Name:Ilma Sri Rozi Asma Husna

Nim:12110423624
Class: 5 C

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This chapter opens by explaining that curriculum design is part of writing skills that
involve the ability to collect ideas, write ideas, review and edit ideas. In support of
this,
the author gives Figure 1.1, which is made up of a divided inner circle and three outer
circles. The theoretical and practical elements in the outer circles (principles,
environment, needs) will have a considerable impact on how the course production
process is actually carried out. There are numerous factors to consider when
developing a
course. These include the knowledge that the students now possess and any gaps in
their

knowledge, the resources available, including time, the teachers' level of skill, the
strengths and limitations of the curriculum designer, and the fundamental ideas that
underpin both teaching and learning. If factors like these are ignored, the course may
not
be appropriate for the audience and learners it is designed for, making it ineffective as
a
tool for fostering learning. The three distinct stages of the curriculum design process
—
environment analysis, needs analysis, and the application of principles—all take these
factors into consideration. Environment analysis is followed by the prioritization of a
list
of criteria, which has an impact on the design.

Here is a summary of some of the other elements that teachers thought were most
crucial.
a. The following factors contribute to the short course duration
b. the number of classes;
c. the wide range of proficiency in the class;
d. the learners' immediate need for survival.
e. the absence of suitable reading materials
f. the inexperience and lack of training of the teachers
g. the students' use of their first language in the classroom
h. the requirements for the students to be more independent
The authors claim that Making the connection between the research and theory of
language
learning and the practice of constructing lessons and courses is another crucial aspect
of
curriculum design.
Taking into account the environment, recognizing needs, adhering to rules, goals, and
content
and sequencing, choosing a format and delivery method, monitoring and evaluating
student
progress, and reviewing a course are further themes discussed in the sub-chapters of
this chapter. A
case study example is also provided in this chapter.
Chapter Two
Environment Analysis
Finding the contextual elements that will have a significant impact on the course is the
goal of
this chapter in the curriculum design process.
The steps in environmental analysis can be: brainstorming systematically considering
the
various environmental factors that will affect the course, selecting the most important
factors and
ranking them in order of placing the most important first, deciding what information
you need to
fully account for those factors, and consider the effect of each factor on the design of
the course
then go through steps 1, 2, 3, and 4 again.
Tessmer (1990) defined environment analysis as the process of looking at the factors
that
have a significant impact on decisions about the course's goals, what to cover, and
how to teach and
evaluate it. These elements may be influenced by the students, the instructors, and the
teaching and
learning environment. Situation analysis and constraints analysis are other names for
environment
analysis (Richards, 2001). Constrictions might be advantageous when designing a
curriculum. One
restriction might be that all of the teachers have extensive training and are capable of,
and ready to
create their own lesson plans. Since the teachers could handle a lot of the format and
presentation
work, this would have a significant impact on curriculum design. Environment
analysis is combined
with needs analysis in several curriculum design frameworks.
Chapter Three
Needs Analysis
Find out what students want to learn and what needs to be studied at this phase of
curriculum design.
The writers explain to students what they ought to learn and what they should learn in
the
third chapter. Some factors must be taken into account while doing a need analysis to
assess the
needs of students. They are prerequisites (which include those things that are
necessary for
learners to use the language), disadvantages (which include seeing where students are
or seeing
students' strengths and weaknesses), and desires (these refer to what students want to
learn).
After identifying the needs, the curriculum developer must also determine the content
and
presentation functionality of the that can meet the needs of the students.
Chapter Four
Principles
Choosing how to promote learning is the goal of this stage of the curriculum design
process.
Twenty teaching and learning concepts are presented in this chapter, and they can
serve as a basis
for curriculum development, teacher professional development, and evaluation. The
principle
selected reveals the character of education. The information gleaned from reviewing
the principles
provides important input for determining course objectives and deciding what should
include in
the course. Therefore, it is crucial to choose teaching and learning principles and
choose how to
apply them in the course.
Chapter Five
Goal, Content and Sequencing
Making a list of the topics to teach in the order they will be presented is the goal of
this
chapter in the curriculum design process. The steps in this process are: (1) Defining
the objectives
of the course. Regarding objectives, Nation and Macalister note that the objectives of
a language
course may focus on one or more of the following: language, ideas, skills , or text
(discourse) . (2)
Decide on the progress unit for the course. Course Progress Units are items used to
assess course
progress. Units of progression are, for example, vocabulary levels and those that
represent an area
of knowledge that can be dealt with in any order, such as topics. (3) Selection and
course content.

Lessons or course units can be combined in a variety of ways. Therefore, more

attention should be
paid to the following command . The authors estimate that most language courses
involve linear
progressions, starting with simple items and then more complex items. In addition, (4)
Adapting
the content to the list of other articles to ensure coverage of . To make sure that other
facets of
linguistic knowledge are adequately covered, it is crucial to compare the course
material with other
units of analysis.
Chapter Six
Format and Presentation
The objectives of this chapter of the curriculum design process are the selection of
teaching
and learning strategies and the preparation of lesson plans.
In the previous chapter, tasks were covered as one of the syllabus's units of
development. The
arguments made by proponents of task-based learning versus other curricula, such
Long and
Crookes (1992), place more of an emphasis on how the material is presented than on
the content
itself. A tasksupported or a task-based syllabus may contain tasks, as was discussed in
the chapter
above. In a task-supported syllabus, the task is most frequently the last phase of a
typical PresentPractise-Produce unit of work; the task may be tailored to concentrate
on the language structure
that has been introduced. But in a task-based curriculum, the task is probably the unit.
A framework
for task-based learning that consists of three phases—the pre-task, the task period, and
the
linguistic focus—is described by Willis (1996). This framework allows for a great deal
of variety
and variation, and the goal need not be focused on any particular linguistic structure.
Chapter Seven
Monitoring and Assesment
The decision of what to test and how to test it is the goal of this stage of the
curriculum design
process. When creating the tests, consider the types of assessments that are required as
well as
their timing. You should also consider the tests' validity, reliability, and usability.
Assessments turn
into a significant supply of data for a course's evaluation and even progressive
development.
However, it is important to determine whether the assessment was valid, reliable, and
practicable.
When a test yields the same or nearly the same score for the same person on multiple
occasions, it
is considered trustworthy. Therefore, the term "reliable test" refers to a test that is
trustworthy.

