presented and adapted form in Stern (1983) one approach, that is multi-level or variable focus curriculum.
Level 1 Level 2 Level 3
Structural Functional Experiential
Focus on language (formal features)
a. Structural control
b. Materials simplified structurally
c. Mainly structural practice Focus on language (discourse features)
a. Discourse control
b. Materials simplified functionally
c. Mainly discourse practice Focus on the use of language
a. Situational or topical control
b. Authentic language
c. Free practice

Stern (1983:262) underlies conception that ‘a curriculum should be based both on a formal and functional analysis and at the same time offer opportunities for experiential participation in real-life communication’.

5. The Learners as Curriculum Designers
A recurrent theme in discussions about language teaching is the need to develop the autonomy of the learner. Autonomy involves the learner in making decisions in almost all the components that we saw earlier as belonging to curriculum design, state Holec (1983). It determines the objectives, defines contents and progression, selects method and techniques being used, and evaluates what has been acquired.

6. Conclusion
Curriculum is a part that important to get the goal of education. Curriculum design is an aspect of the education profession which focuses on developing curricula for student.

7. Reference
Bowers, Roger and Christopher Brumfit.1991.Applied Linguistics and English Language Teaching.London:Macmillan Publishers Limited

PAPER
CURRICULUM DESIGN








Compiled by:
1. Prima Sofiyana Dewi (08.212.0159)
2. Satabiatun (08.212.0177)
3. Sri Ismiyati (08.212.0194)


ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND SCIENCIES
MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2011
CURRICULUM DESIGN

1. Element in Curriculum Design
Curriculum has many meaning like ‘communicative’, ‘authentic’, and many others in teaching that are used in a confusing variety of sense. It is used in a broad and a narrower sense. The broad sense refers to all the learning experiences felt by people at school. It is possible to talk about the place of ‘English in the curriculum’. The narrower sense refers to a person’s experiences in one specific subject on the school timetable, for example, the foreign language curriculum or the science curriculum. In this sense, we can talk about the ‘English curriculum’. It is including how do we plan, manage and evaluate a child’s experience of learning English.
a. Broad Definition
Richards et al (1985) describes a curriculum as follows (the emphasis in this and the following quotations is mine):
An educational programme which states:
a. The educational purposes of the programme ( the ENDS)
b. The content, teaching procedures and learning experiences which will be necessary to achieve this purpose ( the MEANS)
c. Some means for assessing whether or not the educational ends have been achieved.
Robertson (1971, quoted in Yalden 1987) also defines that the curriculum includes the goals, objectives, contents, processes, resources and means of evaluation of all the learning experiences planed for pupils both in and out of school.
We see that discussion about the curriculum can include discussions about:
Why do we learn and teach? ( aims, objective)
What do we learn and teach? (content)
How do we learn and teach? (methods, learning activities)
With what resources do we learn and teach? (books, materials)
How well do we learn and teach? (assessment, evaluation)

b. Narrower Definition
Richard et al. (1985) gives a definition of curriculum development which contains a similar range of elements:
In language teaching, curriculum development includes:
a. The study of the purpose for which a learner needs a language (‘needs analysis)
b. The setting of the objectives and the development of a syllabus, teaching methods and materials.
c. The evaluation of the effects of these teaching procedures on the learner’s language ability.

Allen (1984) covers six levels of curriculum design. They are:
a. Concept formation (general principles of language learning);
b. Administrative decision making (which includes the formulation of general aims);
c. Syllabus planning (the stage at which specific objectives are defined);
d. Materials design (including texts, exercises and so on);
e. Classroom activity (where materials are adapted by individual teachers to their own situation);
f. Evaluation (which tests the validity of the.

From the various definition of curriculum, we can extract the following profile of the various elements that should be considered in ELT curriculum design:
• Purpose of education
The starting point in discussing the curriculum of any subject must be a conception of what purposes education should serve.
• Goals of foreign language learning
Language teaching is one of sub-activity within education and its goals must be justifiable within this more general educational framework.
• Concept of language and learning
The conceptions about the nature of language and learning will permeate all decisions about how language should be taught and learnt. If goals dictate what our teaching aims to achieve and ‘concepts of language and learning’ enable us to see possible routes towards achieving it.
• Information about specific groups of learners
It determines which of these routes is suitable in a particular teaching/learning situation. Included here are factors such as the age of the learners, their specific reason for learning, whether they are learning voluntarily or reluctantly, and so on. For example if the learners are present in the class against their will, their motivation will need to be carefully nurtured through classroom activities which are intrinsically pleasurable.
• Objectives, Materials, Syllabus and Classroom activities
One of the tasks of curriculum design is to make these elements consistent with:
a. The goals of learning
b. Our beliefs about language and learning
c. What is known about the learners
• Evaluation of result
It enables us to see to what extent the route we have planned has actually led to the goals we have aimed for.

