ELT

Curriculum

Process of
Curicullum Design
Group 2
1. Muhammad Erlangga Kurniawan
(F1021211001)
2. Alfiani Wahyuningsih
(F1021211002)
3. Muhammad Naufal Akbar
(F1021211017)
4. Chairani Saskia Putri
(F1021211020)
5. Fathan Nur Irsan
(F1021211048)
 Introduction to
Curriculum Design

Curriculum design can be seen as a

kind of writing activity and as such it
can usefully be studied as a process.
Curriculum design is the outcome of
a process by which the purposes of
education are linked to the selection
and organization of content.
Factors to design a course:

1. The learners’ present

knowledge and lacks
2. The resources available
including time
3. The skill of the teachers
4. The curriculum designer’s
strengths and limitations
5. Principles of teaching and
learning
What should be considered
in creating a course?
Consideration of content makes sure that
there is something useful for the learners
to learn to advance their control of the
language, that they are getting the best
return for learning effort in terms of the
usefulness of what they will meet in the
course, and that they are covering all the
things they need to cover for a balanced
knowledge of the language
The Process of Curriculum Design

In most approaches the main parts of the

curriculum design process described in the
curriculum design model will be covered, but
they may be covered at various times, at various
degrees of thoroughness, in various orders, and
by various people. We will look at the ways of
going through the process of curriculum design
– the waterfall model, the focused opportunistic
approach, and the layers of necessity approach.
A model of the parts of the
curriculum design process.
 Goals of curriculum

design model
The curriculum design model has
goals as its centre. This is because it is
essential to decide why a course is
being taught and what the learners
need to get from it. Goals can be
expressed in general terms and be
given more detail when considering
the content of the course.
Finding a Format and Presenting
Material

The material in a course needs to be presented

to learners in a form that will help learning.
This presentation will involve the use of suitable
teaching techniques and procedures, and these
need to be put together in lessons. Some lessons
might consist of an unpredictable series of
activities, while others might be based on a set
format, where the same sequence of activities
occurs in all or most of the lessons.
 Assessment

Assessing generally involves the use of tests. An

important distinction in testing is between proficiency
tests which measure what a learner knows of the
language, and achievement tests which measure what
has been learned from a particular course. Other
ways include observing and monitoring using
checklists and report forms, getting learners to keep
diaries and learning logs, getting learners to collect
samples of their work in folders, and getting learners
to talk about their learning.
 Monitoring

Monitoring probably plays a much bigger role in

most courses than assessment does. Monitoring
occurs whenever the teacher observes what the
learners are doing or what they have done in order
to see if things are going as they should. This
happens many times in any lesson and can take
many forms. Most monitoring is informal and does
not involve testing. Teachers often develop a feel for
what is going well. It is always good to check this
with some guided or focused observation
 Factors that teachers considered
most important
The small amount of time The learners’ use of the
available for the course first language in the
classroom

The lack of appropriate The need for the learners

reading materials to be more autonomous

The teachers’ lack of The immediate survival

experience and training needs of the learners
 Division of “Learners”
by Hutchinson dan Waters
(1987)
1 2 3

Necessities Lacks Wants

what the learner

what the
has to know to what the
learner knows
function learners think
and does not
effectively. they need.
know already.
 Examples of unsuccessful
curriculum design
1 2 3

The communicatively The course for Agricultural The adult

based course which was students which had a
deserted by its simplified version of The
Vietnamese learners Moonstone by Wilkie Collins
because they were not as its main reading text.
getting the grammar Some of the learners
teaching that they produced their own
expected. They set up translation of it which they
their own grammar- copied and sold to other
based course. learners. They saw no value
in coming to grips with its
content through English.
conversation course
which began with
the game “Simon
Says”. Half the
students stopped
attending after the
first lesson. There is
no conversation in
“Simon Says”
 Integration of knowledge from
curriculum design

First, curriculum
Second, curriculum Third, Fourth,
design for language
design inevitably curriculum curriculum
teaching is part of
involves assessment design involves design involves
the wider field of
and evaluation and the teacher
curriculum design
these are both part consideration of training,
in education. Much
of a wider field, and learning and innovation and
of the research and
represent rapidly teaching and the continuing
theory drawn on in
growing areas of the principles development of
this book has its
knowledge in that guide those teachers.
roots in this larger
second-language activities.
field.
teaching.
 Content and Sequencing
Every day teachers have to consider questions :

• What reading passage will I use?

• What vocabulary will I get the learners
to focus on in this activity?
• Which items shall I use for the blanks in
the blank-filling activity I’m making?
• How can I repeat the language items
which were used in the previous lessons?
• What topics should I get the learners to
talk about in my discussion activities?

All of these questions relate to content and sequencing because they focus
on what will be in the course and the order in which it will occur
 3 models of
curriculum design
1 2 3

Subject centered Learner centered Problems centered

design design design

a. The subject design a curriculum curriculum

design that design centered
b. The disciplines design
prioritizes the on the problems
c. The broad role of students. faced in society.
fields design
How to design curriculum?
Principles and purpose - Teaching narrative –
Set out the intent of your Plan the delivery of
curriculum. your curriculum

Entitlement and enrichment Resources –

- Develop your pupil Source high-quality
entitlement resources to deliver your
curriculum
Breadth and balance Review and evaluate –
- Curate the content Decide what works well and where
of your curriculum there is room for improvement
Summary of the Steps

1. Examine the environment.

2. Assess needs.
3. Decide on principles.
4. Set goals, and choose and
sequence content.
5. Design the lesson format.
6. Include assessment
procedures.
7. Evaluate the course.
CONCLUSION

Curriculum design is an
essential skill for
emerging education and
learning professionals and
will continue to be a
dynamic, innovative, and
exciting field of practice
for years to come.
 References
- Language Curriculum Design,
John Macalister
- Desain Kurikulum, Nisa
Muktianac
- Patterns of Curriculum design,
Bryn Mawr College
-Desain Kurikulum, Feri Dwi
Haryanto
Thank You
Do you have any questions
for us before we go?