The document discusses the origins and evolving definitions of "curriculum" and "syllabus" from their Latin roots to modern usage, noting curriculum refers more broadly to overall educational goals and philosophy while a syllabus provides more operational details for teaching and learning objectives. It also examines different perspectives on curriculum theory including viewing it as knowledge transmission, achieving learning outcomes, or as a process emphasizing judgment and meaning.

1. CURRICULUM AND
COURSE DESIGN
SANTY REQUEJO SALDAÑA
www.tipsforteachers-santy.blogspot.com
srequejo@icpnachi.edu.pe

2. RUNNING CHARIOT
TRACKS IN GREECE
CHILDREN ADULTS
DEEDS
EXPERIENCE
S

3.  The original Latin meaning of curriculum
was a course, but of the kind that one
runs around (it came from currere, to
run), or perhaps traverses in a racing
chariot, a transferred sense. The first
borrowing of the Latin word into English
— in the late seventeenth century — was
for a light, two-wheeled, twin-horsed
carriage, the curricle, the sports car of
carriage days
 -Latin curriculum; a running, course,
current (as of life)

4. CURRICULUM
GENERAL METHODOLOGY
LANGUAGE
GOALS
LANGUAGE
RESOURCES EVALUATION
LEARNING

5. SYLLABUS
RATIONALE WHAT TO HOW TO
OF TEACH ASSESS Ss.
SCHOOL
SUBJECT

6.  Shaw's (1975) brings out the following
distinction between "curriculum" and
"syllabus". He says "... The curriculum
includes the goals, objectives, content,
processes, resources, and means of
evaluation of all the learning experiences
planned for pupils both in and out of the
school and community, through
classroom instruction and related
programs..."
 He then defines "syllabus" as "a
statement of the plan for any part of the
curriculum, excluding the element of
curriculum evaluation itself."

7.  "Curriculum" as defined by Allen (1984)
is a very general concept. It involves
consideration of philosophical, social
and administrative factors which
contribute to the planning of an
educational program. "Syllabus" then
refers to that subpart of a curriculum
which is concerned with the specification
of what units will be taught.

8.  In defining a language "syllabus", Noss
and Rodgers (1976) refer to it as "a set
of justifiable, educational objectives
specified in terms of linguistic content".
Here the specification of objectives must
have something to do with language
form or substance, with language-using
situations, or with language as a means
of communication.

9.  Strevens (1977) says that the syllabus is
"partly an administrative instrument,
partly a day-to-day guide to the teacher,
partly a statement of what is to be taught
and how, sometimes partly a statement of
an approach ... The syllabus embodies
that part of the language which is to be
taught, broken down into items, or
otherwise processed for teaching
purposes."

10.  Wilkins' (1981) words, syllabuses are
"specifications of the content of language
teaching which have been submitted to
some degree of structuring or ordering with
the aim of making teaching and learning a
more effective process."

11.  Johnson (1982) explains syllabus as an
"organized syllabus inventory" where
"syllabus inventory" refers to the items to
be taught. Crombie (1985) also defines
"syllabus" as a list or inventory of items or
units with which learners are to be
familiarized. But Corder (1975) points out
that it is more than just an inventory of
items. In addition to specifying the content
of learning, a syllabus provides a rationale
of how that content should be selected
and ordered (Mackey, 1980).

12.  Candlin (1984) takes a different stand
when he says that syllabuses are
"social constructions, produced
interdependently in classrooms by
teachers and learners ... They are
concerned with the specification and
planning of what is to be learned,
frequently set down in some written
form as prescriptions for action by
teachers and learners."

13.  Basically, a syllabus can be seen as
"a plan of what is to be achieved
through our teaching and our students'
learning" (Breen, 1984) while its
function is "to specify what is to be
taught and in what order" (Prabhu,
1984).