2. The Purpose of Education
Skilbeck state that there are three traditions in analysis of the purpose of education:
a. Classical humanism
The main purpose of education is to transmit valued knowledge and culture to an elite section of the next generation, and to develop their general intellectual abilities.
b. Reconstructionism
The main purpose is to bring about desired social change. It dominates many school syllabuses.
c. Progressivism
The main purpose is to enable each individual to develop towards self-fulfilment.
Each tradition reflects an important aspect of reality, so there is a valued cultural heritage to be passed on, society does depend on people having useable skill, and individuals do aspire to self-fulfilment.

3. The Goals of Foreign Language Learning
Foreign language teaching is an activity located within education, its goals must be justifiable in terms of broader educational purpose (cf. Van Ek, 1986). Therefore we should be able to relate foreign language learning to the three educational value systems in the previous section.
a. As a contribution to the transmission of valued knowledge of skills.
b. As a contribution to the individual’s preparation for life as a member of society.
c. As a contribution to the development of the individual.

4. Goals and The Curriculum
The dominant features of three approaches to the curriculum are:
a. The grammar (system)-based curriculum
The basis for various kinds of grammar-based curriculum in which:
1. The main goal of language teaching is to enable learners to master the grammar and vocabulary of the language. The secondary goal maybe to pass on knowledge of the country and its culture.
2. The objectives are mainly defined with reference to individual structures or items of vocabulary.
3. The syllabus attempts to select and sequence the structures and vocabulary, using criteria such as complexity, importance, teachability and so on(cf. Howatt, 1974)
4. The materials provide learners with examples of language structures and vocabulary in text devised specially for the purpose.
5. The classroom activities provide learners with opportunities to understand and use the language forms as accurately as possible.
The grammar-translation approach is most obviously structured around grammar as ‘knowledge to be transmitted’.
b. The function-based curriculum
The goal of this curriculum is to prepare the learners take part in society to perform in communication.
1. The main aim is to equip learners to fulfill their communicative needs in an appropriate range of situation.
2. The objectives are defined mainly in behavioral terms.
3. The syllabus selects and sequences these function and skills according to criteria.
4. The materials provide examples of language being used for variety of communicative purposes.
5. The classroom activities provide learners with opportunities to practice conveying and understanding meanings.
c. The process-based curriculum
This curriculum reflects the conception that education should aim to facilitate natural development. In this approach:
1. The main aim is to create context which will stimulate the potential for natural language growth.
2. The objectives are not defined in terms of detailed behavior .
3. The syllabus provides a sequence of context for learning.
4. The materials provide a focus for using language in order to exchange meanings about these topics or tasks.
5. The learning activities consist mainly of the use of language for the purposes of communication.

The Natural Approach described by Kreshen and Terrell (1983) uses of variety of techniques( including visuals, role-places and class discussion) to create contexts where the learners focus on meanings and are able to obtain enough ‘comprehensible input’ of the language for natural acquisition to occur. ‘Communicational language teaching’ (Prabhu, 1987) consist of problem-solving tasks involving the language. These are carried out first as ‘pre-tasks’ by the whole class with the teacher by individual learner. ‘Immersion classes’ in Canada, language learning take place as by-product of learning about other school subjects.
To balancing the different aims and aspects of language learning, Allen (1983) presented and adapted form in Stern (1983) one approach, that is multi-level or variable focus curriculum.
Level 1 Level 2 Level 3
Structural Functional Experiential
Focus on language (formal features)
a. Structural control
b. Materials simplified structurally
c. Mainly structural practice Focus on language (discourse features)
a. Discourse control
b. Materials simplified functionally
c. Mainly discourse practice Focus on the use of language
a. Situational or topical control
b. Authentic language
c. Free practice

Stern (1983:262) underlies conception that ‘a curriculum should be based both on a formal and functional analysis and at the same time offer opportunities for experiential participation in real-life communication’.