proper test should also be able to record the necessary information. Monitoring and
assessment
should make sure that students get the most out of the course.
Chapter Eight
Evaluation
Choosing how to determine whether a course is successful and where it needs
improvement
is the goal of this stage of the curriculum design process. The authors further claim
that evaluation
necessitates examining both the course's outcomes and its design and administration.
Finding the
goals and type of evaluation, estimating the time and resources required, reviewing the
information
gathered, garnering support, presenting findings, putting evaluation results into
practice, and
finally undertaking follow-up evaluation are some processes that should be taken.
Evaluation
becomes an essential part of good curriculum design. It measures the weakness in
curriculum
design are found and fixed. The evaluation will also affect the change of environment
and the needs
found.
Chapter Nine
Approaches to Curriculum Design
After reading this chapter, you should be able to decide on a place to start when
designing a
curriculum and how to teach the processes. This chapter looked at how the idea of
curriculum
design and the problems of actually implementing it meet in practice. Here are several
strategies for
taking into account curriculum design constraints, particularly those related to time,
expertise, and
the requirement for flexibility in a course. Consequently, figuring out the starting point
and
choosing the type of path to go via the curriculum design process.
Chapter Ten
Negotiated Syllabuses
How students can be involved in curriculum creation has been discussed in this
chapter. The
evaluation of a course book is a specific type of evaluation that is covered in the
following chapter.
The authors of this syllabus claim that many aspects of the curriculum design process
will be
decided in collaboration between the teacher and the students. However, the
negotiation strategy
should be carefully studied. The authors describe how students can be involved in
curriculum
design in this chapter.

Chapter Eleven
Adopting and Adapting an Existing Course Book
The production of language courses and their associated materials falls under the
category of
curriculum design, but it also covers the selection of texts and other course materials
as well as the
modifying and expansion of already existing courses. This chapter examines the
partnership
between the instructor and current text books. This chapter intends to give teachers a
rational
strategy to use when selecting whether to accept or change a course book and to assist
teachers in
clarifying the responsibilities that they, the course book, and the students play in the
curriculum
design process. The interaction between the teacher and the current course book is
highlighted in
this chapter. In order to suit the demands of the students, teachers should assess a
course book's
content before employing it. The method used to utilise the course book should then
also be taken
into account. Knowing why to use the course book and how to customize it for
teaching and
learning processes is crucial for teachers.
Chapter Twelve
Introducing Change
This chapter of curriculum design aims to persuade instructors and learners to adopt
new
courses or changes to current ones. Oftentimes, when a new course replaces an older
one, change is
a necessary component of curriculum design. Consideration must be given to this
modification or
innovation (White, 2006) so that the planning and designing of the course will be
rewarded by its
acceptability and effective utilization. We'll see how accomplishing this successfully
involves giving
the course's users as much input as possible during the course's design and
development.
This chapter outlines how an teacher and students may react to a new course or course
modifications. A system of education can alter in a number of ways. To ensure that the
change is
indeed necessary, it must be explained to the teachers and pupils. But every reform
must be
grounded in reality. Any significant curriculum reform must consider both the change
in the
curriculum itself and the change that must take place in the minds of all those who
will be impacted
by it.

Chapter Thirteen
Planning an In-Service Course
You ought to be able to design a teacher in-service course after finishing this chapter.
The authors
discuss the significance of in-service course planning. Because in-service training for
teachers may
include teacher development after basic training and after they have some classroom
experience.
Short-term in-service training will be referred to as workshops in this chapter. Here,
the educators
will take part. The objectives, the types, and the sources of inputs should all be
carefully examined
while conducting a workshop. Additionally, the activity and the participant
recruitment strategy
should be carefully designed. Even the planning and carrying out of the workshop
evaluation are
crucial.
Chapter Fourteen
Planning an In-Service Course
The authors have summarized the material in this book in this final chapter by
explaining
how the steps in the curriculum design process relate to teachers' day-to-day work.
The authors
added that curriculum design wasn't just for big operations. It can even be used in a
simple
instructional activity. The main elements of language curriculum design are
environment analysis,
need analysis, establishing principles and goals, content and sequencing, format and
presentation,
monitoring and assessment, and conducting evaluation.
The focus of this book has been on viewing curriculum development as a process with
a
number of starting points and frequent opportunities to go back and revise, reconsider,
and reevaluate specific elements of the curriculum design model. Additionally, it has
been demonstrated
that developing curricula does not require a sizable operation. Even a simple class
activity can be
subject to the entire curriculum design process. As an alternative, simply one step in
the curriculum
design process can be highlighted.
Strengths and Weaknesses
Overall, this book contains all the things needed to explore material about language
curriculum and material development. The author explains in detail the existing
material so that the
reader will easily understand the contents of the book.