There is a wide range of factors to consider when designing a course.

(Aims of curr. design are to make a course that has useful goals, that
achieving its goals, that satisfies its users, and that does all this in an efficient
way)
- if factors are not considered then the course may be unsuited to the
situation, may be ineffective and inefficient as a means of encouraging
learning.
- environment analysis
- needs analysis
- the application of principles
Language courses must give consideration to the language content of a
course
- consideration of content makes sure that there is something useful for the
learners to learn to advance their control of the language, covering all the
things they need - balanced knowledge of the language
Goals * - content and sequencing, format and presentation, monitoring and
assessing
Analysis - principles, needs and environment ( course will really be suitable,
practical and realistic)
(Evaluation)
In designing a curriculum, setting the goal is essential to decide why a course
is being taught and what the learners need to get from it. ( Having a clear
statement of goals is important for determining the content of the course,
focus in presentation and in guiding assessment.
The content of the course - important items are being covered and repeated
[ items are enriched & established] (vocabulary not only topics or themes)
without checking - learners are not meeting items that are important for their
later use of the language
- (needs analysis) lists (topics, subskills, strategies, vocabulary) to set the
language learning content of the course
= determining the content of course, set language goals, it is useful to decide
the basis for the ideas content of the course
finding a format & presenting material :
-material in a course needs to be presented to learners in a form that will help
learning - suitable teaching techniques and procedures ( lessons)
- format for lessons ( easier to make, monitor, learn)

= curriculum design is not a linear process, it may be necessary to alter the

content or sequencing to suit the lesson format & to reorder the list of
environemental factors. (lessons may still require adjustment as a result of
consideration of other stages of the curr. design)
= making sure the learning goals of the course are met.
Monitoring and assessing:
important recurring part of the design process - assess how well these aims
are achieved
use of tests (gather info about the progress of learners and the effectiveness
of the course), proficiency or achievements test

Examine the environment, assess needs, decide on principles, setgoals and

choose and sequence content

Ornstein and Hunkins (1998) - curriculum as two ends of a contnuum curriculum as a blue print for achieving desired goals and experiences of a
learner
curriculum has actual worth when a learner is able to make sense of what he
or she has learnt.
Nicholls and Nicholls (1974, p.69) the need for conducting a situational analysis is
fundamental precept of effective curriculum development.
Afzaal Hussain, Ashiq Hussain Dogar, Muhammad Azeem, Azra Shakoor. (2011).
Evaluation of Curriculum Development Process. International Journal of Humanities
and Social Science. Vol 1, (14).
All students have different learning approaches.
Needs analysis - target needs, present situation, language
Needs should be regularly re-checked throughout the duration of the teaching
programme.