5. The Learners as Curriculum Designers
A recurrent theme in discussions about language teaching is the need to develop the autonomy of the learner. Autonomy involves the learner in making decisions in almost all the components that we saw earlier as belonging to curriculum design, state Holec (1983). It determines the objectives, defines contents and progression, selects method and techniques being used, and evaluates what has been acquired.

6. Conclusion
Curriculum is a part that important to get the goal of education. Curriculum design is an aspect of the education profession which focuses on developing curricula for student.

7. Reference
Bowers, Roger and Christopher Brumfit.1991.Applied Linguistics and English Language Teaching.London:Macmillan Publishers Limited

PAPER
CURRICULUM DESIGN








Compiled by:
1. Prima Sofiyana Dewi (08.212.0159)
2. Satabiatun (08.212.0177)
3. Sri Ismiyati (08.212.0194)


ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND SCIENCIES
MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2011
CURRICULUM DESIGN

1. Element in Curriculum Design
Curriculum has many meaning like ‘communicative’, ‘authentic’, and many others in teaching that are used in a confusing variety of sense. It is used in a broad and a narrower sense. The broad sense refers to all the learning experiences felt by people at school. It is possible to talk about the place of ‘English in the curriculum’. The narrower sense refers to a person’s experiences in one specific subject on the school timetable, for example, the foreign language curriculum or the science curriculum. In this sense, we can talk about the ‘English curriculum’. It is including how do we plan, manage and evaluate a child’s experience of learning English.
a. Broad Definition
Richards et al (1985) describes a curriculum as follows (the emphasis in this and the following quotations is mine):
An educational programme which states:
a. The educational purposes of the programme ( the ENDS)
b. The content, teaching procedures and learning experiences which will be necessary to achieve this purpose ( the MEANS)
c. Some means for assessing whether or not the educational ends have been achieved.
Robertson (1971, quoted in Yalden 1987) also defines that the curriculum includes the goals, objectives, contents, processes, resources and means of evaluation of all the learning experiences planed for pupils both in and out of school.
We see that discussion about the curriculum can include discussions about:
Why do we learn and teach? ( aims, objective)
What do we learn and teach? (content)
How do we learn and teach? (methods, learning activities)
With what resources do we learn and teach? (books, materials)
How well do we learn and teach? (assessment, evaluation)

b. Narrower Definition
Richard et al. (1985) gives a definition of curriculum development which contains a similar range of elements:
In language teaching, curriculum development includes:
a. The study of the purpose for which a learner needs a language (‘needs analysis)
b. The setting of the objectives and the development of a syllabus, teaching methods and materials.
c. The evaluation of the effects of these teaching procedures on the learner’s language ability.

Allen (1984) covers six levels of curriculum design. They are:
a. Concept formation (general principles of language learning);
b. Administrative decision making (which includes the formulation of general aims);
c. Syllabus planning (the stage at which specific objectives are defined);
d. Materials design (including texts, exercises and so on);
e. Classroom activity (where materials are adapted by individual teachers to their own situation);
f. Evaluation (which tests the validity of the.

From the various definition of curriculum, we can extract the following profile of the various elements that should be considered in ELT curriculum design:
• Purpose of education
The starting point in discussing the curriculum of any subject must be a conception of what purposes education should serve.
• Goals of foreign language learning
Language teaching is one of sub-activity within education and its goals must be justifiable within this more general educational framework.
• Concept of language and learning
The conceptions about the nature of language and learning will permeate all decisions about how language should be taught and learnt. If goals dictate what our teaching aims to achieve and ‘concepts of language and learning’ enable us to see possible routes towards achieving it.
• Information about specific groups of learners
It determines which of these routes is suitable in a particular teaching/learning situation. Included here are factors such as the age of the learners, their specific reason for learning, whether they are learning voluntarily or reluctantly, and so on. For example if the learners are present in the class against their will, their motivation will need to be carefully nurtured through classroom activities which are intrinsically pleasurable.
• Objectives, Materials, Syllabus and Classroom activities
One of the tasks of curriculum design is to make these elements consistent with:
a. The goals of learning
b. Our beliefs about language and learning
c. What is known about the learners
• Evaluation of result
It enables us to see to what extent the route we have planned has actually led to the goals we have aimed for.

