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Language Curriculum 2

The document discusses three approaches to curriculum design: 1. The "waterfall model" which progresses sequentially from needs analysis to implementation. 2. A "focused opportunistic" approach where material is gathered first and then other steps are done incrementally with each re-teaching. 3. A "layers of necessity" model where the design is done in layers from the most severe constraint to assessment. It recommends choosing an approach based on starting point, time, needs analysis, and materials available. With limited time and information, it suggests using an existing coursebook and gradually improving it using a focused opportunistic approach.

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Lee Hyeon Soo
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51 views

Language Curriculum 2

The document discusses three approaches to curriculum design: 1. The "waterfall model" which progresses sequentially from needs analysis to implementation. 2. A "focused opportunistic" approach where material is gathered first and then other steps are done incrementally with each re-teaching. 3. A "layers of necessity" model where the design is done in layers from the most severe constraint to assessment. It recommends choosing an approach based on starting point, time, needs analysis, and materials available. With limited time and information, it suggests using an existing coursebook and gradually improving it using a focused opportunistic approach.

Uploaded by

Lee Hyeon Soo
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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The Process of Curriculum Design

1. A “waterfall” model
Macalister and Sou (2006) draw on a “waterfall” model in their description of a course’s
design. The output of one stage becomes the input of the next. Murdoch (1989) describes a similar
sequence, beginning with an analysis of learners’ present proficiency and necessities, and a study
of the learners’ reasons for studying English and long-term learning aims (needs analysis). The
waterfall model is most likely to be applied in the design of the commercial course book, or in a
well-funded curriculum design project.

2. A focused opportunistic approach


In a “focused opportunistic” approach, the format and presentation part of the curriculum
design process is typically done first. That is, material is gathered or prepared to teach the course.
Then, with each re-teaching of the course, one part of the curriculum design process is done
thoroughly. Thus it might be that a proper needs analysis is not carried out until the third or fourth
re-teaching of the course.
The Process of Curriculum Design

3. A “layers of necessity” model


The curriculum design is seen initially as a choice between various layers. Each
layer is complete in itself and includes the major parts of the curriculum design process.
This layer would involve all the following steps:
1) Decide on the most severe environmental constraint on the course and how it will
affect the curriculum design.
2) Decide on the most urgent necessity that learners have to meet at the end of the
course.
3) Make a short list of items to cover.
4) Decide on a simple lesson format that will make use of available material.
5) Gather the material for the course.
6) Decide on a simple form of assessment.
Deciding on an Approach
Choosing which path to take will depend on the starting point, the time available for course
preparation, the availability of needs analysis information, the availability of a usable course
book, and the skill of the curriculum designer. We will assume that time is short and that only a
small amount of needs analysis information is available.
Clearly the least demanding approach is to choose an existing course book as a source of
material, and then apply a focused opportunistic approach to gradually improve and eventually
replace it. We have looked at the advantages and disadvantages of this approach.

Summary of the Steps


1. Decide on your starting point.
2. Decide what kind of path to follow through the process of curriculum design.

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