This document discusses syllabus and curriculum design. It outlines the key steps in design: environment analysis, need analysis, principles, goals, content and sequencing, format and presentation, monitoring and assessment, and evaluation. It then discusses need analysis in more detail, including its purpose, approaches, who it is intended for, procedures used, and how the information can be used. Finally, it contrasts need analysis with situational analysis, which identifies internal/external strengths/weaknesses and opportunities/threats that may affect curriculum implementation.

1. Meeting 2:
Syllabus Design and
Curriculum Development
by
HJ Nina Fatriana,M.Pd.

2. Syllabus and Curriculum Design
1. Environment Analysis
2. Need Analysis
3. Principles
4. Goals
5. Content and Sequencing
6. Format and presentation
7. Monitoring and Assessment
8. Evaluation

7. Environment Analysis
Questions to Teachers:
1 Will this activity be interesting enough for my learners?
2. Do I have enough time to do this activity?
3. Will the activity be too noisy?
4. Do the learners knoe how to do this activity or will I explain it to
them?
5. Will this activity create a lot of marking for me to do?

8. Need Analysis
Questions to teachers:
1. Is the material too difficult for my learners?
2. Is there something new for my learners to learn in this activity?
3. Will anyone in the class be able to cope with the activity?

9. Principles
Questions to teachers:
1. Will this be a good activity for my learners?
2. Are my learner doing enough reading?
3. Is it good to get klearners to memorise words or phrases?
4. Should I do the same activity again?
5. Should my learners be doing homework?

10. Goals
Questions to teachers:
1. Are the learners expected to comprehend texts at the end of the
activity?
2. Are the learners expected to master language items at the end of
the activity?

11. Content and sequencing
Questions to teachers:
1. What reading passage will I use?
2. What vocabulary will I get the learners to focus on in this activity?
3. Which items shall I use for the blanks in the blank filling activity
I’m making?
4. How can I repear the language items which were used in the
previous lessons?
5. What topics should I get the learners to talk about in my discussion
activities?

12. Format and presentation
1. What activities will I get the learners to do today?
2. Shall I get the learners to do this activity individually or in pairs or in
group?
3. Shouldf I pre teach these items before the learners meet them in
the reading passage?
4. Shall i write this on the whiteboard?
5. Should I have a pre reading discussion or should i get the learners
to talk about the text after the reading?
6. Have I got a good balance of activities in the lessons?

13. Monitoring and assessment
Questions for Teachers:
1. Is this activity going well?
2. Are all the learners participating in the activity?
3. Are some learners doing more work than others?
4. Have the learners learnt anything from the activity?
5. Should I give the learners a test to encourage them to keep on
learning?

14. Evaluation
Quaestions for teachers:
1. Is the course course going well?
2. Are the learners happy with the course?
3. Am I happy with the course?
4. Would other teacher think that my course is a good course?
5. Can I see ways in which I can improve the course?
6. Did today’s lesson go well?
7. Will I get through the coursebook by the end of the course?

15. Curriculum Design and Learner Autonomy
1. Teacher to learners activity
2. Learner to learner in pair activity
3. Learner in group activity
4. Learner individual activity
5. In the class learning
6. Out of the class learning
7. Off line learning
8. Online/long distance learning
9. Blended learning

16. Need analysis vs situational analysis
before
The making
of
syllabus/curri
culum
After
Need analysis
Situational
analysis

17. Need Analysis
Need analysis was introduced into language teaching
through the ESP movement and vocationally oriented
program design.
The attempt to collect information that can be used to
develop a profile of the language needs of a group of
learners in order to be able to make decision about
the goal and the content of a language course.

18. Need Analysis
1. Approaches to need analysis
2. The purpose of need analysis
3. The nature of needs
4. Who need analysis is intended for
5. Who the target population is
6. Who collects information
7. What procedures can be used
8. How information collected can be used

19. Need Analysis
The purpose
1. To find out what language skills a learner need in order to perform a
particular role
2. To help determine if an existing course adequately addresses the need of
potential students
3. To determine which students from a group are most in need of training in
particular language skill
4. To identify a change in direction that people in a reference group feel is
important
5. To identify a gap between what the students are able to do and what they
need to be able to do
6. To collect information about a particular problem learners are experiencing

20. What are language needs?
Needs: wants, desires,demands,expectations,motivations,
lacks, constraints and requirements.
A linguistic deficiency: the difference between what a learner can
presently do in a language with what he /she should be able to do.

21. The Users of Need Analysis
1. Curriculum officers in ministry of education
2. Teachers
3. Learners
4. Writers
5. Testing personels
6. Staff in tertiary institutions
7. Trainers
8. A funding body
9. employers

22. Target population
Policy makers,ministry of education officials, teachers, students,
acedemics, employers, vocational training specialists, parents,
influential individuals and pressure groups, acedemic specialists,
community agencies.

23. Administering need analysis
1. The research team
2. Colleagues
3. Students
4. Academic staff
5. Secretarial support

24. procedures
A Triangular approach (collecting information from 2 or more sources).
1. Questionnaires
2. Self ratings
3. Interviews
4. Meetings
5. Observation
6. Collecting learners’ language samples
7. Task analysis
8. Case studies

25. Example of need analysis
1. Context
2. Method
3. product

26. Situational analysis
The goal of situational analysis is to identify key factors that might
positively of negatively affect the implementation of curriculum plan
SWOT analysis:
A language program’s internal strengths and weakneses in addition to
external opportunities and threats to the existence or successful
operation of the language program.

27. Situational factors
1. Societal factors
2. Project factors
3. Institutional factors
4. Teacher factors
5. Learner factors
6. Adoption factors