14. 1. Who participates in writing a
curriculum? It may be partly or entirely
determined by an external, authority
body. CURRICULUM
SCHOOL DISTRICTS PERU
S T A T E DEPARTMENT
U.S.A SCHOOLS

15. Instancias de gestión educativa
descentralizada
en las que se diversifica el DCN-Peru
Instancia Responsable Documentos Documentos
Referenciales Curriculares
Direcciones Diseño Curricular Nacional Lineamientos para
EBR
Regional Regionales de • Lineamientos la
Educación • Proyecto Educativo diversificación
Nacional
• Proyecto Educativo curricular regional
Regional
Diseño Curricular Nacional- Orientaciones para
EBR
Local Direcciones de • Proyecto Educativo la diversificación
Unidades de Regional curricular
• Proyecto Educativo Local
Gestión local • Lineamientos para la
diversificación
curricular regional
Diseño Curricular Nacional- Proyecto Curricular
EBR
II.EE Director de la • Lineamientos para la de Institución
o II.EE. diversificación Educativa
curricular regional.
Red Educativa a o • Orientaciones para la
diversificación curricular Programación
nivel local Coordinador de • Proyecto Educativo curricular Anual

16. DECISIONS IN A SYLLABUS
1. Decisions about the objectives of the
program
2. Decisions about the content
3. Decisions about the method
4. Decisions about how the program is
evaluated

17. • LANGUAGE
• LANGUAGE LEARNING
BELIEFS • EDUCATION & CULTURE
• OBJECTIVES
• CONTENT
• METHOD
DECISIONS • EVALUATION
• POLICY STATEMENT
• SYLLABUS
• MATERIALS
PRODUCTS • TESTS

18. 1. APPROACH.-theoretical positions and
beliefs about the nature of language.
2. METHOD.-a generalized set of classroom
specifications for accomplishing linguistic
objectives.
3. DESIGN.- a style, pattern
4. PROCEDURE.- a set of social actions or
accepted way of teaching.

19. TIMETABLE
Teachers need to plan
different activities to keep
VARIETY students´
interest from lesson to lesson.
To avoid the excesses of
COHESION variety
The work should provide
COVERAGE direct attention to all areas
targeted in the syllabus.

20. Let´s work the
components of lesson
plan decision-making
proposed by Harmer
(1991)

21. Teacher´s knowledge of students
-who they are
-what they bring to class
-what their needs are
Teacher´s knowledge of the syllabus
activities Language skills Language type Subject and
content
The institution and its restrictions
The plan
Could you explain the lesson plan given by
Harmer?

22. TWO PARADIGMS
PARADIGM KNOWLEDGE-CENTRED PERSON-CENTRED
The natural science Humanistic paradigm
paradigm: Positivism Phenomenology
“external” perspective: “internal” perspective:
behavior is determined by behavior is self-
environment determined
View of person Focus on objective knowing Focus on personal
knowing
View of teacher Person as input-output Person with self-agency
system
View of L learning Transmitter of knowledge Facilitator of learning
View of curriculum Intellectual process Natural process
(learning) (acquisition)
Ends-focused Process-focused
Look at the pages taken from 3 different books and on evidence you have in
the chart above, tell the class how you would characterize each book.Is it
situated on a a k-c or p-c paradigm?

23. TYPE A TYPE B
 Pre-selects the  Respects ―natural‖
language to be way
taught  Language is
 T. presents- acquired through
practices-tests doing rather than
learned (rules)
 WHAT?  HOW?
 PROCESS  PRODUCT

24. II.- WAYS OF APPROACHING
CURRICULUM THEORY AND
PRACTICE
1. Curriculum as a body of knowledge
to be transmitted.
2. Curriculum as an attempt to achieve
certain ends in students - product.
3. Curriculum as process.
4. Curriculum as praxis.
Homework

25. 1. Curriculum as a body of
knowledge to be transmitted.
Body of
knowledge - Subjects
content
through
Education
SSTUDENTS

26. . Curriculum as an attempt to achieve
certain ends in students - product.
•Objectives are Education that prepares
set learners for life is one that
•Plan is drawn up prepares definitely for
•They are applied different activities/roles.
•Outcomes are
measured
Answer the questions – page 19

27.  Since the real purpose of education is
not to have the instructor perform
certain activities but to bring about
significant changes in the students'
pattern of behavior. It becomes
important to recognize that any
statements of objectives of the school
should be a statement of changes to
take place in the students. (Tyler
1949: 44)

28. PROCEDURE
 Step 1: Diagnosis of need
 Step 2: Formulation of objectives
 Step 3: Selection of content
 Step 4: Organization of content
 Step 5: Selection of learning
experiences
 Step 6: Organization of learning
experiences
 Step 7: Determination of what to
evaluate and of the ways and means of
doing it.

