2. 2
Definition of Curriculum
According to David Nunan (1988) Curriculum is a
a large and complex concept. It can be used to refer to
particular program of study (Science curriculum).It is a
systematic attempts by the teacher to specify and study
planned intervention into the educational process .
So we can say that Curriculum is the product of this
systematic attempt which will lead us into making our
course design
3. 3
In order for the curriculum to be truly
learner-centred for Nunan, there is a need for
documentation not only of what learners want
from language course, but also of what they are
capable of doing . The learner is not considered
as a passive individual but as one who learns by
doing, interacting and participating with the
teacher in the planning, implementation and
evaluation of language course.
4. 4
Nunan points out that collecting data about and
from the learner and using it as a base for content
selection is the basic tent of learner-centeredness.
He consider subjective information as the heart of
learner –centred curriculum . This data can be either
biographical (age, education background, occupation
…etc, or personal related to learners needs and
interests. For example :
For what communicative questions and tasks do
you want to learn English?
What learning activities do you prefer?
Which skills are the most important for you?
7. Aims of Learner-Centred
Curriculum
• Provide learners with efficient learning strategies.
• Select a content that appropriate to learners needs
and interests.
• Help the learners to identify their preferred
strategies.
• Encourage learners to set their own objectives.
• Encourage learner to adopt realistic goals.
• develop learner’s skill in self evaluation.
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8. The curriculum Process
8
1. Initial planning procedures
data can be collected before the course begins to
help the teacher specify his content.
ex, biographical data, personal data relating to the
learners’ needs and interests
2. Content Selection
At this stage the data and information of the learners give a
great guidance on the selection of materials and learning
activities. The content should reflect the outside world and
must engage the interests of the learner by relating to his
background, knowledge and experience
9. 3. Methodology
It includes learning activities, material and strategies.
(role play, working in pairs, language game , grammar
exercises, discussions, gap filling exercises….etc.)
It must be informed by data about and from the learner.
4. Evaluation
Is parallel with other curriculum activities.
It isn’t only made by the teacher at the last stage but also at
each stage and by learners themselves.
9
14. 14
• Focuses on learners
• Students construct
knowledge through
gathering and synthesizing
information and integrating
it with the general skills of
communication, critical
thinking, problem solving
and so on
• Learners participate in
content selection
• Students are actively
involved
• Learners work in pairs,
groups or alone depending
on the purpose of activity
• Teacher’s role is to coach
and facilitate. Teacher and
students evaluate learning
together
•Focuses on subject
•Focuses on knowledge and
intellectual development
through verbal
transmission of knowledge.
•Learners have no choice in
their own learning.
•Learners take more passive
and receptive role.
•Learning is fragmented
into little boxes instead of
flowing together toward
deeper comprehension of
subject matter as a whole.
•It fails to take into account
learners needs and
interests.
•Learners simply
memorize what they need
to know in order to pass a
test , instead of actually
learning it
Learner-CentredTeacher-CentredSubject-Centred
• Focuses on teacher
• Knowledge is
transmitted from
teacher to students
•Learners have no
choice in their own
learning.
• Teacher select the
content
• Students passively
receive information
• Student work alone
• Teacher’s role is to be
primary information
giver and primary
evaluator
15. Advantages:
15
1. Students are active participants in their
learning
2. They themselves make decisions about
what they will learn and how
3. They construct new knowledge and skills
4. they work in collaboration
5. They monitor their own learning
16. 16
Disadvantages:
1. It relies on the teacher’s ability to create or select
materials appropriate to learner’s expressed
needs
2. It requires skill on the part of the teacher as well
as time and resources, the lack of them make
creating curriculum with this approach difficult
3. Teachers may also find it difficult to strike an
acceptable balance among the competing needs
and interests of the student
