Curriculum_1

Curriculum

1. Models

   • The content model: Classical Humanist
     • the content of what is to be learned by, or transmitted to, the learner
   • The process model: Progressivism
     • This is based on concepts of learner needs, interests and development processes
   • The objetives model: Reconstructionism
     • The starting point is no longer the content, but the objectives of the teaching-learning program
   • The ‘new pragmatism’
     • It is essentially learner-centred and is an attempted “synthesis of the product-oriented ends-means model and the process-oriented approach”

2. Definitions

   • Narrowest sense
     • It is synonymous with the term syllabus, as in specification of the content and the ordering of what is to be taugh
   • Wider sense
     • It refers to all aspects of the planning, implementation and evaluation of an educational program

3. Curriculum policy

   • Evaluation
     • This determines whether they have met the objectives of the curriculum
   • Need Analysis
     • A narrow, product-oriented view
       • needs which focuses on the language necessary for particular future purposes and is carried out by the ‘experts’
     • A broad, process-oriented view
       • needs which takes into account factors such as learner motivation and learning styles as well as learner-defined target language behaviour
   • Syllabus design
     • Course content and procedures will usually be expressed in the form of goals or learning objectives
   • Methodology
     • The teaching methodology can reflect curriculum goals, and teachers’ experiences in turn contribute to the process of curriculum renewal.