Curriculum to syllabus process

Curriculum to syllabus process

1. Definitions

   • Course
     • Process to transmit knowledge to students
   • Syllabus
     • Curriculum materialized in detailed steps in order to teach
   • Curriculum
     • Planning an educational program
   • Approaches
     • Classical
     • Grammar-translation (economy of time and effort)
     • Direct (operant conditioning and behavioural modification to learn)
     • Audio-lingual (perfect pronunciation and repetition)
     • Communicative (express their intentions)

2. Teachers' beliefs (can affect what and how to teach)

   • Language view
     • (self expression based on meaning)
   • Language social context view
     • (differences between cultures, customs, values, language)
   • Learning and learners view
     • (inductive and deductive process, afective, cognitive and social needs)
   • Teaching view
     • (transmission of knowledge)

3. Definning context factors (assessment before the course)

   • People
   • Physical setting
   • Nature of course and institutions
   • Teaching resourses
   • Time

4. Aim, Goals and needs analysis

   • Aims
     • General statement, intention, desired outcome
   • Objectives
     • Specific or concrete goal, steps achieved to reach the aim
   • Needs analysis
     • Techniques and procedures used to collect data (attitudes, wishes and preferences), applied before, at the beginning and ongoing

5. SYLLABUS Plan, organize and take decisions

   • Shape of syllabus
     • Modular format (thematic or situational contents)
     • Cyclical format (work with the same topic more than once but more complex)
     • Matrix format (used in situational context in a random order)
     • Linear Format (sequence of grammar or structures )
     • Story-line format (narrative)
   • Organizing the course
     • Determining the organizing principle(s) (e.g.., themes, genres, tasks)
     • Identifying the course units based on the organizing principle(s)
     • Determining unit content
     • Organizing unit content
     • Sequencing the units
   • Materials
   • Language testing
     • Norm referenced (performance between students)
     • Criterion referenced (knowledge gathered by each student)
   • Types
   • Evaluation
     • Formative (improving ongoing programmes)
     • Summative (determining the effects of a programme that has come to an end)

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