Context and the curriculum

Context and the curriculum

1. Factors relating to the context of teching and learning

   • variables are key determinants in the success of a program

2. situation/ enviroment analysis

   • Study of the role of context issues and potential impact

3. The sociocultural enviroment

   • Impact of social factors
     • Groups or stakeholders
   • Curricula
     • Designed for a particular setting/ environment
       • Significant differences
         • better preparation
   • Status of teacher
     • Culture
   • Learners
     • understanding of meaning and value of English
       • symbolic meanig
       • be familiar with the needs
   • Factors
     • socio-economics, acttitudes, societal expectation of T and L, language, views, status role

4. The learners

   • bring assumptions and beliefs
     • language teaching- learning
       • Role teacher-student
       • goals of the course
         • better orientation to and methodology of the program
       • familiar with a mode
     • cultural and educational background
       • Opinion/views/ preferences
         • Learning-styles
   • Cultural factors
     • willingness to attempt to use
       • Age, profile, preferences for style o content, motivation/interest, beliefs, LL history, attitudes, practical need, independent L, Accest to
         • accessacce

5. The teachers

   • are key factor
     • successful implementation of curriculum changes
       • better- qualified teacher
         • the program will depend on and are need to ensure
   • Cultura of learning
     • Bring assuptions, beliefs and values to T
       • assess new approaches to Teaching Based
         • understanding of what constitutes good teaching

6. The institution

   • Culture
     • Professionalism, influences, of equality, monetary
       • Teacher's role, levels of decitions, responsabilities
         • Organizacional culture
           • mecahanistic model
             • bureaucratic approach
               • national/ institutional curriculum (standar)
                 • top-down
           • organic model
             • depending on values and culture of the institution
   • Institutional factors
     • Type of school, organizational structureand culture, management style, role and duties of techers, experience of staff, moral, class size, assessment practices, professionalism, quality, resources/facilities

7. Means of delivery

   • Primary resources
     • Teachers- dependent and textbooks
       • T-directed
         • class/ individual activities
       • L-directed
         • Internet baseed
   • blended learning
     • face to face teaching and technology learning
       • teacher directed, learner- manage autonomous learning
         • support learning

8. Adoption factors

   • to introduce a curriculum, syllabus or set of material
     • issues to considerate
       • Perceived advantages, alignment with practices, links to , complexity, track record, interest/attracts, teacher support accompanying
         • It's importance of pilot-testing or small-scale implementation before adopting

9. Profiling the factors identified in the situation analysis