CMD 1 : WHAT IS CURRICULUM AND MATERIAL DEVELOPMENT

 Curriculum is derived from the word “currere” which means to run.

 The Syllabus is described as the summary of the topics covered or units to be taught in the
particular subject.
 Curriculum refers to the overall content, taught in an educational system or a course.
 Syllabus is descriptive in nature, but Curriculum is prescriptive.
 Syllabus is set for a particular subject.
 Curriculum is defined in two ways : prescriptive – descriptive.
 Prescriptive (what ought to happen)
 Descriptive (not merely in terms of how things ought to be…but how things are in real
classroom (Ellis, 2004)
 Processes involved in developing, implementing, and evaluating language program.
 LANGUAGE PROGRAM – any organized course of language instruction
 Language Curriculum Development deals with the following questions :
o What values do these principles reflect?
o Whose interest do they serve?
o What are learner’s needs?

CMD 2 : FROM SYLLABUS DESIGN TO CURRICULUM DEVELOPMENT

 Assumption about syllabus design :

o The basic units of language are vocabulary and grammar
o Learners everywhere have the same needs
o The process of learning a language is largely determined by the textbooks
 The Quest for New Methods :
o TEFL (after the World War II)
o Rapid expansion of the role of English in 1950s
o The mobility of people (air travel and international tourism = international trade and
commerce)
 PRACTICAL NEED for a general command of English :
o To explore new directions in methodology
o More up-to-date teaching methods
 METHODOLOGY
o A structural syllabus with graded vocabulary levels
o Meaningful presentation of structures in contexts….
o Classroom activities = from Presentation, to controlled Practice, to freer Production
(PPP method)
o Situational Approach : Structural-situational Approach, Situational Language
Teaching, TEFL/TESL
o Audio-lingualism (with the assumptions)
o Habits are strengthened by reinforcement
o Foreign language habits are formed most effectively by giving the right response, not
by making mistakes
o Language is behaviour and behaviour can be learned only by inducing
(persuading/convincing) the student to behave
 Once NEEDS were identified, learning targets could b described.
 ESP is an approach to language teaching in which all decisions as to content and method are
based on the learner’s reason for learning.
 The goal of ESP course is to prepare the learners to carry out a specific task or set of tasks
 General English—the goal is usually an overall mastery of the language that can be tested on
global language test
 How will you determine the learner’s needs?
o People
o Learners
o Teachers
o Employers
 Information could be collected about the resources of teaching institution
o Objectives
o The methods of assessment used
o Needs analysis could be an ongoing process throughout a course
 How will you determine the learner’s needs?
o Information on different kinds of activities the learner would be using the language
 Telephoning, interviewing
o The language functions involved
 Explaining, requesting, complaining
o The situations
 Face-to-face, in a work group
o Which of the four language skills would be needed
 How will you conducts NA?
o Questionnaires
o Surveys
o Interviews
 What is Communicative Language Teaching?
o A broad approach to teaching that resulted from a focus on communication as the
organizing principle for teaching rather than a focus on mastery of the grammatical
pattern of the language.
 Syllabi Is the content to be covered by a given course, form only a small part of the total
school program.
 Curriculum is all those activities in which children engage under the auspices (protection) of
the school. It does not only include what pupils learn, but how they learn it, how teachers help
them learn, using what supporting materials, styles and methods of assessment, and in what
kind of facilities.
 Four Fundamental Questions in Developing Curriculum and Plan of Instruction
o What educational purposes should the school seek to attain?
o What educational experiences can be provided that are likely to attain these purposes?
o How can these educational experiences be effectively organized?
o How can we determine whether these educational purposes are being attained?
o Aims and Objectives, Content, Organization, Evaluation
 “Curriculum development” refers to the range of planning and implementation processes
involved in developing or renewing a curriculum.
 These processes focuses on needs analysis, situational analysis, planning learning outcomes,
course organizations, selecting and preparing teaching materials, providing for effective
teaching, and evaluation.