2. The Purpose of Education
Skilbeck state that there are three traditions in analysis of the purpose of education:
a. Classical humanism
The main purpose of education is to transmit valued knowledge and culture to an elite section of the next generation, and to develop their general intellectual abilities.
b. Reconstructionism
The main purpose is to bring about desired social change. It dominates many school syllabuses.
c. Progressivism
The main purpose is to enable each individual to develop towards self-fulfilment.
Each tradition reflects an important aspect of reality, so there is a valued cultural heritage to be passed on, society does depend on people having useable skill, and individuals do aspire to self-fulfilment.

3. The Goals of Foreign Language Learning
Foreign language teaching is an activity located within education, its goals must be justifiable in terms of broader educational purpose (cf. Van Ek, 1986). Therefore we should be able to relate foreign language learning to the three educational value systems in the previous section.
a. As a contribution to the transmission of valued knowledge of skills.
b. As a contribution to the individual’s preparation for life as a member of society.
c. As a contribution to the development of the individual.

4. Goals and The Curriculum
The dominant features of three approaches to the curriculum are:
a. The grammar (system)-based curriculum
The basis for various kinds of grammar-based curriculum in which:
1. The main goal of language teaching is to enable learners to master the grammar and vocabulary of the language. The secondary goal maybe to pass on knowledge of the country and its culture.
2. The objectives are mainly defined with reference to individual structures or items of vocabulary.
3. The syllabus attempts to select and sequence the structures and vocabulary, using criteria such as complexity, importance, teachability and so on(cf. Howatt, 1974)
4. The materials provide learners with examples of language structures and vocabulary in text devised specially for the purpose.
5. The classroom activities provide learners with opportunities to understand and use the language forms as accurately as possible.
The grammar-translation approach is most obviously structured around grammar as ‘knowledge to be transmitted’.
b. The function-based curriculum
The goal of this curriculum is to prepare the learners take part in society to perform in communication.
1. The main aim is to equip learners to fulfill their communicative needs in an appropriate range of situation.
2. The objectives are defined mainly in behavioral terms.
3. The syllabus selects and sequences these function and skills according to criteria.
4. The materials provide examples of language being used for variety of communicative purposes.
5. The classroom activities provide learners with opportunities to practice conveying and understanding meanings.
c. The process-based curriculum
This curriculum reflects the conception that education should aim to facilitate natural development. In this approach:
1. The main aim is to create context which will stimulate the potential for natural language growth.
2. The objectives are not defined in terms of detailed behavior .
3. The syllabus provides a sequence of context for learning.
4. The materials provide a focus for using language in order to exchange meanings about these topics or tasks.
5. The learning activities consist mainly of the use of language for the purposes of communication.

The Natural Approach described by Kreshen and Terrell (1983) uses of variety of techniques( including visuals, role-places and class discussion) to create contexts where the learners focus on meanings and are able to obtain enough ‘comprehensible input’ of the language for natural acquisition to occur. ‘Communicational language teaching’ (Prabhu, 1987) consist of problem-solving tasks involving the language. These are carried out first as ‘pre-tasks’ by the whole class with the teacher by individual learner. ‘Immersion classes’ in Canada, language learning take place as by-product of learning about other school subjects.
To balancing the different aims and aspects of language learning, Allen (1983) presented and adapted form in Stern (1983) one approach, that is multi-level or variable focus curriculum.
Level 1 Level 2 Level 3
Structural Functional Experiential
Focus on language (formal features)
a. Structural control
b. Materials simplified structurally
c. Mainly structural practice Focus on language (discourse features)
a. Discourse control
b. Materials simplified functionally
c. Mainly discourse practice Focus on the use of language
a. Situational or topical control
b. Authentic language
c. Free practice

Stern (1983:262) underlies conception that ‘a curriculum should be based both on a formal and functional analysis and at the same time offer opportunities for experiential participation in real-life communication’.

5. The Learners as Curriculum Designers
A recurrent theme in discussions about language teaching is the need to develop the autonomy of the learner. Autonomy involves the learner in making decisions in almost all the components that we saw earlier as belonging to curriculum design, state Holec (1983). It determines the objectives, defines contents and progression, selects method and techniques being used, and evaluates what has been acquired.

6. Conclusion
Curriculum is a part that important to get the goal of education. Curriculum design is an aspect of the education profession which focuses on developing curricula for student.

7. Reference
Bowers, Roger and Christopher Brumfit.1991.Applied Linguistics and English Language Teaching.London:Macmillan Publishers Limited