29.  Curriculum as a process is driven by
general principles and places an
emphasis on judgment and meaning

30. PLANNING
AND
DESIGNING A
COURSE
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31.  Whenever we want to design a
course,we need to gather
information during a needs
analysis.Then deciding on the
objectives is next.
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32. After that,we can move on to
thinking about the syllabus
WHAT TO
COVER WHAT
ORDER TO
FOLLOW
DISCOURSE
COMPETENCES:
LINGUISTIC
TEACHING DISCOURSE
HOW L WILL BE BLOCKS: INTERCULTURAL
LEARNED UNITS
MODULES TIMETABLE
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33. Terms
 Curriculum: a broad description of general
goals by indicating an overall educational-
cultural philosophy which applies across
subjects together with a theoretical orientation to
language and language learning with respect to
the subject matter at hand.
 Syllabus: a more detailed and operational
statement of teaching and learning elements
which translates the philosophy of the curriculum
into a series of planned steps leading towards
more narrowly defined objectives at each level.

34. What is a Curriculum?
 The word curriculum comes from the
Latin word meaning "a course for
racing." It's interesting how closely
this metaphor fits the way in which
educators perceive the curriculum in
schools. Teachers often speak about
"covering" concepts as one would
speak about "covering" ground. And
that coverage is often a race against
the testing clock.
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35. SELECTING MATERIALS
 The advantage is that
books save ESP
practitioners a lot of
work.
 Books provide a solid
Books are part
of a package:
framework to work with,
Audio
Videos
which is very useful for
workbook less experienced
practitioners.
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36. Tailor-made materials
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37.  They are designed to meet specific
needs and produced by training
department or institute which
commissions materials for specific
projects or clients.
 A disadvantage: they can be very
time-consuming to prepare,and
need skills and experience in
materials writing,word-
processing,graphic design,etc.
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38. 1. Learner´s need
2. Identify and analyze language item
3. Work pedagogical approaches
4. Decide what sorts of activities to
use
5. Make decisions about layout,etc.
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39. CORPORA:
We do not creat Collections of
something NEW,but real labguage
adapt ideas and data
resources to suit •They give
particular teachers
situations. opportunity to
acess real
language: both
spoken and
written
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40. The learner as a resource
 The approach is to use
learners themselves as a
resource.
 With job-experienced
learners, we can get
more about the job and
We get the
CONTENT but its requirements than
the T remains
the language working alone.
expert.
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41.  Ask questions to develop content
 Invite them to role-play
 Ask them to write key words that can
be used as references
 Let´s collaborate with the learner to
generate the language use
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42. Authentic materials
Letters
Memos
Reports
Magazines
Lables
Prescriptions
Internet/websites
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43. EVALUATING AND
ASSESSING
 Evaluating is of critical importance in
supporting how teaching is done.
 It involves asking
questions,collecting relevant
information and making judgements.
 A needs analysis is a form of
evaluation,too.
 Placement tests involve
evaluation,as does decisions about
materials
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44. How do we know if our course was
successful?
 Formative learner assessment
 Summative learner assessment
 Course Evaluations by stakeholders
Poll 6

45. TESTS FOR LEARNERS
 Multiple choice
 Matching
 Gap fill
 Information tranfer
 Comprehension
 Error correction
 Open ended
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46. Poll Question 6
Do you have Course Evaluations
done by all stakeholders at the end
of your current courses?
a. Yes, and I have access to the
results.
b. Yes, but I don’t have access to
the results.
c. No.
d. I don’t know.

47. LET´S ANSWER
 What could be specific about E learning process, both in general
and particularly in the Peruvian context?
 How should this specificity be reflected in terms of curricula
content, its general aims and objectives?
 How should this specificity affect the assessment criteria to
evaluate the benefits of learning?
 In what way and to what extent should the curricula reflect the
above mentioned specificity?
 What, if any, are the special problems of Peruvian learners?
 How can the curriculum provide for systematic language build-up
on the level of creative language use?
 What aspects of language learning seem to be common to all
students within vocational education?
 What is the relationship among individual language skills within
language use in different disciplines?
 Is it possible to establish common core frameworks for the
curricula according to different disciplines?
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